ANNUAL PROGRAM ASSESSMENT FORM Student Services Division

Transcription

1 ANNUAL PROGRAM ASSESSMENT FORM Student Services Division The annual program assessment is a brief summary showing evidence of ongoing review, implementation, assessment, data collection, and analysis from the comprehensive program review. The program assessment is focused to review the following: I. Learning Outcomes (linked to Accreditation) II. Comprehensive Program Review Status a. Key indicators for your program, b. Your objectives from your comprehensive program review c. Summarize changes in your program d. Strategic Plan and status e. Plans for the upcoming year. f. Needs to support your plans for the upcoming year I. LEARNING OUTCOMES a. Student Services Learning Outcomes and Assessment Results Total number of services or activities (e.g., Counseling Services, Job Placement, etc): 2 Number of services or activities with defined learning outcomes: 2 Percentage of services or activities with defined learning outcomes: 100% Number of services or activities with ongoing assessment of learning outcomes: 1 What percentage of part-time faculty in your program have participated in the development and/or assessment of learning outcomes? n/a b. Assessment Reports Has your program generated any type of report summarizing student performance on specific Department Learning Outcomes? Yes/no If so, please attach the summary files. Transfer Center Assessment results Objective: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. SLO/DLO: Students will receive, interpret and assess current and accurate information related to transfer institutions. Students will be more equipped with skills to differentiate and prioritize strategies and resources to make effective transitions to 4-year universities through comparison of current transfer information Students will

2 develop an educational goal Based on the data from the surveys the department created the Beginning Transfer workshop and Advanced Transfer workshop schedule and surveys for to better evaluate the students understanding of transfer awareness. We also began gathering MSJC special program data to determine if particular student groups participated in more workshops as referrals. From fall 2012 thru spring 2013 the Transfer Center offered 33 transfer workshops on each campus for a total of 66. Total attendee sign-ins for both campuses and all workshops were 533. We received surveys from 145 beginning workshops attendees and 182 advanced workshop attendees however the total number were entered into SARS without separation between Beginning and Advanced so actual totals for individual workshops are not accurate. Beginning workshops: 6 Choosing a Major 2 Choosing a University 2 Transfer: Difference between UC/CSU Advanced workshops: 15 UC application workshops 15 CSU application workshops 9 UC/CSU/Private TAG - Preparing for TAG (transfer admission guarantees) 8 Personal Statement/college essay 2 Transfer: The Next Step (formerly: After Application, What s Next) 4 Scholarship Search/Financial Aid General population 3 Scholarship Search/Financial Aid Honors and STEM populations The 1 hour workshop format does work to answer general questions however target population are not attending in numbers large enough to justify the total number of workshops offered. With the exception on the UC and CSU application workshops, this is an inefficient use to staff time and closes the department down on each campus for a minimal number of students. One-on-one appointments appear to be the preferred student method unless we specifically require students to participate. Lower participation occurs at the SJC campus particularly during the college hour Tues/Thurs break. The best use of the workshop format is the application, TAG and Personal Statement workshops offered each Fall semester. Other workshops need to be re-evaluated to determine if they should continue being offered. The recommendation made in last year s assessment report that many of these workshops be offered through istudent and general counseling was not accomplished. If these workshops occurred, the Transfer Center does not have any survey collection results to evaluate student learning for DLO assessment for the Transfer Center.

3 Results for Beginning workshops SUMMARY: There is a clear indication that these workshops are not addressing student need based on the low percent increase in the pre and post assessment. With the exception of the Maximizing college units question the overall workshop data indicates a modification of the beginning transfer workshops should be re-evaluated and perhaps combined to create one specific transfer overview workshop and/or have these topics included into new student orientations. After the workshop assessments are evaluated this issue can be discussed with the Dean of Counseling. NOTE: Specific student population data is interesting but inconclusive due to the incorrect Beginning Survey being used in the Advanced Transfer workshops during the fall 2012 workshop; this is perhaps why the pre and post percent increase is so low. RECOMMENDATION: Run the same workshops through the year using the correct survey and evaluate the data collected to make final determinations on the Beginning transfer workshops and the format for providing this information to students.

