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Lake Michigan College Start to Finish Program Review

Lake Michigan College Start to Finish Program Review . Mary C. Stephens March 10, 2014. Rationale for Program Plan. From “Start to Finish Program Mid-year Report” January 20, 2013, p.1 . Used by permission. Rationale for Program Plan ( con’t ) . Benton Harbor Promise Zone graduates

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Lake Michigan College Start to Finish Program Review

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  1. Lake Michigan College Start to Finish Program Review Mary C. StephensMarch 10, 2014

  2. Rationale for Program Plan From “Start to Finish Program Mid-year Report” January 20, 2013, p.1 . Used by permission.

  3. Rationale for Program Plan (con’t) • Benton Harbor Promise Zone graduates • Transition from high school to college • Interventions—emerging needs and barriers • Life Coach • Success meets program objectives (Lake Michigan College, 2014d, p. 1)

  4. From “Start to Finish” PowerPoint, (n.d.), slide 4. Used by permission.

  5. General Goals and Objectives • Increase the percentage of Michigan residents with degrees or credentials to 60% by 2025. • To increase student preparedness by offering implementing the following practices… From “Start to Finish” PowerPoint, (n.d.), slides 2, 7. Used by permission.

  6. Methods of Increasing Student Preparedness • Intensive Life Coaching/mentoring • Supplemental Instruction • Life barrier problem Solving • Student Success Skill Development From “Start to Finish” PowerPoint, (n.d.), slides 2, 7. Used by permission.

  7. Chickering’sSeven Vectors • Developing competence—intellectual competence, physical competence, and interpersonal competence • Developing purpose—intentionally making and staying with decisions, even in the face of opposition (Evans et al.,, 2010, p. 69)

  8. Characteristics of Program • Attendance • Assignments • Academic Progress • Fall 2012—Start to Finish Launched (Lake Michigan College, 2014b, pp. 1-2)

  9. Interventions • Summer Class—College Prep • CLS 103 Class • Advising/Mentoring • Laptop lending • Learning communities (Lake Michigan College,2014c)

  10. Interventions (con’t) • Supplemental Instruction • Transportation • Student Success Skill Development • Study Skills Specialist (Lake Michigan College, 2014c)

  11. Expected Outcomes “Promise Zone-Lake Michigan College Collaboration Update” p. 2. Used by permission.

  12. 2013 Mid-Year Report From “Start to Finish program Mid-Year Report” (2013), p.1. Used by permission.

  13. Resources From “Start to Finish program Mid-Year Report” (2013). Used by permission.

  14. Donors • Whirlpool Foundation$50,000 • Upton Foundation $25,000 • United Way $20,000 • MCAN $40,000 • Whitwam Foundation $20,000 • Total $155,000 From “Start to Finish program Mid-Year Report” (2013). Used by permission.

  15. Budget Spent-to-Date Percentage of Budget Spent-to-Date 35.96% Spent to Date$41,000 Remaining Budget $114,000 From “Start to Finish program Mid-Year Report” (2013). Used by permission.

  16. Current Assessment/Evaluation Procedures • Attendance • Persistence • Course completion • Satisfactory Academic Progress

  17. Other Considerations • “Curriculum Review: The Questions to Ask” by Robert M. Diamond and Lion F. Gardiner. • “Resource O” (pp. 367-370) in the textbook Designing and Assessing Courses andCurricula (2008).

  18. Quality Educational Program • Consistent with the institution’s mission • Clearly defined outcomes • Best combination of learning experiences • Assessment process • Improve program effectiveness (Diamond & Gardiner, 2008), p. 367)

  19. LMC Mission Statement “The philosophy of Lake Michigan College, an institution of higher education, is founded on the belief that education is for all who wish to develop their potential. It is fundamental that a community college assist in meeting the educational, career, cultural, wellness and recreational needs of the community it serves through its courses (credit and non-credit), certificates, degrees, and state-authorized baccalaureate programs. This involves a five-fold obligation:” (“Mission Statement,” 2013, para. 1-2)

  20. LMC Mission Statement (con’t) • “to provide for the educational aspirations, needs and learning expectations of the individual and the community; • to provide for the occupational needs and desires of the learner and the community; • to provide for the cultural interests and the wellness and recreational needs of the individual, and thus contribute to the development of effective citizens; • to provide an assurance of quality in programs and in people; • to develop an international perspective that prepares students, and develop employees and community members for a world economy and global citizenship.” (“Mission Statement,” 2013, para. 1-2)

  21. Student Assumptions • Public transportation • Attention and class focus • Class attendance • Time management • Assignment completion • Educational planning/need for academic advising • Study skills • Supplemental instruction (Lake Michigan College, 2013 May; Lake Michigan College, 2014c)

  22. Student Assumptions (con’t) • Life barrier problem-solving • Study skills • Professional skills • Persistence • Mentoring/life coaching • Laptop lending • Summer intensive college preparation course Tutoring needs • Behavior expectations (Lake Michigan College, 2013 May; Lake Michigan College, 2014c)

  23. Diamond’s Learning Outcomes “Learning outcomes are detailed descriptions of what a student must be able to do to reach a goal under the specific conditions that have been established.” (Diamond, 2008, p. 149)

  24. Learning Outcomes Formula • A verb that describes an observable action • A description of the conditions under which the action takes place • The acceptable performance level (Diamond, 2008, p. 153-154)

