A Presentation for the Annual Conference of the Missouri Community College Association November 6, 2003 Larry McDoniel Ann Campion Riley Assessment of College Services at SLCC: A New Plan

About the College St. Louis Community College district covers all of St. Louis City and County and some adjoining areas and is accredited as one institution. Three main campuses, four education centers and numerous other locations More than 130,000 students each year in credit and non-credit programs Charter member of the League for Innovation in the Community College

Assessment at SLCC First assessment plans were written in 1996 in response to NCA accreditation needs First district-wide full-time coordinator of assessment appointed in 1997, a full-time faculty member on special assignment Primary focus was on assessment of learning outcomes Assessment of institutional effectiveness did not emphasize work of academic support services such as counseling, financial aid, libraries, and computer support

Implementing the plans Both academic and services plans implemented in fall of 1998 District coordinator responsible for collection of forms from programs Governance councils approved plans; participation continued to grow Much in-service education and training provided on assessment of learning outcomes and classroom assessment techniques

Background Academic assessment very successful with 80% of faculty participating Original services plan very similar to academic plan Some progress with services assessment but less than 30% participation Task Force was created Spring 2001

Task Force on Services Assessment Fifteen members Representatives from all locations and most employee groups Worked with College Center for Business, Industry and Labor Included administration representatives Included faculty and staff both experienced and inexperienced with assessment Decided to conduct staff focus groups

Background Task Force Focus Group Results:  Location based units for assessment needed  Participation in assessment activity weak  Current forms a barrier  Staff not involved in developing process  Very few staff members trained  TF designed a new plan

Philosophy and Guidelines SLCC undertakes assessment to improve and maintain the quality of the education and services it provides in accord with its mission. Continuous assessment results in continuous effectiveness, with high quality, efficient services being provided in a positive work culture.

Philosophy and Guidelines Projects and processes that are assessed must support the strategic goals of the College, with special attention to improving institutional effectiveness. Assessment is an ongoing process, with the staff members for each unit designing and identifying questions to be asked.

Philosophy and Guidelines Participation in an assessment should be an obligation for every staff member. Assessment may take place at several levels in a multi-year cycle, and the college provides training, support and recognition for the process.

Critical Success Factors All information, even bad news, must be welcomed Workers are the experts in their areas All staff need to feel a sense of ownership and accountability Balance must be maintained between the needs of staff and those served

Critical Success Factors College leaders must demonstrate clear support for the process To establish a culture of assessment, train:  All existing employees  All new employees

Structure and Process Unit Level Cluster Level District Level Committee Structure

Unit Level Assessment work done at the level of the work group Done once a year; timetable defined by supervisor

Cluster Level Assessment at the functional level, across locations and divisions Ad hoc basis Groupings based on mission and clientele served

District Level Assessment at the institutional level Performs same functions separately at different locations Instigated by appropriate administrators on as needed basis At least every 3 years

Local Services Assessment Committee Assess status of services assessment Act as advocate at unit, cluster and District levels Facilitate services assessment process Provide training Encourage, recommend and sponsor recognition for excellent performance

Local Services Assessment Committee Represent site’s assessment process to the College and community Emphasize the reason(s) behind assessment: ‐ the continuous improvement of institutional effectiveness through high quality processes and services

Responsibility and Reporting Directors, Deans and Executive Deans  Define functional units in respective areas  Encourage staff to attend training  Identify time for staff to participate in setting goals and outcomes

Responsibility and Reporting Directors, Deans and Executive Deans  Forward assessment reports to: Coordinator of Assessment Location Services Assessment Committee  Submit cluster and District level assessment reports to participating areas

Responsibility and Reporting Supervisors  With members of functional unit identify outcomes  Follow established timeline  Provide descriptions of assessment activities in annual report  Submit assessment report to director, dean or executive dean

Responsibility and Reporting Campus and District Leadership  Identify clusters  Convene larger groups as needed (cluster and District)  Identify responsible administrator to facilitate process and submit report

Recognition College Assessment Newsletter Assessment Homepage Annual Recognition Awards Local Level  “Assessment Unit of the Year” Cluster/District Level  Campus or District Award

LAASIE L isten, look and learn A ct A nother look S hare the news I mprove and celebrate E xcel

LAASIE Training Objectives Define assessment and process improvement Explain importance of assessment and process improvement Identify process improvements within unit Describe how the College uses assessments

Define Assessment Assessment for faculty: Systematic collection, examination, and interpretation of qualitative and quantitative data about student learning and the use of that information both to document and improve student learning

Why Assessment is Important Become better service providers Become more effective Be more responsive to student needs Provides a picture of where we are and where we’d like to be Documents change and impact of change on the unit, location, and/or College Provides goals to strive for

LAASIE L isten, look and learn A ct A nother look S hare the news I mprove and celebrate E xcel

Case Studies Participants analyze example situations printed in training manual From the information in the case studies, they:  Identify which steps in LAASIE were used  Specify steps not used and give suggestions for using the steps

Conclusion Identify one aspect about services assessment and/or LAASIE learned from the training session Specify the LAASIE ideas to take back and share with each one’s area Extra benefit– LAASIE very compatible with AQIP processes

Continuing Implementation Supervisors receive training first, done centrally Guide developed and distributed for them to use to train their workgroups Deans/directors responsible for supervisors doing training and ensuring assessment/quality improvement activities occur Local committees being formed as part of existing governance structure

QUESTIONS stlcc.edu/assessment