4 Results for Advanced workshops Number of Workshop Attendees: 182 Average: Pre Post Difference (Post minus Pre) Do you have an understanding of university application process? How knowledgeable are you with CSU Mentor, UC Application and Common Application? Do you understand a Transfer Admission Guarantee (UC-TAG, CSUSB Dual Admission, etc.? Do you know how to develop a personal statement or college essay? If applicable; do you understand the financial aid process for transfer? Do you feel that your advanced transfer questions and/or needs were answered thoroughly? List 3 things you learned in this workshop: Number of Comments: % % % SUMMARY: Advanced survey continues to show a significant increase in understanding the transfer process particularly the application and TAG workshops. The Transfer Center should continue offering these workshops and collect another year of data before any modifications to the process. NOTE: During fall 2012 some Advanced Transfer workshops presenters failed to collect the advance survey and a couple other workshops collected the Beginning Transfer surveys in error. We cannot determine an average since we cannot confirm exact student participants. This error also impacted the assessment of the Beginning Transfer workshops from RECOMMENDATION: Advanced survey database creation neglected to add the special student population. The Transfer Center will be running the exact surveys again for to get a clearer understanding of referrals by these departments and clubs (see beginning survey data for example). After data collection and assessment modification for specific student populations will be evaluated to make recommendation to the Dean of Counseling for any changes to the Transfer Center overall workshop schedule assessment for comparison The Transfer Center assessed these workshops to determine if the 1 hour workshop format would answer students general questions during the transfer application filing cycle in fall and the scholarship cycle in spring in order to better provide transfer services to a larger number of students with the understanding that individual detailed questions could be done on a one-to-one appointment with either a general counselor or via the Transfer Center on either campus. A total of 387 students participated in these workshops with 189 pre/post assessment completed surveys collected or 52% collection rate. The following is a copy of questions asked prior to and after the workshop. Questions were ranked on a scale of 0 to 5 where 5= strongly agree and 0=n/a:

5 Results of the survey collection are as follows: Questions Asked Pre assessed Post assessed % increase Are you confident you have determined your educational objective and major? Are you confident in researching your educational major and university/s of interest requirements? Do you understand how to maximize your Community College units for transfer? Do you understand unit totals and GPA requirements for transfer? Do you understand the differences between CSU, UC, Private and Out-of-State universities? Do you have an understanding of university application processes? How knowledgeable are you with CSU Mentor and UC Application? Do you understand a Transfer Admission Guarantee (UC-TAG, CSUSB Dual Admission, etc)? Do you know how to develop a personal statement or college essay? Do you feel that your Career/Transfer questions and/or needs were answered thoroughly? Summary : It is clear that the unit and course requirements, GPA, application and personal statement questions show a measurable increase in student understanding of the process. However, this data also shows an insignificant increase in understanding on how to determine a major, the differences in university systems and how to research potential educational goals and universities. These numbers are nearly stagnant. Note: Students participating in the Transfer Center workshops may have already determined their educational goal and selected specific universities. This might account for the numbers reflected and should be addressed in the next cycle of assessment. Recommendation: Maintain the current workshops offered through the Transfer Center and create new workshops or modify existing workshops through the Career Center, Counseling or istudent to specifically target student populations to address these issues. The target student population would include 1 st and 2 nd semester students with the intent to transfer or earn an Associate degree and provide referrals to the Transfer Center and all services provided.

