IDST 50 - College Success - Stage 5 - Maria Canoy
Assessment
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| Assessment Description | Spring 2013 and Summer 2013: Analysis of binders, journals, and student planners. (Instructors checked binders regularly on scheduled dates. In addition, others checked randomly.) Assignments based on rubrics: Learning styles, CCSF library workshops; group presentations based on critical thinking, note-taking, diversity; career research project. Student assessments: Instructors continued using the 1-page Student Evaluation of Course Learning Outcomes, a survey which consists of 15 questions conducted at the beginning, middle and end of semester. Some instructors have also used 'survey monkey' to assess particular SLOs. Collaboration with other departments: Instructors meet twice per semester to discuss our course SLOs and program MLOs. We collaborate with the Learning Assistance Center, Multicultural Retention Services Department (retention programs - AASP, APASS, LSN and Tulay), Guardians Scholars, and Gateway to College. Gateway to College's SLO incorporated the learning styles (e.g., visual, aural, auditory, kinesthetic); students did a great job in applying the VARK method in class. Gateway to College has a solid learning community with a cohort of 25 students that integrates curriculum in English and Math. Students identified a social issue that they want to change in their community, and presented what they have learned in class using PowerPoint. Students wrote an essay, case study, and researched a non-profit agency in their English course; in Math, students learned how to graph data with a culminating project at the end of the semester. |
| Learning Outcomes | Spring 2013: Felita Clark (CRN: 32112) #1 Analyze life management charts of time and energy #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups #12 Construct test taking strategies for objective and essay exams, and prepare practice exam questions Gregoria Cahill (CRN: 32345) #1 Analyze life management charts of time and energy (Gregoria focused on to do list and scheduling this semester) #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups #12 Construct test taking strategies for objective and essay exams, and prepare practice exam questions Jeanne Batallones (CRN: 34641) #1 Analyze life management charts of time and energy #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups #10 Compare textbook studying techniques for math, science, liberal arts, and online courses #12 Construct test taking strategies for objective and essay exams, and prepare practice exam questions #14 Examine critical analysis techniques and demonstrate those techniques using problem solving and decision making models #15 Assess creative thinking techniques and apply those techniques using visual schematics and idea-generation models Danyelle Marshall (CRN: 34640) #1 Analyze life management charts of time and energy #4 Assess emotional intelligence in relation to multiple intelligence theory #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups Maria Canoy (CRN: 32344) #1 Analyze life management charts of time and energy #3 Evaluate leaning styles and apply them to lifelong learning Neela Chatterjee (CRN: 31521) #1 Analyze life management charts of time and energy #9 Examine lecture note-taking techniques for academic lectures #13 Evaluate computers for library research #14 Examine critical analysis techniques and demonstrate those techniques using problem solving and decision making models Summer 2013 David Palaita and Kinneret Israel (CRN:52532) #1 Analyze life management charts of time and energy #3 Evaluate leaning styles and apply them to lifelong learning #4 Assess Emotional Intelligence in Relation to Multiple Intelligence Theory #5 Assess Personal and educational values and compare those values to those of diverse cultures #14 Examine critical analysis techniques and demonstrate those techniques using problem solving and decision making models Israel (CRN 52519) Kim Wise (CRN 51323) Felita Clark (CRN 51366) Mark Robinson and Nicole Wise (CRN 52520) #5 Assess Personal and educational values and compare those values to those of diverse cultures #9 Examine lecture note-taking techniques for academic lectures #14 Examine critical analysis techniques and demonstrate those techniques using problem solving and decision making models |
| Number of Sections | 11 |
| Number of Instructors | 13 |
| Number of Students | 400 |
Data Analysis
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| Data Summary | Spring 2013 Felita Clark (CRN: 32112) #1 Analyze life management charts of time and energy #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups #12 Construct test taking strategies for objective and essay exams, and prepare practice exam questions Pre and post tests indicate a majority of students understood and applied time management, and collaborative learning in taking objective and essay exams. Gregoria Cahill (CRN: 32345) SLO#1: Time Management/ Focus on goal-setting After the lecture on goal-setting and having worked on "lifeline" exercises. Students used the SMART criteria to identify 3 long-term academic and career goals. These goals were broken down into intermediate and short-term. Each student wrote a two-to-three page paper explaining their goals, including some intermediate and short-term objectives. At the end of the semester, they wrote a one-page essay reflecting on how they accomplished their short term goals. From a class of 31, 3 students did not write the goal paper, and 5, including those who did not write the initial essay, did not turn in the reflective essay. SLO#6: Group Communication After they had the lesson and activities on the topic, students worked in groups of four to take a short quiz. Then, as a group, they discussed strategies used to take the particular type of test (multiple choice/true-false/essay). Next, students generated a list of strategies they used. Afterwards, each group presented their findings