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Mission-Based Approach to Using
Assessment to Improve Student
Learning & Institutional
Effectiveness
Session #1813
A Shared Enterprise: Assessment as a Cross-Campus Strategy for Improving Student
Learning and RetentionJune 2007
St. Louis, Missouri
Your Assessment Panel
Beth Anderhub, Professor, Diagnostic Medical Sonography
John Cosgrove, Director of Institutional Research, Planning & Assessment
Ed Fliss, Assistant Professor, Biology Larry McDoniel, Professor, English Bob Serben, Director, Center for
Business, Industry, and Labor Donna Wallner, Professor, Nursing
Recent History of Assessment At SLCC
In 1999, SLCC responded to the North Central Association’s call for greater use of assessment data to improve teaching and learning by developing and implementing a Five-Year Assessment Plan.
The Five-Year Plan focused on course and classroom assessment.
St. Louis Community College Mission Statement
St. Louis Community College expands minds and changes lives every day. We create accessible and dynamic learning environments focused on the needs of our diverse communities. The College accomplishes this mission by providing programs and services related to transfer education, career and technical education, general education, basic skill development and remediation, workforce development and continuing education, and personal and academic support.
Remodeling SLCC Assessment
In 2002, the College implemented new programmatic approaches to career and technical education, developmental education, and general education.
The shift to increased programmatic approaches required the College to once again examine its assessment efforts to ensure that they aligned more closely with our mission areas.
With the continuous examination of assessment efforts the College was well-positioned to move forward when its five-year assessment plan expired in 2004.
A Mission-Based Approach To Using Assessment To Improve Student Learning Outcomes And Institutional Effectiveness
Model’s Core Components
This approach “persuades” us to Assess What Our Mission Claims Identify “Most Important” Aspects Provide Consistent, User-Friendly, Self-
Service Access To Data/Information Through Decision Support Tools
Create An Environment For Thoughtful Interpretation of Data/Information
Create An Environment For Action Assess How We Assess As Well As
What We Assess
Mission-Based Assessment Committees
Career & Technical Education Developmental Education General Education Institutional & Student Support
Services Transfer Education Workforce & Community
Development Education
Mission-Based Assessment Committees Key Processes
I DID Process INQUIRE — What Do We Want To Know?
Define the specific area or student learning outcome to be assessed.
DISCOVER — What Do We Know? Identify data sources and methods of assessment, and collect assessment data.
INTERPRET — What does the information tell us? Analyze and share the results of the data.
DEVELOP — What actions do we plan to take? Use results to design strategies to improve student learning outcomes and institutional effectiveness
Mission-Based Assessment Committees Key Processes
LAASIE Process Listen, Look & Learn — Specify what needs
to be examined. Act — Determine how to address the issue
under examination. Another Look — Examine the data collected
and analyze results. Share The News — Report what was
learned. Improve & Celebrate — Use the data to
make improvements. Excel — Integrate changes into the unit or
program’s ongoing operation.
St. Louis Community College Assessment Vision
Assessment VisionSLCC collects and uses assessment data to improve student learning, academic achievement, and institutional effectiveness.
Mission-Based Assessment Projects Divisions and Departments
Assessment Projects Mission-Based Student Learning
Outcomes
Developmental Education: Mission-Based Assessment Committee Project
InquireIdentify diagnostic criteria for students unlikely to be successful in developmental courses?
DiscoverExamine data for students who test into base-level English, Math, Reading courses.
InterpretAnalyze data related to student enrollment and learning outcomes.
DevelopEstablish a task force to design and implement alternative academic/life skills coursework and/or career pathways
Developmental Education Assessment Committee Recommendations
Alternative Academic Life-skills Programs Sustained Orientation/First year experience
curricula and support services Workforce Literacy programs with
certification in job-readiness skills Individual attention/Individual Case
Management intervention support for at-risk students
Directed advising and enrollment protocol and support procedures
Service-learning instructional and job-readiness curricula with work-based internships
Learning communities for at-risk students
Institutional & Student Support Services: Mission-Based Assessment Committee Project
Listen, Look & Learn---28% of the fall, new to higher education cohort do not return for the spring term and 50% do not return for the following fall term.