6 c. Alignment of Learning Outcomes Have you linked your learning outcomes questionnaire with Department Learning Outcomes? Have you linked your Department Learning Outcomes with Institutional Learning Outcomes? Yes/no Yes/no d. Dialogue about assessment results Summarize the most recent academic year assessment results. (250 words or less) Prompt: What types of dialog regarding assessment results have taken place within your program? What specific changes have been made to respond to outcome assessment results? Discussed summary, notes and recommendation identified above with Tom Spillman, Alex Cuatok, Brandon Moore and Jessica Rodriguez. Determined a modification of the survey and separation between beginning transfer services and advanced transfer services was required to more accurately assess student learning outcomes during the transfer workshops. Beginning students do not fully understand the transfer process, unit accumulation GPA and university admission processes while advanced transfer students are actually in the process of applying for transfer and searching scholarships for transfer. e. Resources Allocation Did your program submit any resource allocation proposals for consideration during the last academic year? Yes/no If so, briefly describe the request? (50 words or less) 1. Annual renewal license fee for CollegeSource campus system subscription. CollegeSource is utilized in transfer research, education comparison and prioritization of transfer institutions and decisions for educational goals and finalization of education plans. CollegeSource is also used by Counselors, Evaluators, Articulation Officer, Veterans services and Financial Aid while working with students on the educational goals, while evaluating incoming transcripts for course equivalency along with faculty in searching comparable courses for transfer or for development of new curriculum for Mt. San Jacinto College. 2. Create an Articulation Operating budget to support the district-wide functions of articulation. Was either approved? Yes/no f. Awareness of goals and purposes of programs in which students participate: How does your program inform students of your Department Learning Outcomes? (250 words or less) Transfer Center DLO s are listed in the MSJC catalog both hardcopy and online. DLO s have been incorporated into the new Transfer Center webpage. The web page has not been uploaded into the MSJC web site at this time. Status of webpage upload is unknown.

7 g. Self-Assessment on Level of implementation: How would you score your program based on the attached rubric? Why? (250 words or less) Sustainable Continuous Improvement _X Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement. This is the third year of assessment and modification via student survey. After year 1 workshops were developed, after year 2 expanded workshops and increased offerings, after year 3 workshops were separated into beginning transfer and advanced transfer to better serve student populations. _X Dialogue about student learning is ongoing, pervasive and robust. After each academic year the surveys are compiled and interpreted. Meetings are scheduled to discuss results and ways to better accommodate the student comments and concerns. If appropriate, workshops are developed or modified to incorporate into the next year workshop cycle. _X Evaluation of student learning outcomes processes. Previous surveys collected quantitative data only. For we began collecting qualitative data and will be evaluating student outcomes and including student comments into future workshops. The Research department and Enrollment services will be given a student list in order to track graduation and or transfer for these students. Continue survey collection during _X Evaluation and fine-tuning of program structures to support student learning is ongoing. See comments above _x Student learning improvement is a visible priority in all practices and structures across within the program. See comments above _X Learning outcomes are specifically linked to program reviews. Learning outcome questions are incorporated into the surveys collected during workshops. SLO s are automatically linked to the program review. If your program has not YET reached the proficiency level, what plans exist to achieve this level? (250 words or less) Articulation and Transfer services will continue to evaluate services and workshop surveys through the year and incorporate any reasonable suggested changes recommended by student and departments as funding and staffing allows. Complete separation of Transfer and Articulation services to be finalized , including the creation of an Articulation operating budget. II. Comprehensive Program Review Status: Please respond to the following questions: a. Briefly summarize the key indicators for your program (i.e., enrollment rates, retention rates, success rates, demographic, etc.). Transfer Center will submit student ID numbers to the Research Department and request a Clearinghouse report to track the students to confirm their transfer status. These same students will be tracked to confirm AA/AS degree awarded and GPA at graduation from MSJC if applicable. This is an ongoing data collection process. b. Briefly list and summarize each objective from your comprehensive program review and state the status of each objective. Please note that you can attached (or copy and paste) what you wrote in Section N of your Comprehensive Program to this section. 1. Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. Including all outside mandates that have been modified or added to existing university requirements for transfer students. Completed and ongoing, process does not stop. 2. Transfer Center and Articulation: Expand Articulation resources to provide articulation resources for counseling faculty with electronic capabilities. Completed and ongoing, process does not stop and includes funding CollegeSource. 3. Transfer Center: Incorporate direct surveys via pre & post assessments into all workshops and training [for faculty, staff and students] to better evaluate the validity of departmental services. Completed and ongoing, process does not stop however