to the class. Each group was given a subjective or objective test. Each student took the test. Then as a group they reviewed the answers. Using their textbook and lecture-notes, they generated a list of strategies to improve their test-taking skills. These exercises worked very well because they allowed each member of the group to contribute and share knowledge with the whole class. Jeanne Batallones (CRN: 34641) Starting the first day of class, students engage in classroom communication skill-building by memorizing one another’s names. This establishes an initial sense community within the classroom. In the first week of class, students share their Life Stories and build trust and understanding among one another. Through the process of sharing their Life Stories, students learn to share their personal experiences in a safe, non-judgmental setting and learn to listen and be open to the similarities and differences between themselves and their classmates. Students learn the value of cooperative learning and the importance of mutual, peer support through an Accountability Buddy system, where they can remind one another of homework assignments and encourage one another’s attendance. These activities, in addition to the process of working on a group project, provided concrete experiences for students to learn student-to-student cooperative learning through practice. As a result, students developed a sense of community and feel accountable to others for their success. Through metacognitive teaching strategies students were able to learn through practice and apply concrete study skills to test taking preparation. There was a direct correlation between completed the assignments and applied the study & test taking strategies and grades. Prior to taking the course, students had no prior experience applying these strategies to test taking. However, use of the skills in preparation for the course exams strengthened their test-taking effectiveness. Neela Chatterjee (CRN: 31521) SLO #1: Time Management/Organization Skills Students kept student planner and monthly at-a-glance calendar. Some students had personal day-to-day calendar, pocket calendars and others preferred using their i-phone calendar. Based on the class survey, 95% of the students stated that they used the time management and organization skills effectively. They were able to chart important dates and appointments. Every week, students shared their schedules with their classmates and discussed their challenges and came up with solutions. Danyelle Marshall (CRN: 34640) 78% of students answered 90% of questions correctly by the end of the semester. There were still some questions that students did not remember to address in final essay. Maria Canoy (CRN: 32344) SLO #1: Time Management 32 out of 34 completed the Time Audit worksheet (94% completed this assignment). Students charted important dates and appointments on their student planners. Planners were checked weekly and on scheduled dates (middle and end of semester). Based on the data received at mid-semester, students indicated improved time management and organizational skills. At the end of the semester, they reported how they will implement these skills at school, home and work. SLO #3: Learning Styles 31 out of 34 students completed the VARK inventory (91% completed this exercise). Students have identified the best methods for helping them learn in the classroom and even subjects that they previously found difficult. Majority of students formed study groups and buddy system while 85% continued using the Cornell note taking and all students used PowerPoint for their group work/presentations. Students reported that they also applied the skills that they learned at home and work. Summer 2013 Palaita and Israel (CRN: 52532) SLO # 4: Of the strategies used to recognize and reflect upon emotional intelligence in relation to multiple intelligence theory, students benefited the most from team-work, discussions, and note-taking. SLO #5: 100 % of the students identified their educational values and the resources necessary to support their academic success. Sample testimonies: "Starting in the Fall I will have the resources and people to collaborate with in order to be successful in college." "The most important thing I learned is about College Credit and How We Can Transfer." In relation to time-planning. 100% of the students analyzed time management. ""The most important thing I learned was to always set a goal that is long term and short term goals, knowing the deadlines and steps." Kinneret Israel (CRN: 52519) Data Pending Kim Wise (CRN: 51323) Data Pending Felita Clark (CRN: 51366) Data Pending Nicole Wise and Mark Robinson (CRN: 52520) SLO #5: Personal and educational plans were developed by students. The instructors, who are counselors, reviewed all plans and found this exercise effective. SLO #9: A summer long assessment and observation of class notes. By the end of the summer session, 100% of students were proficient in note-taking. SLO #14: Based on assigned oral presentations and tests on problem-solving in a variety of situations, 95% were proficient in problem-solving and decision -making. |
