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I, too, would be very interested in seeing those rubrics!



Deborah LeClaire
Learning Center Director
Leech Lake Tribal College
PO Box 180, 6945 Little Wolf Road NW
Cass Lake MN 56633
[log in to unmask]

office: (218) 335-4242
cell: (218) 252-6959





-----Original Message-----
From: Open Forum for Learning Assistance Professionals [mailto:[log in to unmask]] On Behalf Of Courtney Frederick
Sent: Thursday, October 08, 2009 10:22 AM
To: [log in to unmask]
Subject: Re: Student Learning Outcomes

Hi Dorothy,
I'd love to see your rubrics and reports. Thanks,
Courtney

Courtney Frederick
Director
Academic Reinforcement Center
English Summer Institute
Long Island University
1 University Plaza
Pratt Building, Suite 110
Brooklyn, NY 11201-5372
718.488.1330

"Every good poem is a Trojan horse."  - Elaine Equi

-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Dorothy Williams
Sent: Wednesday, October 07, 2009 8:16 PM
To: [log in to unmask]
Subject: Re: [LRNASST-L] Student Learning Outcomes

We do pre post measures of metacognitive development, levels of critical

thinking, locus of control and use of learning styles.  If you are
interested, email me and I will send you our rubrics and tutor reports
that define and capture the data.  We have about six year's worth of
data.