8 surveys are modified to adjust to changing transfer and articulation processes in the state. Includes creation of a survey for university representatives to be collected during the annual College Fair events. 4. Articulation: Transfer Degrees [SB 1440]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). SB 1440 compliance of two degrees by 2011, during degrees where created, state approved and included in the catalog. There are another 7 SB 1440 degrees in curriculum, if approved will be included in the catalog. c. Has there been any change in the status of your unit (since last year)? Articulation/Transfer Coordinator was relocated into Instruction Services building and is no longer the supervisor of the Transfer Technicians at either campus, supervision is done by the Dean of Counseling. Fall 2013 is also pending full separation of the Transfer/Articulation Coordinator position and transitioning the Articulation Officer under Instructional Service Division. a. Has your unit shifted departments? b. Have new programs been created by your unit? SB 1440 legislation, C-ID statewide curriculum project, CurricUNET implementation at MSJC are all new programs either at the state or local level which directly impact Articulation workload. Additional SB 1440 and C-ID mandates and complete change to the CCCCO s Program and Course Approval Handbook have increased Articulation workload. Complete Technical review of courses and degrees directly tied to these degrees is now initially done through faculty training and individual meetings with department prior to submission into the Curriculum process. c. Have activities in other units impacted your unit? SB 1440 legislation, ASSIST, OSCAR, C-ID statewide curriculum project, CurricUNET implementation at MSJC are all programs either at the state or local level. Expanded SB 1440 legislation, STEM and ongoing program review all have impacted the Articulation/Transfer position (on-going). The addition of the new SB 440 law to speed up the Transfer Degree creation and implementation process will continue to impact Articulation workload. d. Briefly summarize how your objectives support the MSJC Strategic Plan Please address the Strategic goal, how the goal supports your objective or department goal, what action(s) has been taken, and what is the status of the action. STATEGIC PLAN GOAL OBJECTIVES ACTION PLAN STATUS OF ACTION PLAN Goal 1: Improve course completion rates. 1. Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. 2. Transfer Center: Incorporate direct surveys via pre & post assessments into all workshops and training [for faculty, students, staff and community members ] to better evaluate the validity Workshops developed specifically targeting student transfer: Application, Financial Aid and Scholarship, Personal Statement, TAG (UC and CSU) with emphasis on course requirements and major preparation. Faculty training through workshop and committee participation. Direct survey created for workshop format. Each student will complete a pre and post survey at time of workshop workshop schedules were completed and calculated. Began survey collection. CurricUNet training for faculty Curriculum revision and development Honors faculty meetings 533 students participated in transfer workshops through the Transfer Center with 327 surveys collected

9 of departmental services Goal 3: Integrate learning, engagement, access, and teaching initiatives that support student academic growth. Goal 6: Emphasize College-wide data-driven assessment and decision-making utilizing internal and external data Goal 7: Promote quality institutional communication as a key College priority and practice Goal 9: Promote more student engagement in campus life 1. Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. 2. Transfer Center: Incorporate direct surveys via pre & post assessments into all workshops and training [for faculty, students, staff and community members ] to better evaluate the validity of departmental services Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. Transfer Center: Incorporate direct surveys via pre & post assessments into all workshops and training [for faculty, students, staff and community members ] to better evaluate the validity of departmental services Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. Transfer Center: Incorporate direct surveys via pre & post assessments into all workshops and training [for faculty, students, staff and community members ] to better evaluate the validity of departmental services Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. Workshops developed specifically targeting student transfer: Application, Financial Aid and Scholarship, Personal Statement, TAG (UC and CSU) with emphasis on course requirements and major preparation. Faculty training through workshop and committee participation. Direct survey created for workshop format. Each student will complete a pre and post survey at time of workshop Direct survey created for workshop format. Each student will complete a pre and post survey at time of workshop Direct survey created for workshop format. Each student will complete a pre and post survey at time of workshop Workshops developed specifically targeting student transfer: Faculty training through workshop and committee participation. SB 1440 development and implementation CurricUNet training for faculty Curriculum revision and development Meetings with faculty for SB 1440 or STEM - Anthropology, Communications, Administration of Justice, English, History, Physics, Geography, Biology, Computer Science, Sociology, Psychology, Theater, Art History, Studio Arts and Music. 533 students participated in transfer workshops through the Transfer Center with 327 surveys collected Meetings with faculty for SB 1440 or STEM - Anthropology, Communications, Administration of Justice, English, History, Physics, Geography, Biology, Computer Science, Sociology, Psychology, Theater, Art History, Studio Arts and Music Honors committee, IPRC and Curriculum committee include student participation 7 Honors meetings and 4 honors orientations 5 honors student specific workshops (surveys included above)

