Outcomes
Assessment
Reports
a newsletter and Web log
by Frank Vozzo
 
Director of Student Learning Outcomes Assessment
 

 
February 27, 2006

In this report:

Each year, U.S. News and World Report publishes its rankings of colleges.  Rankings are given in various categories including programs that lead to student success.  The eight types of programs mentioned are all recognized for their connection to assessment of student learning outcomes.  Assessment powerhouse Alverno College is on most of the lists.  The Sage Colleges do not appear (not yet, anyway).

For many years, colleges and universities around the world have been collaborating to find ways to improve the first-year experiences of their students.  The benefits are obvious: with so many students these days completing their degrees at two or more institutions, or taking more than five years to obtain a bachelor’s degree, programs that smooth the transition to college life help to recruit, retain, and graduate more students.  Here are some Web resources on the subject:

The results are in for the Fall 2005 pilot offering of FYE-101 at Russell Sage.  The one-credit course is designed to integrate the RSC mentor program with “learning communities”, and enhance programming that assists with the transition to college life.  Surveys were taken of the student participants, their student mentors, and the faculty members involved.  The table below combines the goals and learning outcomes presented in the original course proposal with summaries of responses to some of the survey questions.  The survey questions were not perfectly matched to the anticipated outcomes, so some of the results are averages involving two or more questions, and some important favorable outcomes don’t appear (such as improved attendance at community events, and improved confidence in student-faculty relationships).  The recent presentation of these assessment results to the RSC Curriculum Committee resulted in the granting of another pilot semester for Fall 2006.

First-Year Program Goals

Tools

Anticipated Learning Outcomes

Result from Fall 2005 Survey of Student Participants

Next Step (per RSC-CC minutes 2/16/06)
Making Individual Connections with Faculty and Students Establishing relationships with the mentor team Knowing that there is someone (faculty and/or student mentor) one can rely on to provide guidance and support; challenging one's comfort zone and expanding coping resources >60% reported FYE helpful/very helpful for feeling connected and supported. Student mentors uncomfortable in an evaluative role Increase comfort level of student mentors through better training
Becoming a member of the Russell Sage Community Initial and Extended Orientation through presentations from Resource Centers and guided experience with mentors; Assistance in making connections with academic advisors in the major and other first-year programs Knowledge of campus resources and comfort in using them; knowledge of the Russell Sage College catalog and understanding one's individual responsibility in meeting degree requirements >60% of those surveyed reported smooth/very smooth adjustment to use of campus resources. Only 12% of those surveyed were commuting students. Address the needs of commuting students.
Enhancing the values embodied in the liberal arts Class discussion of films, speakers, and readings Being able to take diverse views and to practice critique as a means of expanding one's point of view >50% reported participating in helpful/very helpful discussions on issues, including diversity Not addressed.
Practicing reflective habits of mind in a collaborative setting Acquiring basic skill in preparing an electronic portfolio; using library and computer tools and resources A beginning portfolio to be continued across the student's course of study E-portfolio not yet implemented. 40% reported group PowerPoint projects helpful/very helpful in sharpening collaborative skills. Incorporate e-portfolios. Help students to see themselves as computer-savvy.
Enlarging membership in multiple communities Participating in mentor group, the assembled Class of 2009, the college, and city of Troy; Building broader connections through community service projects thus laying the groundwork for WLD 420; Reading the New York Times to support ENG 101 and WLD 120 Who will I be? Expanding one's sense of identity through new identifications and self-reflection 24% reported New York Times assignments helpful/very helpful in expanding "other community" awareness Incorporate the New York Times more effectively

 
 

In next week's OARs: outcomes assessment in graduate programs.

Home...