 |
Nuts & bolts |
|
|
|
|
Nuts & bolts |
|
|
|
ACT freshman survey: What are students telling us? Faculty tend to think of assessment as testing, because that's what we do most often, but what drives assessment is a need for data of all kinds. So we began this year’s assessment program at SCI with a survey of 76 entering freshmen, and results were handed out at a recent faculty meeting. What counts now, of course, is what we do with the results. During freshman orientation, we administered ACT Inc.'s standardized College Needs Assessment Survey. In part it confirmed what we already knew -- our traditional students tend to be 18-year-old high school graduates who live at home and plan to earn an A.A. degree. More SCI students hold part-time jobs, and they tend to work longer hours than the national average (see tables). We know they have jobs -- they tell us so. But I hadn’t realized how many hours they put in on the job.
In reporting survey results at last month’s faculty meeting, head librarian Susan Full pointed out with some amusement our students can be pretty self-sufficient. “They indicated that they needed more help [than the national average] in every area of intellectual skills development except two: ‘Understanding and using computers’ … and ‘Learning how to make better use of library facilities,” she said. Asked later how this year’s survey has affected policies and procedures in Becker Library, Susan said she thinks the ACT numbers confirm a trend she’s been noticing since the advent of computerized cataloging several years ago. “I haven’t made a concerted effort to change anything as a result of [the survey] but it’s interesting to note that at least in the daytime hours, library use is up,” she said. “They’re not asking as much assistance in using the computers, though. Every year, we do less instruction with the nuts and bolts. Where they are needing help is coming up with the right terminology for a search. They’re better computer users, but they’re not necessarily better searchers.” The areas of intellectual skills development our students reported wanting help with, by the way, are improving test-taking skills, public speaking and study skills. If you’d like a copy of the summary, ask Pete Ellertsen, Becker L-9, 515-1420 ext. 519. Assessment subcommittees Four subcommittees were formed at the last meeting of SCI's Assessment Committee: (1) Bob Blankenberger and Susan Full will take on standardized testing, including math and English placement testing; (2) Dave Holland, Kevin Broeckling and Nadine Elchlepp, our student member, will work with student affairs, surveys and other student concerns; (3) Barb Bernardi and Bob will coordinate faculty and staff development; and (4) Pete Ellertsen will tackle program level and individual assessment. Our overall goal is to develop a "smorgasbord" of practical assessment techniques for use College-wide. 'Saw the light' at IUPUI conference For two years in a row, people have been coming back to SCI from the annual Assessment Institute at Indiana University-Purdue University at Indianapolis full of enthusiasm for assessment and data-based planning. I’ll confess when Susan Full and Lynette Shaw-Smith came back last year, I was skeptical. It was my turn this year, though, and it was as if I saw a great light on the road to Indianapolis. I understand better now why it’s a field of legitimate academic inquiry that can help us at SCI. Next month -- after finals -- I’ll post a fuller report to the Assessment Committee’s Web site. -- Pete Ellertsen, outcomes assessment facilitator |
|