10 Goal 11: Intensify our reputation as a leader and important partner in all communities that we serve Goal 1: Improve course completion rates. Transfer Center: Expand Awareness of university transfer opportunities and academic requirements to complete the transfer process. Transfer Degrees [SB STAR]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). 4. Articulation: Transfer Degrees [SB 1440-STAR]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). Fully explain to faculty the justification for development of SB1440 degrees. Diagram the degree requirements and compliance issues for all courses and actively participate in the creation of or justify the non interest in each degree option. Fully explain to faculty the justification for development of SB1440 degrees. Diagram the degree requirements and compliance issues for all courses and actively participate in the creation of or justify the non interest in each degree option. Degree development, including new course or revision of courses and submissions to CCCCO for inclusion in catalog SB 1440 development and implementation 7 degrees submitted and approved for Degree development, including new course or revision of courses and submissions to CCCCO for inclusion in catalog SB 1440 development and implementation 7 degrees submitted and approved for Pending History due to course revision process. Goal 2: Accelerate time-to-completion rate for those students pursuing a transfer track (Strategic Plan Goal) Transfer Degrees [SB STAR]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). Fully explain to faculty the justification for development of SB1440 degrees. Diagram the degree requirements and compliance issues for all courses and actively participate in the creation of or justify the non interest in each degree option. Meetings with faculty for SB 1440 or STEM - Anthropology, Communications, Administration of Justice, English, History, Physics, Geography, Biology, Computer Science, Sociology, Psychology, Theater, Art History, Studio Arts and Music SB 1440 development and implementation CurricUNET faculty training Department Chair C-ID and SB 1440 training Degree development, including new course or revision of courses and submissions to CCCCO for inclusion in catalog. Goal 3: Integrate learning, engagement, access, and teaching initiatives that support student academic growth. Goal 6: Emphasize College-wide data-driven assessment and decision-making utilizing internal and external data Transfer Degrees [SB STAR]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). Fully explain to faculty the justification for development of SB1440 degrees. Diagram the degree requirements and compliance issues for all courses and actively participate in the creation of or justify the non interest in each degree option. Fully explain to faculty the justification for development of SB1440 degrees. Diagram the degree requirements and compliance issues for all courses and actively participate in the creation of or justify the non interest in each degree option.

