“Using the Developmental Classroom to Teach and Assess Student Services” Amy Garcia, Suzanne Hill, Marty Brooks, Michelle Guzman-Armijo, & Elizabeth Gamboa.

“Using the Developmental Classroom to Teach and Assess Student Services”

Amy Garcia, Suzanne Hill, Marty Brooks, Michelle Guzman-Armijo, & Elizabeth Gamboa

New Mexico Academic Advising Association Conference (NMAAA)

Doña Ana Community College East Mesa Campus

Las Cruces, NM

March 6, 2015

Collaboration

Fall 2012, DACC Assessment Coordinator Dr. Susan Wood approached the Director of Financial Aid about a Financial Aid Department/Developmental Math pairing. Task piloted in Spring 2013.

Spring 2013, Dr. Wood approached the Director of Academic Advising about an Advising Department/Developmental English pairing. Task piloted in Fall 2013.

Student Population in Developmental Education

ProgramSpring 2014

Headcount: 1,819Full-time enrollment: 602.7Seat count: 2,277

Fall 2014

Headcount: 8,528 Full-time enrollment: 5,217.3 Seat count: 25,063

Spring 2015

Headcount: 7,325Full-time enrollment: 4,478.6Seat count: 21,919

Financial Aid/Math PairingPurpose of Assessment

Making connections to concepts studied in class to real-world applications:

- Weighted averages – GPA calculation- Place value and rounding skills

- Critical thinking – analyzing scenarios with multiple factors to determine student outcomes

Financial Aid/Math Presentation

Cumulative Number of hours you PASS and COMPLETE

Number of hours you attempt

F, I, RR, U, W

3 basic criteria to keep Financial Aid: Maintain a cumulative 2.0 GPA Maintain a minimum 70% completion rate Obtain a degree by the time you have attempted

99 credit hours

Grades that are attempted, but not completed:(a.k.a – Grades to Avoid! )

Course Credits Letter Grade

ENGL 111 4 F

PSY 201 3 W

C J 205 3 A

HNDS 251 3 A

Q: How many credits attempted?

A: 13

Q: How many credits completed?

A: 6

Q: What is the student’s completion rate?

A: 6/13 = 46%

NOT ELIGIBLE

Financial Aid/Math

Financial Aid/Math Pairing Student Benefits

Students apply concepts learned in class by completing the assessment

Better understanding of GPA calculation Better understanding of completion rate More knowledgeable about scholarship opportunities

(Scholar Dollar$) Stronger relationships between students and staff

Financial Aid/Math PairingReflection

Instructors more helpful in advising students regarding withdrawals, earning RR grades, etc.

Stronger relationships between faculty and staff

Academic Advising/English Pairing

Academic advisors from the center brainstormed a unique scenario

Scenario provides the opportunity for student to show examples of:

– critical thinking– creativity– ethical decision making– familiarization with tools supporting academic

advising

Academic Advising/English PairingNational Academic Advising Association (NACADA)

Core values of academic advising

Academic Advisors are responsible:

…for themselves, and their professional practices.

…to the individuals they advise.

…for involving others.

…to their institutions.

…to higher education.

…to their educational community.

Academic Advising/English PairingAppreciative Advising

Disarm: Make a positive first impression with the student, build rapport, and create a safe, welcoming space.

Discover: Ask positive open-ended questions that help advisers learn about students' strengths, skills, and abilities.

Dream: Inquire about students' hopes and dreams for their futures.

Design: Co-create a plan for making their dreams a reality.

Deliver: The student delivers on the plan created during the Design phase and the adviser is available to encourage and support students.

Don't Settle: Advisers and students alike need to set their own internal bars of expectations high

Academic Advising/English Pairing Student Benefits

Students more likely to know about their academic plan• Students more likely to plan ahead• Students more likely to take appropriate

coursework• Students more likely to avoid or successfully

navigate pitfalls• Students more likely to engage with student

success staff

Academic Advising/English PairingReflection

Assignment is an opportunity to teach as much as to assess learning

Using a performance task can reinforce concept for students of following an academic degree plan

Students in the role of peer advisors should connect the hypothetical experience to types of questions to ask academic advisors

Advisor stays to help students with task; reinforces for students the importance of building a relationship with an advisor

Next Steps

Increase participation in more developmental courses.

Increase consistency in how information is presented and administered in each class.

Data collection – look for trends.

Questions?Suzanne Hill, Associate Professor

Math & Physical Sciences Dept.

General Studies Division

[email protected]

Elizabeth Gamboa, Assistant Professor

Math & Physical Sciences Dept.

General Studies Division

[email protected]

Amy Garcia, Associate Professor

English & Communication Dept.

General Studies Division

[email protected]

Michelle Guzman-Armijo, Associate Professor

English & Communication Dept.

General Studies Division

[email protected]

Marty Brooks, Academic Advisor

Advising Department

Student Services Division

[email protected]

ReferencesBloom, Ed.D., J.L. (n.d.). Retrieved from the Appreciative Advising Online Web site: http://www.appreciativeadvising.net/

NACADA. (2005). NACADA statement of core values of academic advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-of-academic-advising.aspx