Dorothy Williams
Antelope Valley college
California

Albert Jimenez wrote:
> Dear Colleagues,
>
> Does anyone mind sharing any forms, documents, survey's, strategies
> etc., that account for Learning Center SLO's?  Your assistance is
gladly
> appreciated. Thank you all.
>
> Best regards,
> Albert B. Jimenez, M.A.
> Tutorial Services Specialist/Associate Faculty
> MSJC Learning Resource Center
> Menifee Campus
> (951)639-5481
> "Carpe Diem"
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]] On Behalf Of Linda S. Talbert
> Sent: Wednesday, October 07, 2009 5:47 AM
> To: [log in to unmask]
> Subject: Re: Community College Accountability/An Experiment Takes
> Off/Progress on Sustainability
>
> Sounds pretty proactive and any metric other than graduation rates
will
> be a relieve.
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]] On Behalf Of Dan Kern
> Sent: Wednesday, October 07, 2009 8:15 AM
> To: [log in to unmask]
> Subject: Community College Accountability/An Experiment Takes
> Off/Progress on Sustainability
>
> Community College Accountability
>
> October 7, 2009
>
> Accountability initiatives are not new to community colleges. But
> because
> scholars and educators have long disagreed about how to measure and
> compare
> the institutions' success in educating students, the Bill & Melinda
> Gates
> Foundation and the Lumina Foundation for Education announced
>
<http://www.gatesfoundation.org/press-releases/Pages/community-colleges-
> impr
> oving-graduation-rates-091006.aspx>  Tuesday their funding of an
effort
> to
> create a national, voluntary accountability system for community
> colleges.
>
> The project, which is being funded with $1 million in grants from the
> two
> foundations, will gather leaders from groups like the American
> Association
> of Community Colleges, the Association of Community College Trustees
and
> select community college districts to hash out what officials call a
> "common
> set of metrics and data points to evaluate their effectiveness, both
> internally and against one another, developed specifically for their
> mission."
>
> Eight community college sites around the country, mostly from urban
> areas,
> will pilot the new accountability system. Then, in two years, the
> project
> will expand and pilot in up to 20 more localities. Ultimately, project
> organizers hope their to-be-created system will be adopted by
community
> colleges across the country to help improve the outcomes of their
> students.
>
> Kent Phillippe, who as director of research at AACC has helped to plan
> this
> project, said there are few details of exactly what metrics this
> universal
> system would include, as the initiative is still in its nascent stages
> and
> the pilot sites still do not know exactly what data they will be
> tracking.
> Still, he argued that the project's creation reflects a sentiment
among
> community college officials that the common metrics that have long
been
> used
> to judge their institutions' relative success -- led by the federal
> graduation rate -- are insufficient and do not help institutions
improve
> themselves. He also added that some new metrics are needed and must be
> developed.
>
> "We need to try to build on progression measures of students and not
> just
> focus on the final outcome of degree and certificate attainment,"
> Phillippe
> said. "For instance, we need to highlight certain points along the
> learning
> path toward reaching graduation, such as the attainment of 30 credit
> hours
> or 60 credit hours or after the progression from development to
> college-level coursework [all points after which it is more likely
that
> a
> student will graduate]. We also need to catch the things that
community
> colleges do that aren't necessarily credential specific, such as work
> force
> and community development. Maybe we could track job placement rates in
> these
> programs or show the income change among students who've taken x
number
> of
> courses at a community college."
>
> Officials from Gates and Lumina expressed a similar desire to see
better
> measurements taken at prescribed benchmarks as students move through
> community colleges.
>
> "We need to see beyond graduation rates," said Holly Zanville, a
senior
> program director at Lumina. "Even if colleges find that they have poor
> graduation rates -- and many of them do -- they can't tell where
> students
> get lost and how they can get along to improve themselves. We need to
> pay
> more attention to milestone markers. Of course, we're still interested
> in
> outcomes, but we need to know more about what's happening along the
way.
> For
> instance, it'd be great to know the point at which students transfer
> onward."
>
> Diane Troyer, a senior program officer at Gates, said the foundation
> believes its support for this community college project will also help
> institutions work toward the philanthropy's publicly stated goal to
> "double
> the percentage of low-income young people who earn a postsecondary
> credential by the age of 26" by 2027, a benchmark that has appears to
> have
> influenced some of the goals set by the Obama administration. She also
> believes the critical mass of publicity that community colleges have
> recently received, not only from the federal government but from
> organizations like hers, bodes well for the success of this project.
>
> "A lot more attention has been cast upon community colleges and the
role
> they play in the full picture of higher education," Troyer said. "But,
> more
> attention has to be placed on completion initiatives. Consensus is
what
> really matters when considering what we should be measuring [for this
> project]. Having these national benchmarks for colleges to assess
their
> own
> performance will help them tremendously."
>
> Community college presidents at the project's pilot institutions said
> they
> are excited to work with some of their peer institutions to compare
and
> contrast some of the data they already collect to assess themselves.
>
> "Most of us don't have large research departments like universities
> have,
> and we haven't had the resources to do this kind of work," said Jerry
> Sue
> Thornton, president of Cuyahoga Community College, in Cleveland, Ohio.
> "For
> us and others involved with this pilot, it's not about having a
> measuring
> stick or a strict comparison base, but trying to improve ourselves by
> sharing data with each other."
>
> Thornton said Cuyahoga will be using this project to take a close look
> at
> what she called its "gatekeeper courses" -- those like algebra that
are
> at
> the beginning of a sequence and, if not passed, keep many students
from
> graduating. In addition, she said her institution will focus on
> shortening
> the amount of time its students spend in developmental courses,
> comparing
> and contrasting remedial sections of varying lengths and methods to
see
> which achieve success and which do not.
>
> Roy Flores, president of Pima Community College, in Arizona, said such
a
> universal system will give his institution a more effective way to
> identify
> its shortcomings and remedy them.
>
> "We're very data driven, and that's already reflected in our plans and
> measures," Flores said. "It's something we've been doing for some
time.
> But,
> more importantly, this is an opportunity to learn from other colleges
as
> well. There's outstanding work being done by other colleges, and we're
> mindful of the fact that some of them don't look a lot like Pima."
>
> At least one prominent outside observer of this major community
college