Act---The College participated in the Community College Survey of Student Engagement (CCSSE) project to help better understand student engagement at SLCC.
Another Look---On four of the five CCSSE dimensions, SLCC was below the national index.
Share The News---CCSSE results were widely shared on all 3 campuses and within the College’s governance process.
Improve and Celebrate---CCSSE results are being used as part of division assessment efforts and to improve SLCC’s student orientation program.
Excel---Changes are being made and CCSSE data will be collected again in spring 2008
SLCC & National CCSSE Dimension Results
48.2
47
47
48.2
51.7
50
50
50
50
50
0 20 40 60 80 100
Student Effort
FacultyInteraction
CollaborativeLearning
AcademicChallenge
Support ForLearners
National
SLCC
SLCC CCSSE Student Satisfaction Results
27.4
15
7.1
19.8
26.4
6.1
26
43.6
9.6
17
8.6
62.3
48.4
37.8
40.8
46.8
28.2
60.9
57.2
24
55.7
45.1
0 20 40 60 80 100
Academic Advising
Career Counseling
Job Placement
Tutoring
Skill Labs
Child Care
Finan. Aid
Comp. Lab
Student Org
Transfer Asst
Disabilities
Percentage of Students
% Very Important
% Very Satisfied
Division and Departments:Assessment Support (Campus) Projects
Liberal Arts Division: Embedded Classroom/Course Assessment Related To Gains In Students Critical Thinking and Writing Skills.
Math, Science, Engineering & Technology Division: Course To Course Assessment Related To Student Learning Outcomes In Science and Math Courses For Students Who Started In Developmental Math Courses.
Business, Human Development, and Nursing Division: Assessment of Graduate Skills Levels in Math and Reading for Information Using ACT WorkKeys.
Mission-Based Student Learning Outcomes
Career and Technical Education 61 percent of the career graduates
are employed in a related field within 6 months of graduation.
89 percent of employers say they are either more than satisfied or very satisfied with the overall job preparation of SLCC graduates.
92 percent of employers report that the preparation of SLCC graduates was the same or better than graduates from other colleges.
Mission-Based Student Learning Outcomes
Transfer Education One year after transferring, 90
percent of students who transferred reported a four-year GPA that was similar or higher than their SLCC GPA.
89 percent of the students who transferred reported that their transfer college accepted their 100 level or above SLCC courses.
Institutional Research and Planning’s Assessment Toolbox
The Assessment Information Toolbox helps identify data sources, collect assessment data, and interpret and share assessment results.
Data/information is available through static reports or dynamic queries using the Hyperion (BRIO) decisions support system tool.
The toolbox provides a common data source for faculty, staff, and administrators related to each mission area.
The “So-What” Institutional Assessment Model
Assessment Data Collection
Confusing Activity With Achievement Is Never A Good Thing!
Assessment Data Reporting
Creates A Unifying, Central Theme For Assessment
Makes Assessment Everyone’s Business and Encourages Cross-Campus Sharing
Encourages Thoughtful Interpretation to: Improve Teaching and Student Learning
Outcomes Improve Student Support Services Advance Institutional Effectiveness Document Appropriate Outcomes To
Constituencies
Value Of Mission-Based Approach To Assessment
Assessment: The President’s Role
Demand Mission-Based Assessment Create and Support A Culture of
Inquiry Based Upon Thoughtful Interpretation of Data
Create and Support A Culture of Action & Improvement
Recognize Accomplishments and Improvements
Assessment Requires Leadership and Action
Assessment is 90% mental and the other half is physical.
I wish I had an answer for that because I am tired of answering that question.
In your assessment process, when you come to a fork in the road—take it.
Assessment is like traveling, if you don’t know where you are going, you will wind up somewhere else.
St. Louis Community College Assessment Resources
John Cosgrove, Director of Institutional Research, Planning & [email protected]
League for Innovation in the Community College “Leadership Abstracts” (Oct 2006)http://www.league.org/publication/
leadership/issue.cfm St. Louis Community College Assessment
Home pagehttp://www.stlcc.edu/assessment/
“Assessment Tools to Improve Outcomes,” The Business Officer (May 2007)http://www.nacubo.org/x2443.xml