Competency II - Assessment and Evaluation
Artifact One: Assessment of Pomona College's Academic Advisement Program and analysis of its alignment with the CAS Standards |
In the spring of 2012 I had the privilege of working with Dr. Marcelle Christian Homes, then Assistant Dean of Students and Dean of Women at Pomona College. She allowed me access to data from the previous year’s academic advisement efforts at Pomona College and these were measured for statistical significance with IBM SPSS. The entire evaluation was presented to Dr. Holmes upon completion.
Dean, L. A. (2009). CAS professional standards for higher education. Washington, DC: the Council for the Advancement of Standards in Higher Education. Schuh, J. H. (2009). Assessment Methods for Student Affairs. San Francisco, CA: Jossey- Bass. |
Artifact Two: Qualitative Study on Transfer Students of Color
In the fall of 2013 I had the opportunity to work with a team with of three women on a qualitative study regarding transfer students of color. Conducting the qualitative study with current undergraduate seniors and students who had recently earned their bachelor's degree was a very powerful experience in empathy, and a validation of the research literature that affects the vast majority of Latino students and other students of color. The experience was one of the more powerful learning experiences for me and it brought a new power to my advocacy for students of color in higher education.
All citations appear in the bibliography of the below document.
All citations appear in the bibliography of the below document.
Artifact Three: Assessment Tools Developed for University of the West
Two assessment tools that I developed for University of the West appear below. The first tool is the assessment tool I developed to evaluate the efficiency of the principal co-curricular learning program I had written for the university's enrollment office, Kingdom of My Mind. It was designed to measure the established student learning objectives of critical thinking, diversity, and young adult development process. APU's CCSD program is rich in so many areas presenting to members of its cohorts an immense body of knowledge in student development, college counseling, and the student affairs profession. Working in admission in higher education for the past eight years lead to my conviction that the ideals and values of holistic student development can begin prior to college students every beginning their first year as undergraduates. I envisioned student co-curricular learning, and an introduction to those university resources, as part of the university admissions process.
The second assessment tool is a survey directly related to my goal to have University of the West was be the first university in California to have an official three-year bachelor's degree program. Of the three major models of three-year degree programs two of the models offer students potential financial savings while not sacrificing the student enrichment that comes from residential and student life activities, and co-curricular and service learning opportunities. These would be the prior learning model based on advanced placement courses and dual enrollment programs, and the integrated curriculum model based on the demonstration of learned competencies. This survey tools was designed to measure the interest of the local high schools in developing dual enrollment programs with University of the West..
Bradley, M. J., Seidman, R. H., Painchaud, S. R. (2012). Saving higher education: The integrated, competency-based three-year bachelor's degree program. San Francisco, CA: Jossey-Bass
Liddell, D. L., & Lund, J. P. (2000). Powerful programming for student learning: Approaches that make a difference. San Francisco, CA: Jossey-Bass.
The second assessment tool is a survey directly related to my goal to have University of the West was be the first university in California to have an official three-year bachelor's degree program. Of the three major models of three-year degree programs two of the models offer students potential financial savings while not sacrificing the student enrichment that comes from residential and student life activities, and co-curricular and service learning opportunities. These would be the prior learning model based on advanced placement courses and dual enrollment programs, and the integrated curriculum model based on the demonstration of learned competencies. This survey tools was designed to measure the interest of the local high schools in developing dual enrollment programs with University of the West..
Bradley, M. J., Seidman, R. H., Painchaud, S. R. (2012). Saving higher education: The integrated, competency-based three-year bachelor's degree program. San Francisco, CA: Jossey-Bass
Liddell, D. L., & Lund, J. P. (2000). Powerful programming for student learning: Approaches that make a difference. San Francisco, CA: Jossey-Bass.
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