  25. Formal Program Objectives • Increasing attendance rate • Increasing completion rate • Increasing grade point average • Increasing persistence rate • To increase overall g.p.a. to 2.0 for all cohorts • To work closely with Transitional Studies to increase success rates for reading 087 and English 093 • To increase Fall to Fall persistence rates (Lake Michigan College, 2014d, p. 1; Lake Michigan College, 2014e, p.1)

  26. Program Quality The CAAP is an assessment that measures students’ knowledge and skills; however, it does not specifically measure attitudes and “values described as intended outcomes of the…[program].” (Diamond & Gardiner, 2008, p. 369)

  27. Program Quality (con’t) It is unclear whether “intended outcomes [are] being measured…to reveal clearly what graduates know and can do, including their important affective qualities.” (Diamond & Gardiner, 2008, p. 369)

  28. Program Quality (con’t) CLS 103—is a three-credit hour class that is “an introduction to learning strategies designed to increase student success by offering an applied approach for increased comprehension and retention of course content. The class will focus on developing inquiry based skills through application to current and future coursework.” (Lake Michigan College, 2014a, p. 60)

  29. The Education Process Through the use of mentors and life coaches, the program “has been designed so that each student has the sustained opportunity” overcome “emerging needs and barriers;” however, “the knowledge, skills, attitudes, and values” by which students can succeed have not yet been specifically “identified as intended [program] outcomes.” (Diamond & Gardiner, 2008, p. 369; Lake Michigan College, 2014d, p. 1)

  30. The Education Process (con’t) While the Start to Finish Program endeavors to communicate to students “the purpose, structure, and processes of the…[program], their responsibilities for learning and how their progress will be assessed,” it is unclear that students thoroughly understand these issues. (Diamond & Gardiner, 2008, p. 370)

  31. Other Important Considerations • Completion • Cost—effectiveness • Graduation rate • Dropouts • Employment (Diamond & Gardiner, 2008, p. 370)

  32. Summary of Recommendation Early Intervention with high schools High school feedback system Service Learning & Reflection Seven Principles of Good Practice Specific Learning Outcomes Assessments • (Merisotis & Phipps, 2008; Conley and Hamlin, 2009; Ash & Clayton, 2008; Diamond & Gardiner, 2008)

  33. Summary of Recommendation (con’t) Council for the Advancement of Standards Address dropouts and failures Bloom’s taxonomy of Learning Student perception/satisfaction Continuous improvement Secure permanent funding (Diamond & Gardiner, 2008)

  34. References Ash, S. L. & Clayton, P. H. (2008). The articulated learning: An approach to guided reflection and assessment. In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 734-745). Boston, MA: Pearson Custom Publishing. Conley, P. A., & Hamlin, M. L. (2009). Justice-learning: Exploring the efficacy with low-income, first-generation college students. Michigan Journal of Community Service Learning. 16(1), 47-58. Retrieved from http://firstsearch.oclc.org.ezproxy.sienaheights. edu:2048/WebZ/FSPage?pagetype=return_frameset:sessionid=fsapp3- 51342hcqqupga8ew6lr:entitypagenum=6:0:entityframedurl=http%3A% 2F%2Fwww.eric.ed.gov%2Fcontentdelivery%2Fservlet%2FERICServlet%3Fa ccno%3DEJ888073:entityframedtitle=ECO%2C+ERIC:entityframedtimeou t=30:entityopenTitle=:entityopenAuthor=:entityopenNumber=: Cross, K. P. (2008). What do we know about students’ learning, and how do we know it? In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 700-708). Boston, MA: Pearson Custom Publishing. Diamond, R.M. (2008). Designing and assessing curricula: A practical guide. San Francisco, CA: John Wiley & Sons, Inc. Diamond, R. M. & Gardiner, L. F. (2008). Curriculum review: The questions to ask. In Robert M. Diamond (Ed.), Designing and assessing courses and curricula: A practical guide. (pp. 367-370). San Francisco, CA: John Wiley & Sons, Inc.

  35. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Lake Michigan College. (n.d.). Access + college preparedness: The start to finish program as a community collaboration with Lake Michigan College. [PowerPoint slides]. Lake Michigan College. (2013, January 20). Start to finish program mid-year report. Benton Harbor, MI: Author. Lake Michigan College. (2013, May). Start to finish activities to date: Update and planning.Benton Harbor, MI: Author. Lake Michigan College (2014a). Class schedule, spring 2014. (2014a). Benton Harbor, MI: Author. Lake Michigan College. (2014b). Promise zone—Lake Michigan college collaboration update.Benton Harbor, MI: Author. Lake Michigan College. (2014c). Start to finish activities. Benton Harbor, MI: Author. Lake Michigan College. (2014d). Start to finish staff update. Benton Harbor, MI: Author. Lake Michigan College. (2014e). Start to finish standards. Benton Harbor, MI: Author. Merisotis, J. P., & Phipps, R. A. (2008). Remedial education in colleges and universities: What’s really going on? In Clifton Conrad & Jason Johnson (Eds.), College & university curriculum: Placing learning at the epicenter of courses, programs, and institutions (pp. 373-384). Boston, MA: Pearson Custom Publishing. Mission statement. (2013) Lake Michigan College. Retrieved from http://lakemichigancollege. edu/mission-values

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