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Greenville Technical College Assessing and Developing Student Computing Technology Skills September 19, 2012 Dr. Lenna Young, Mark Krawczyk , and Mary Locke. Background. Spring 2010, CPT 101 study results 37% of students did not successfully complete

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  1. Greenville Technical College Assessing and Developing Student Computing Technology Skills September 19, 2012Dr. Lenna Young, Mark Krawczyk, and Mary Locke Business and Public Service Division Computer Skills & Applications Department

  2. Background Spring 2010, CPT 101 study results • 37% of students did not successfully complete • Students entering with basic computing technology skills were more likely to successfully complete Business and Public Service Division Computer Skills & Applications Department

  3. Problems to address • It’s generally assumed that all students have the necessary computer/information literacy skills to successfully access and complete the required course work to meet the learning objectives for courses offered by GTC • Computer/information literacy is required in all developmental and associate degree courses for students to successfully complet Business and Public Service Division Computer Skills & Applications Department

  4. Preliminary Method of Inquiry • Interviewed departmental reps across campus asking about the computer and technology skills and knowledge required of students in their classes • 15 individual and/or large group interviews conducted between 10/8/10 and 12/14/10 • Meet with representatives from other colleges to determine what they do to address students with inadequate computing and technology skills • Spartanburg Community College – 9/24/10 • Piedmont Technical College – 10/07/10 • Trident Technical College – 11/29-11/30/10 • Invited representatives and/or attended conference of publishers and other vendors to examine platforms and/or placement tests • McGraw-Hill (Sim Net) • Pearson (MyIT Lab) • First Advantage (Placement Tool) • Cengage (SAM) Business and Public Service Division Computer Skills & Applications Department

  5. Preliminary Method of Inquiry (cont’d) • Examined alternative texts and teaching materials • Pearson (2 conferences and multiple visits) • McGraw-Hill (1 conference and multiple visits and telephone conferences) • Cengage (1 conference and multiple visits) • Collected student and faculty input • Met with CTP 101 full-time and adjunct faculty • Initiated Friday CPT 101 Student Clinics • Reviewed past students issues Business and Public Service Division Computer Skills & Applications Department

  6. Preliminary Inquiry – Finding #1 Students generally lack basic CPT and/or LMS skills upon entry into general education and core courses • Overwhelming consensus about the lack of basic computing skills especially file management • Prevalent call for students to have basic Word and PowerPoint skills with many calling for basic Excel Implication: Instructors are spending inordinate amounts of class time teaching basic skills versus course content. Business and Public Service Division Computer Skills & Applications Department

  7. Preliminary Inquiry – Finding #2 CPT 101 is seldom a pre-requisite for general education or core courses • Clear indication of need for students to have basic skills but search of catalog found few instances of CPT 101 as pre-requisite course • Could what some interpret as a need for “developmental CPT 101” actually be a need for basic CPT skills as a pre-requisite? Implication: There is evidence to support a basic “developmental CPT 101” course, but sequencing of it and/or CPT 101 must be considered in students’ programs of study. Business and Public Service Division Computer Skills & Applications Department

  8. Preliminary Inquiry – Finding #3 Lack of basic computing skills affect learning in face-to-face as well as on-line learning • Repetitious reports of details across interviews of students unable to adequately navigate and access on-line materials Implication: Student readiness for on-line learning should be included in any consideration of “CPT 101 placement testing” and/or “developmental CPT 101” coursework. Business and Public Service Division Computer Skills & Applications Department

  9. Preliminary Inquiry – Finding #4 Departments have varying and specific computer technology and information literacy needs • Decisions made regarding “CPT 101” need a wide range of input Implication: Revised CPT 101 course outcomes need cross-campus department head review. Business and Public Service Division Computer Skills & Applications Department

  10. Additional Consideration GTC’s College-wide General Education learning outcome - For information technology and technological literacy, students will demonstrate competency in using computer technology within a field of study - Limited assessment data available to measure CPT 101 against “within a field of study” Business and Public Service Division Computer Skills & Applications Department

  11. Preliminary Inquiry – Summary of Results Content of CPT 101 • Does this one-size fit all course meet the college’s goal of preparing students for the computer technology skills they need within their field of study? Placement into CPT 101 • What options are available for determining whether students have the prerequisite computer technology skills needed to be successful in CPT 101? Need for “Developmental CPT 101” • If students do not have the prerequisite skills, how do we help them? Business and Public Service Division Computer Skills & Applications Department

  12. Current Status of Work Launched pilot interactive assessment to help identify students with inadequate computing technology skills • # of newly enrolled students completed interactive assessment prior to Fall 2012 • # of students enrolled in Fall 2012 CPT 101 also completing interactive assessment Business and Public Service Division Computer Skills & Applications Department

  13. Current Status of Work - continued Launched developmental computing technology skills course (COL 107) for students with inadequate skills - Course content developed to reflect feedback from 2010 inquiries of instructors across campus - # of sections currently underway with # students enrolled Business and Public Service Division Computer Skills & Applications Department

  14. Next Steps Analysis of interactive assessment results • Item analysis of questions • Analysis of results to begin establishing reliability, validity, and to determine cut score Analysis of COL 107 effectiveness • Use of interactive assessment as a pre- and post-test • Qualitative data from students Continued work to support College-wide learning outcome • Role of COL 107 • Involvement of departments across campus Business and Public Service Division Computer Skills & Applications Department

  15. Questions, comments, and feedback are most welcome!!!Thank you for attending,Mary, Mark, and Lenna Business and Public Service Division Computer Skills & Applications Department

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