The Community College EDU 665

1. The Community CollegeEDU 665 Humber College Cohort # 25 Central Michigan University

2. Special Thanks • A special thanks to Dr. Roy Giroux for allowing me to adapt his material to share with you.

3. What is Student Services? Administration • Admissions, records, alumni, publications, information services Student Life • Student activities, physical education, conduct, athletics, recreation Community • Outreach, drop-in, community recreation

4. Student Services Human Development Instruction • Human growth, human potential seminars, vocational exploration, leadership Counselling • Counselling, health services, placement, financial aid, out-of-classroom “latent curriculum”

5. Student Services • Guidance • Pupil • Student Personnel • Student Services Used Interchangeably Integral Part of Educational Process

6. Student Services Functions Administration, Registration and Records • Pre-college information • Application appraisal • Educational testing • Personnel records • Student registration • Academic calendar/regulations

7. Student Services Functions Guidance and Counselling • Applicant counselling • Student advisement • Group orientation • Student counselling • Career information • Health services • Financial aid • Placement services

8. Student Services Student Life • Orientation • Student activities • Student self-government • Athletics • Social regulations – pub nights, concerts

9. Student Services Functions Human Development and Instruction • Life skills • Human growth and development • Human potential seminars • Physical education • Outdoor education • Student leadership program - awards

10. Humanistic Model (Focus on Development) Administrative Unit Student Life Unit Counselling Unit Community Guidance Unit President Dean of Students

11. Check list for Student Services Admissions, Registrations and Records Units

12. Checklist for Student Services Admissions, Registrations and Records Units

13. Checklist for Student Services Placement and Financial Aid Units

14. Checklist for Student Services Student Activities Unit

15. Checklist for Student Services Guidance and Counselling Unit

16. Checklist for Student Services Guidance and Counselling Unit

17. Checklist for Student Services Central Administration Unit There are four additional functions which are the concern of each administration unit, but which require centralized implementation & coordination if the student personnel program is to have the required unity of purpose and action. The following functions are of prime significance for the administrator who supervises the total student personnel program

18. Checklist for Student Services Central Administration Unit

19. Characteristics of Traditional Model • Subject matter orientation • Not related, or indirectly related, to community • Emphasis upon deliberate study of abstract principles • Instruction formalized in terms of content, grades, credits, examinations

20. Characteristics of Non-Traditional Model • Problem-solving orientation • Directly related to community • Emphasis upon immediate response to concrete and contemporary issues and problems • Instruction formalized in terms of the needs, aspirations and potentialities of people

21. Principles in Planning a College for the Community • In a Community College, the campus is the length and breadth of the College district • The community services program should be designed to bring the community to the college and take the program out into the community • The educational program of the Community College should not be limited to formalized classroom instruction • The Community College recognized its responsibility as a catalyst in community development • The community services program should be tailored to meet community needs and not needlessly duplicate existing services in the community

22. Organizational Clusters more elitist • Credit and non-credit programs • Cultural and community recreation • Assessment counselling & testing • Compensatory program • Community development • Business and industry • Resource centre • Seminars and workshops – short courses less elitist

23. Classifying an Institution Instructional programs • Fixed transfer & occupational-technical curricula • Preparatory or remedial programs • Certificate curricula • single courses, credit • Para-professional program • Term-length, non credit courses, short courses • Seminars, workshops, conferences, lectures, panels, concerts Non-instructional programs • Co-ordinated activities • Consultative activities More Traditional More Non-Traditional Max Raines

24. System for Instruction Student Readiness Services, admissions, registrar, counselling, high school liaison Teaching What is good teaching? Indices. College of the Mainland Programs Program evaluation Accreditation Grad placement, alumni services

25. Organization & Structure of Learning • What I am to learn is made clear • Assignments are clear and definite • I understand how I am being graded • I am graded on the basis of what I am expected to learn • Classes meet and are dismissed on time • The amount of work assigned is about right • The time allowed to cover the material is about right • I received a printed course document which is useful • The course is well organized • The course is following the printed course document

26. B. Learning Materials • Printed materials are readable • The textbook is satisfactory • I like the materials used • The audio-visual materials for the course are helpful • Students have a choice of learning materials • Necessary materials are usually available • The learning materials are helpful • Materials are understandable • The library is helpful to me in this course • Materials seem to be presented on my level

27. C. Perceived Value of Content • What I am learning is worthwhile • Important topics are stressed • I have become interested in further study of the subject • I can use what I am learning • I would rate this course higher than others I have taken here • Taking this course has been a good experience • I attend class regularly • I would rate this course higher than most I have taken • Most people would benefit from this course

28. D. Student Perception of Personal Growth • This course is changing my view of myself • I am developing a better understanding of other people • This course is helping me rely more on myself • I feel closer to other people as a result of this course • I now know more about myself • I will now probably study more on my own • This course is changing how I think • It is easier now to see other points of view • I am learning that I can change the way things are

29. E. Class Leader or Manager as a Teacher • Overall the instructor is a good teacher • The instructor seems to be interested in the subject • The instructor speaks clearly • The instructor answers questions • The instructor knows a great deal about the subject • The instructor is sure and confident • The instructor is usually free from annoying mannerisms • The instructor keeps my interest • I would like to take another course from this instructor • The instructor’s answers to questions are accurate • The instructor can handle difficult situations

30. F. Quality of Student Interaction with Learning Manager or Teacher • The instructor keeps regular office hours • I can get help from the instructor outside of class • The instructor shows respect towards students • The instructor takes an interest in students as persons • Students can express their opinion • Differences of opinion are allowed • Grading is impartial • There is quite a bit of student participation in the class • The instructor seems to like being with the students • No one in this course gets special treatment

31. Program Evaluation Overview 1.Characteristics • focus ‘self’ appraisal • assessment oriented • growth oriented 2.Indices • program mastery – skills • persistence, attrition, retention - # of grads • placement, starting salaries, others 3.Target • students, graduates - thru follow-up • advisory committees, employers 4. Visiting Teams – Program ‘Growth Audits’

32. Principles in Implementing Program Evaluation • Self Appraisal more effective than outsiders • Best to build, modify or construct evaluation instruments than ready made (option to review) • Everyone involved – Informed (what will we do?) • Comparison with self, not others, promotes growth – measurement of growth cannot be made against objectives of other programs • Provides starting point – for review or development • Should be continuous • Strategy is most important

33. Program Evaluation Common Elements • Systematic • Self study • Non threatening – growth oriented • Assessment • Targets • students, faculty, graduates, employers, ad hoc advisory committees • Indices determined • mastery, placement, persistence, salaries • Visiting Team (must systematize questions)