| Analysis Summary | Spring 2013 Felita Clark (CRN: 32112) Analysis Pending #1 Analyze life management charts of time and energy #6 Apply student-to-student classroom communication skills to cooperative learning, creative communities and groups #12 Construct test taking strategies for objective and essay exams, and prepare practice exam questions A significant majority of the students should be able to analyze life management charts, apply student-to-stuent classroom communication, and construct test-taking strategies as well as practice exam questions. Gregoria Cahill (CRN: 32345) Completing the goal papers, reflective essays, quizzes, and class presentation indicates students have achieved outcome. 100% completed the quizzes and presentation. 90% of the students completed goal paper. 83% completed the reflective paper. Jeanne Batallones (CRN: 34641) Students learned the value of cooperative learning and the importance of mutual, peer support through an Accountability Buddy system, where they can remind one another of homework assignments and encourage one another’s attendance. These activities, in addition to the process of working on a group project, provided concrete experiences for students to learn student-to-student cooperative learning through practice. As a result, students developed a sense of community and feel accountable to others for their success. Students will recite 100% of their classmates names. -All students will share their Life Maps during class. -Students will contact their Accountability Buddies at the beginning of every class session. -Students will complete 1 group project during the semester. -Students will highlight, annotate, and provide summary & examples for Study Skills Terms. -Students will create flashcards to prepare for a Study Skills Quiz -Students will develop Study Guides and flashcards prior to course exams. -Students will score higher test scores through the use of test taking strategies. Neela Chatterjee (CRN: 31521) (Library Research) In order to receive an "A" for the class, all students had to complete the online CCSF library workshops. This assignment took two weeks. All students completed the workshop. Using the their library skills, students conducted a career research. This activity brought home to them the connection between college and the job world. Danyelle Marshall (CRN: 34640) Students answered 75% of questions, and they successfully achieved the outcome for the class. Maria Canoy (CRN: 32344) SLO #1: Time Management 32 out of 34 students completed the Time Audit worksheet (94% completed this assignment). At the beginning of the semester, 30% of the students reported not confident to slightly confident in managing their time. At the end of the semester, 92% reported extremely confident (N=34). In addition, students reported that they were able to identify ways to minimize distractions/ disruptions and life changes; how to chart important dates and appointments on their student planner and electronic device (e.g., i-phone). They also reported a much improved organizational skills and that will implement this learned skills and discipline into their academic and personal lives. SLO #3: Learning Styles 31 out of 34 completed the VARK inventory (91% completed this exercise). At the beginning of the semester, 30% of the students reported slightly confident in evaluating and applying their learning style(s). At the end of the semester, 96% reported somewhat confident to extremely confident (N=34). Students was able to achieved this learning outcome. They have shown significant improvement and understanding of one's own learning style. Summer 2013 David Palaita and Kinneret Israel (CRN: 52532) Pending Analysis Kinneret Israel (CRN: 52519) Pending Analysis Kim Wise (CRN: 51323) Pending Analysis Felita Clark (CRN: 51366) Pending Analysis Nicole Wise and Mark Robinson (CRN: 52520) Project completion indicates the learning objectives were achieved. |
| Next Steps Planned | Instructors will continue to engage students in discussion and add mid-term progress surveys to better enable students to complete writing assignments (e.g., journals, student planner and career research project), strategies of time management, creating a to-do list, scheduling and prioritizing tasks as it pertains to their educational plans. Instructors will report SLO survey results on an Excel spread sheet on google docs at the beginning and end of the semester and discuss results at meetings. Instructors will create a single assessment tool to use in all sections. Instructors will report analysis of course SLOs to coordinators of the retention programs: MRSD, Gateway to College, and Guardian Scholars. Likewise, we will request any available data that tracks the academic standing andprogress, completion, or transfer rate of students who take IDST 50. |
| Learning Outcomes | All |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | Faculty will meet twice: September and November All instructors will report SLO survey results on a single Excel spread sheet on google docs at the beginning and end of the semester and discuss results at both meetings. At the September meeting instructors will review and discuss SLO reporting from IDST 50 and LERN 50. They will report, review, and analysis results of the initial survey. Faculty will then create a single assessment tool to use in all sections, focusing on the two SLOs that seem the weakest based on the survey. In the November meeting, Instructors will discuss analysis of course SLOs to coordinators of the retention programs: MRSD, Gateway to College, and Guardian Scholars. Likewise, we will request any available data that tracks the academic standing and progress, completion, or transfer rate of students who have IDST 50 in the last three years that we have been assessing SLOs. |
SLO Details Storage Location
HARD COPY - In a department filing system (department office), e-mail communication
Additional Highlights
Students reported that IDST 50 helped them develop effective time management, organizational skills and setting short and long-term goals. They learned to be more disciplined and collaborative. Others reported that to be successful in college, they learned to reach out and use campus resources (retention programs and financial aid).Highlight:
Between Summer 2012 and Summer 2013, the College Success offered through the Guardian Scholars program was changed based on SLO assessment in order to improve retention. Specifically, two instructors focused on team-building, educational values, and goal-setting. The director of the program reported that the IDST 50: College Success course was instrumental for students in the Guardian Scholar's Summer Academy. " 12 of the 13 participants are enrolling in Fall 2013 term. This is the highest level of college retention since the summer academy began, 7 years ago. "