> initiative, however, expressed his appreciation for the project but
> wondered
> why the two-year sector appears to have bought into the notion of a
> universal accountability system long after the idea won favor among
many
> officials at four-year institutions.
>
> "I've had a lot of conversations with community college leaders in the
> past
> and -- fussed at them isn't the right word -- but just didn't
understand
> why
> they weren't the leader in this accountability movement," said Charles
> Miller, former chair of former Education Secretary Margaret Spellings'
> Commission <http://www.insidehighered.com/news/focus/commission>  on
the
> Future of Higher Education, known colloquially as the Spellings
> Commission.
> "Community colleges tend to have -- not an inferiority complex -- but
> they
> feel like they have to wait in line behind their big brothers for some
> things. I commend them for doing this now. I don't know the details of
> what
> they're producing, but I have no reason to doubt they'll come out with
a
> good idea."
>
> Miller said he hopes the project embraces the idea of a "unit record
> system," or a method of tracking a student's progress throughout his
or
> her
> educational career. Though this recommendation of the Spellings
> Commission
> ultimately never received the support of educators nationally, Miller
> said
> it would benefit community colleges most.
>
> "One of the problems with accountability for community colleges is the
> need
> to follow students beyond community college," Miller said. "Most
> community
> college students don't come for the purpose of getting a degree or a
> certificate, and they'll have to find a way to measure that. These
> accountability efforts often focus so much on degree completion, but
> that's
> definitely not the only thing that community colleges do."
>
> -  <mailto:[log in to unmask]> David Moltz
>
> Comments, so far at end of article link:
> http://www.insidehighered.com/news/2009/10/07/accountability#
> <http://www.insidehighered.com/news/2009/10/07/accountability>
>
>
> Comments on Community College Accountability:
>
>
> .         This new grant can do a lot of good
>
> .         Posted by Bernard Luskin , CEO and Senior Provost at Touro
> University on October 7, 2009 at 6:30am EDT
>
> .         Done correctly a great deal of good can come from this
> research.
> One of the major areas of missunderstanding has to do with graduation
> and
> completion rates. If the 60 unit requirement for the AA degree can be
> made
> consistent, the number of AA degree graduates would statistically
> skyrocket.
> What happens in a great number of cases is that students that are
> transferring to four year institutions, complete most of their
> requirements
> in a CC. The requirements are uneven among community colleges and
extra
> units are added. The students skip the final three or six units, and
> therefore receipt of the AA, because the added units are unique, the
> students are focused on transfer. Yet, the student has completed his
or
> her
> planned program and transfers, performs well and graduates with a BA.
> So,
> this is a situation where reporting distorts actual benefits and
> results,
> i.e., it is statistically accurate and actually wrongly interpreted in
> the
> reporting. There are a number of situations like this that can be
> higlighted
> for solution through a program like this one. Good luck.
>
> Bernie Luskin
> Chair, Emeritus, AACC Board of Directors
>
> .         About time
>
> .         Posted by A Student , Any major dude at Lansing Community
> College
> on October 7, 2009 at 7:30am EDT
>
> .         Containing costs is one thing. Lack of productive planning
is
> another.
>
> Appointing faculty three days before semester-start shows. Really.
>
> So does faculty going "off-textbook" -- WITHOUT appropriate hard-copy
> scaffolding. Especially when textbooks are $100+/each.
>
> Related Stories
>
> *      <http://www.insidehighered.com/news/2009/10/05/delta> Sophie's
> Choice for 2-Year Colleges
> October 5, 2009
> *      <http://www.insidehighered.com/news/2009/10/05/cccall> Mutual
> Back
> Scratching
> October 5, 2009
> *      <http://www.insidehighered.com/views/2009/09/28/uzureau> In
> Praise
> of 'Community'
> September 28, 2009
> *      <http://www.insidehighered.com/news/2009/09/28/data> Aggressive
> Plan for State Data Systems
> September 28, 2009
> *      <http://www.insidehighered.com/news/2009/09/25/ccdc> Better
> Late
> Than Never
> September 25, 2009
>
> C Copyright 2009 Inside Higher Ed
>
>
>
> Sources:
>
http://www.insidehighered.com/layout/set/print/news/2009/10/07/accountab
> ilit
> y#
>
<http://www.insidehighered.com/layout/set/print/news/2009/10/07/accounta
> bili
> ty>
>
>
>
> http://www.insidehighered.com/news/2009/10/07/accountability#
> <http://www.insidehighered.com/news/2009/10/07/accountability>
>
>
>
>
>
>  <http://www.insidehighered.com/news/2009/10/07/uscmat> An Experiment
> Takes
> Off
>
>
> October 7, 2009
>
>
> U. of Southern California's online master's in teaching, designed to
> "scale
> up" the production of instructors, enrolls 450 students in first 6
> months --
> more than four times the number in its on-campus program.
>
> Source and full article:
> http://www.insidehighered.com/news/2009/10/07/uscmat#
> <http://www.insidehighered.com/news/2009/10/07/uscmat>
>
>
>
> Progress on Sustainability
>
> The 2010 edition of the College Sustainability Report Card,
> <http://embargoed.greenreportcard.org/media>  being released today,
> shows
> that despite the economic woes facing many colleges, many also made
> significant progress in adopting "green" policies. Grades are awarded
> based
> on reporting in a series of categories,including policies on climate
> change,
> food, recycling, buildings, transportation, endowments and so forth. A
> new
> feature of the project this year is to make the colleges' responses to
> survey questions public so students or prospective students can
examine
> the
> status at their institutions and comparison groups. Twenty-six
colleges
> earned A-, the top grade this year. They are: Amherst, Carleton,
> Dickinson,
> Luther, Macalester, Middlebury, Oberlin, Pomona,
> Smith and Williams Colleges; Arizona State, Brown, Harvard, Pacific
> Lutheran, Stanford, Wesleyan and Yale Universities; the College of the
> Atlantic: and the Universities of California at San Diego, Colorado,
> Minnesota, New Hampshire, North Carolina at Chapel Hill, Pennsylvania,
> Vermont and Washington.
>
> Source:  http://www.insidehighered.com/news/2009/10/07/qt#209983
>
>
>
>
>
>
>
> Dan Kern
>
> AD21, Reading
>
> East Central College
>
> 1964 Prairie Dell Road
>
> Union, MO  63084-4344
>
> Phone:  (636) 583-5195
>
> Extension:  2426
>
> Fax:  (636) 584-0513
>
> Email:  [log in to unmask]
>
>
>
> http://www.studentveterans.org/
>
>
>
> Cowardice asks the question, 'Is it safe?' Expediency asks the
question,
> 'Is
> it politic?' Vanity asks the question, 'Is it popular?' But,
conscience
> asks
> the question, 'Is it right?' And there comes a time when one must take
a
> position that is neither safe, nor politic, nor popular but one must
> take it
> because one's conscience tells one that it is right. (Martin Luther
> King,
> Jr.)
>
> Instruction begins when you, the teacher, learn from the learner. Put
>
> yourself in his place so that you may understand what he learns and
>
> the way he understands it. (Kierkegaard)
>
>
>
> To freely bloom - that is my definition of success. -Gerry Spence,
> lawyer
> (b. 1929)    [Benjamin would be proud, I think.]
>
>
>
>
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