11 Goal 7: Promote quality institutional communication as a key College priority and practice Goal 8: Advance and celebrate student learning, sense of community, safe and positive environment, diversity, and employee & student pride Goal 10: Increase the College s visibility, value, and recognition in our service area Transfer Degrees [SB STAR]. Develop TMC s as new degree options, replacement of existing degrees or augmenting non-transferable degrees for MSJC students (Ed Code: ). Faculty training and Counselor training continued throughout via workshops for Transfer (students and faculty) and Curriculum college hour workshops. Reorganized the transfer curriculum development training manual for ASSIST to be included in the faculty handbook for curriculum best practices. Continue participation on Honors faculty committee, IPRC, prerequisite subcommittee, STEM advisory and departmental meetings to promote the Transfer Center and curriculum development. 2 Matriculation committee meetings, IPRC, Curriculum, Pre-requisite subcommittee, course re-numbering and curriculum six-pack mtg. 4 Institutional Program Review Unlimited Accreditation meetings. 8 various division program review meetings: include Instruction, Student Services, Transfer Center, Articulation, Allied Health 6 workshops for external partners and events including Educational Partners, Into the Future w/ San Jacinto Unified, Tech Prep High School Articulation 4 Region 9 Transfer and Articulation meetings attended Goal 11: Intensify our reputation as a leader and important partner in all communities that we serve 2 Southern California Articulation Council meetings attended 1 CIAC articulation council conference (not attended due to no operating budget) 6 workshops for external partners and events including Educational Partners, Into the Future w/ San Jacinto Unified, Tech Prep High School Articulation 4 Region 9 Transfer and Articulation meetings attended Goal 12: Enhance our interaction between MSJC faculty and staff and the faculty and staff from area middle schools, high schools, colleges, and universities 2 Southern California Articulation Council meetings attended 1 CIAC articulation council conference (not attended due to no operating budget) 6 workshops for external partners and events including Educational Partners, Into the Future w/ San Jacinto Unified, Tech Prep High School Articulation e. What changes in the program objectives do you need to alter to advance toward your objectives? If your plan necessitates resource changes, please indicate below.

12 Articulation objective will be expanded and defined to account for the external legislative mandates of SB 1440 and C-ID course numbering project in order to comprehensively justify an Articulation operating budget and district supported budget line for CollegeSource catalog software. f. Please be as specific and as brief as possible when offering a reason for additional needs to support your plans. Be certain to mark your needs in order (rank) of importance. a. List Human Resources Needs: List Positions Needed for Academic Year T o t a l C o s t o f P o s i t i o n b. List Equipment Needs: List Equipments Needed for Academic Year T o t a l C o s t o f P o s i t i o n c. List Facilities Needs:

13 List Positions Needed for Academic Year T o t a l C o s t o f P o s i t i o n d. List Miscellaneous Needs: List Positions Needed for Academic Year Articulation Department operating budget Support objectives 1, 2, 3, and 4 identified in Program Review for Articulation. The Articulation Coordinator position is required to travel district-wide for meetings with faculty, curriculum committee, accreditation, honors, Student Services and other MSJC committee/departments and all semester workshops. The California Articulation Policies and Procedures Handbook page 56, the Articulation Officer should attend UC, CSU, any AICCU transfer and admission meeting each along with Regional representative meetings, Southern California semester meetings and the annual CIAC conference in spring to maintain contacts and curricular currency for seamless transfer curriculum to support student transfers. T o t a l C o s t o f P o s i t i o n $4,000.00/yr Articulation Officer is the district contact for all Articulation Council, CCCCO articulation concerns, ASSIST & C-ID curricular submissions and incorporation of this information into the MSJC catalog and Colleague. Transfer Degrees [SB 1440]. Requires all community colleges to develop TMC s as new degree options, replacement of existing degrees or augmenting nontransferable degrees for transfer students (Ed Code: ). To enhance and expand external curriculum demands (C-ID course numbering project) and support the Articulation Coordinator for student, faculty, staff and community training on new programs and changes to curriculum trends at the four-year universities which impact transfer students and coursework taught at MSJC as identified in objectives #1, 2, 3 and 4 in program review and the Transfer & Articulation learning outcome, SB-1440 and the C-ID project. At this time there is not an operating budget for any Articulation functions. All expenses are borrowed from the Career/Transfer Center operating budget which impacts services for students by limiting available resources.

14 2. CollegeSource annual license fee Identified in the library resource needs and supports objectives #1, 2, 3 and 4. CollegeSource is utilized district wide by Student Services and Instructional Services for transfer information and research, counseling, articulation, transcript evaluation and curriculum development. Traditionally this has been totally funded by the Career/Transfer Center however that department can no longer fund this system for the district. $3,500.00/yr The Transfer student learning outcome identified in objective #1 regarding student transfer research and equipping students with transfer prioritization skills, objective #2 regarding expansion of articulation and electronic resources for Counseling and objective #4 regarding the development of SB 1440 transfer degrees