Getting the GPS Roadmap Up and Running: Developing the Satellite View of the Student Services Topogr

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Getting the GPS Roadmap Up and Running
Developing the Satellite View of the Student
Services Topography and Landscape

• Janet Fulks, Facilitator, Bakersfield College
• Angela Caballero de Cordero, Allan Hancock
  College
• Scott Lee, Antelope Valley College
• Gary J. Williams, Crafton Hills College

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Todays Presentation

• Taking the satellite view . . .
• Challenges as well as opportunities presented by
  developing/assessing outcomes in student
  services.
• Modeling an assessment cycle and links with
  program review and planning.
• Questions and examples.

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Challenges we face

• Students are unfamiliar with processes, forms,
  deadlines, expectations.
• Faced with complex decisions without knowing what
  resources are available.
• Technology-related challenges.
• Learn-on-the-fly . . . Often from unreliable
  sources.

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Challenges we face

• Limited resources.
• Too much to teach in a very limited time.
• Learning takes place in a variety of settings.
• Programs may have unclear mission or purpose.
• Practices that are not documented or easily
  understood.

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Opportunities

• Re-frame our mission and purpose as a center of
  learning.
• Make our learning expectations explicit and
  accessible.
• Make our teaching responsibilities explicit as
  well.
• Revisit our own assumptions about student
  behavior.

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• Taking the satellite view . . .

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Student Services GPS View
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Sustainability

• How do you institutionalize practices so that
  they become sustainable?
• Creating structures
• Identify roles
• Developing evidence teams
• Cycles have planned and integrated into program
  review

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College Success Factors Index

• Developed by Dr. Edmond C. Hallberg,
• Prof. Emeritus, CSULA
• Nationally-normed, Criterion-referenced,
  self-scoring instrument.
• 65,000 students in over 200 Colleges/
  Universities
• Links student needs to existing support services
  and interventions.

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Pilot project

• CSFI as an SLO Assessment
• Develop 8 SLOs closely aligned with program
  goals/assessment measures.
• Assess all new and returning EOPS students.
• Train program personnel to incorporate CSFI
• Use the data to inform decisions about student
  follow-up, interventions and program activities.

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What is the C.S.F.I.?

• 80-item Likert-type, self-assessment
• Measures 8 factors of academic aptitude
• A snapshot of strengths/challenges
• Determine readiness for success in college
• Assessment session consists of
• Online CSFI 20 minutes
• Interpretation 30 minutes
• Self-Improvement Activity 20 minutes
• Copies of CSFI Results, SIA Form, Improvement
  Strategies
• Students to bring documents to Counseling Appt.

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Results

• Assessment Timeframe August/Sept. 2007
• Number of Students Assessed 320
• Number of Assessment Sessions 22
• Findings
• Highest Time Mgt, Expectations, Family
  Involvement
• Lowest Competition, Wellness, Control/Responsibil
  ity
• 17 Students Determined to be at highest risk.

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Results
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The next Slides . . .

• What follows are some slides that come from my
  notes, that are not really connecting well for me
  at the moment. . . I wanted to hold them here at
  the end just in case we end up using them.

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Campus as Classroom

• Where/how does learning take place at your
  college?
• Learning occurs in

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Setting appropriate learning expectations
campus-wide

• Why Students will learn to wait patiently in
  line is not an appropriate learning outcome for
  student services.

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Learning Domains

• Cognitive
• Affective
• Psychomotor

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Collaborative Approaches

• Practices that span the curricular and
  co-curricular.