Section 2: Program Components
Consider including these leaders in discussions related to Section 2 of the self-assessment, listed in no particular order:
Provost/Chief Instructional Officer
Public Information Officer
Matriculation Dean
Counseling and Advising Dean
Financial Aid Officer
Member of the Program Review Committee
Institutional Researcher
Developmental Education faculty member serving on the College Curriculum Committee
Developmental Educational operation-level administrator
Lead faculty members in Developmental Education programs, including the following:
Reading
Writing
Mathematics
ESL
College Success/Study Skills
Counseling
Lead faculty members who teach college-level courses in English and mathematics
Other college-level faculty who do not teach English or mathematics
A student who recently matriculated and assessed into developmental education
Others as appropriate (e.g., Academic Senate and College Curriculum Committee Representatives)
Upon completion of this section, please verify who participated by name and job title:
| Career Center |
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| Counseling |
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| Curriculum | |
| DSPS |
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| English | |
| ESL |
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| EOP& S |
|
| Financial Aid |
|
| Gain/CalWorks |
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| Learning Skills |
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| Library |
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| Math | |
| Matriculation | |
| Noncredit |
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| Puente | |
| Staff Development |
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| Wellness Center |
Effective Practice 2.1: Orientation, assessment, and placement are mandatory for all new students.
There is widespread agreement in the literature regarding the benefits of mandatory orientation, assessment, and placement for developmental education students.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.”. If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
2.1.1 | Mandatory orientation exists for all new students.
| Career Center, ESL, Learning Skills |
2.1.2 | Mandatory assessment exists for all new students.
| English, ESL, Math, Nursing |
2.1.3 | Mandatory placement exists for students assessed at developmental levels.
| English, ESL, Math, Nursing |
2.1.4 | Expanded pre-enrollment activities exist for students placed into developmental education courses.
| |
2.1.5 | Diverse institutional stakeholders engage in routine review of the relationship between assessment instruments and student success in courses.
| English, ESL, Math, Learning Skills, Matriculation |
As applicable, briefly describe how this practice occurs/exists at your institution:
Students who are taking Math or English courses must be assessed. After assessment, students are mailed a letter informing them of their assessment results and encouraging them to see a counselor. The counselor has access to their assessment results and recommends courses consistent with their placement. Students may opt out of the assessment test if they are planning on taking courses that don't require an English or math prerequisite. They may take up to 15 credits without needing to take the placement test. This was put into place for CTE students so that they can enroll directly into their CTE program. Faculty in CTE programs felt that their students were being sidetracked by recommendations from the assessment test. The College is currently piloting a new placement test for ESL, ACT:Compass. The college's current assessment tool, Accuplacer, does not effectively assess ESL students' abilities. |
What evidence exists to support the efficacy of this practice?
Research has shown that students do better if they are able to address their reading, writing and math skills before enrolling in other classes. The exception to this are CTE students. This needs to be investigated further. |
What barriers/limitations exist to implementing or enhancing this practice?
Students may opt out of the assessment test if they are planning on taking courses that don't require an English or math prerequisite. They may take up to 15 credits without needing to take the placement test. This was put into place for CTE students so that they can enroll directly into their CTE program. Faculty in CTE programs felt that their students were being sidetracked by recommendations from the assessment test. |
How might this practice be advanced or expanded upon in the future?
CTE students need to be researched more to see if a lack of assessment adversely affects their success in their program. Assessment with placement in CTE-specific courses may be a solution to assisting students in remediating their skills while enabling them to continue with their program of study. The pilot of the ACT:Compass should be expanded to Math, English, and Learning Skills subjects. A unified placement test will be more effective to administer and process than multiple tests. A revalidation of the Accuplacer needs to occur. |
Effective Practice 2.2: Regular program evaluations are conducted, results are disseminated widely, and data are used to improve practice.
Various studies provide evidence that comprehensive and systematic program evaluation is a hallmark of successful development education programs.
The following strategies were cited in the literature review as promoting this effective practice. Determine the extent to which your institution uses these strategies by completing the table below. Specify ALL levels at which the strategy exists/occurs by listing the programs and/or departments which employ the strategy. If the strategy is employed consistently throughout the institution, indicate “institution-wide.” If the strategy is not currently employed by your institution, simply indicate “does not occur.”
Strategies Related to Effective Practice | Where Strategies Occur | |
2.2.1 | Developmental education course content and entry/exit skills are regularly reviewed and revised as needed.
| ESL, Learning Skills, English, Math |
2.2.2 | Formative program evaluation activities occur on a regular basis.
| Career Center, ESL, Learning Skills, Math, English |
2.2.3 | Summative program evaluation activities occur on a regular basis.
| Career Center, DSPS, EOP&S, Financial Aid, Learning Skills, Math, English, Matriculation |
2.2.4 | Multiple indices exist to evaluate the efficacy of developmental education courses and programs.
| ESL |
2.2.5 | Data obtained from course/program evaluation are disseminated and used for future planning and continuous improvement.
| Learning Skills, ESL, Matriculation, English |
As applicable, briefly describe how this practice occurs/exists at your institution:
Program review has been on hold for the past couple of years as the college revamps the process. Even without program review, Learning Skills and English faculty have identified gaps in course entry/exit skills and are currently instituting new courses and revising current courses to meet student needs. |
What evidence exists to support the efficacy of this practice?
Common finals in English and a reorganization of the delivery of Learning Skills courses have led to a recognition of these needs. |
What barriers/limitations exist to implementing or enhancing this practice?
Quantitative data analysis and content review needs to occur on skills levels in all areas. This can be take a couple of semesters to complete, especially with demands from campus-wide program review and accreditation. |
How might this practice be advanced or expanded upon in the future?
All subjects should evaluate their course offerings and student success in conjunction with a revalidation of the assessment test. |