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| First name |
Carol
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Last name |
Ullrich
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Email |
ullrichc@smccd.edu
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Program Name
Please select your program
Division
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
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Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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| The goal of developing and implementing an improved Priority Enrollment Program began with examining the recruitment strategies, and improving assessment program services delivery. In spring of 2017, the Priority Enrollment Program was piloted off-campus servicing students at Hillsdale and Half Moon Bay High Schools. This was well received by the high schools and students. Meeting students where they are helps remove barriers for those whom traveling to CSM could be an issue. 84 students participated in PEP through this pilot program. With this success, all feeder high schools will be included in the off-site PEP. Partnerships were developed with CSM programs such as Project Change, ACCEL and other small learning communities to offer PEP to their incoming students.
Assessment Services’ goal of becoming a resource for division, faculty and staff began early 2016 as the Common Assessment Initiative, and has strengthened as we move forward with multiple measurement assessment implementation. | |
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments
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| In 2016, the ways in which students are placed into math and English at all California Community Colleges were going to change (from individual placement tests to the State-recommended Common Assessment test, or CAI), and so our team made preparations for that prospective change (then scheduled for implementation in November of 2016). However, the decision was made at the State level not to implement the CAI. As a result, the SMCCD math, English and ESL faculty engaged in dialogue and collaborated to determine a set of multiple measures and testing criteria by which all SMCCD students would be placed. Assessment Services took those recommendations and created the processes to assess students using multiple measurements, Accuplacer and ALEKs placement tests. Additionally, with the passing of AB 705 in October of 2017, the assessment processes will be changing yet again. | |
2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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| Assessment Services implemented the changes in the placement of a student in English, ESL and mathematics. The majority of the students were placed in English and math courses using high school coursework and GPA. With this change, more “assessing” occurred using email. Students emailed the English and Math Alternate Assessment form and attached high school transcript for placement. Students were notified via email with their course placement and next steps. Email communication is often a challenge. A new mode of delivery or communication was used. With the use of cell phones, Assessment Services began communicating with incoming and current students via text message. This allowed students to be informed of upcoming appointments and workshops. Students could cancel via text as well. Outreaching to students on the high school campus may have serviced certain student population that were not reached in previous years. We have seen an increase in the number of students of color who participate in our in person Priority Enrollment Program (Details in #4), however, we are working on ways to collect disaggregated data based on modes of delivery to address equity gaps. | |
2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| Based upon the changes to the assessment process since 2016 the experience for students has become somewhat unclear. The biggest change is moving from course placement as a test (which students have experienced in the past) to assessment based on multiple measures without testing. To alleviate confusion of this new process for students, the assessment services team will move forward with plans to redesign the assessment and intake processes (see details in #4 below) to maintain efficiency and clarity of the matriculation process as they plan to enter CSM. This will also include career guidance to help students decide their math path. | |
3a. Review student program usage and discuss any differences in student success indicators across demographics. Refer to SARS, Banner, PRIE data, and other data sources as appropriate.
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Student success indicators
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3b. Discuss what your program has done this Program Review cycle to address achievement gaps between student populations, describing your successes, works in progress, and/or ongoing challenges.
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Achievement gaps between student populations
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3c. Discuss what your program has done this Program Review cycle to address achievement gaps between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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Achievement gaps between modes of delivery
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3d. Program Efficiency Indicators: Do we deliver programs efficiently given out resources? Summarize trends in program efficiency. Discuss no-shows, group vs. indvidual delivery, etc.
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Program Efficiency Indicators
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3e. Reflect on recent Student Learning Outcomes (SLO) and/or Service Area Outcomes (SAO) assessment results for the program. Identify trends and discuss areas in need of improvement. Specify how SLO/SAO assessment informs program development and changes to the program.
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| -Students will understand their English, ESL and math placement based on multiple measurements and guided self-placement.
-Students will be informed about student support programs and services offered at CSM upon completion of the Priority Enrollment Program.
-Students will be prepared to register for the fall semester by completing the PEP event.
The changes to placement in English and math courses has evolved over the past few years. More time has been allocated during PEP to explain course placement. Working with our high school partners, intentionally reaching out to perspective small learning communities coordinators and participating in events hosted by our high school recruiter has been necessary to reach our new incoming students. Moving forward, satisfaction survey will be included in each PEP event to explore real time information to adjust programing to meet student needs. Collecting PEP survey data will help measure perceived outcomes and success. | |
4a. Provide a brief description, including actions, measurable outcomes, and timelines
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| Based upon the changes described above, Assessment Services at CSM will change significantly.
1. We will revise the orientation to include recommended support for success in transfer level math and English (per AB 705, all incoming and current students will be in transfer level math and English).
2. Through PEP we serve over 45% of students who identify as Hispanic, which also represents the largest student population of participants. We plan to survey students to continue ensure equitable processes and procedures for all students
3. Now that orientation will become part of initial assessment services, we will be redesigning the online orientation to communicate to students effectively. Being mindful of the language barriers some students may face, we are looking into ways to support our English Language Learners in an online format.
We are in the process of completing a work plan to discuss appropriate measurements, actions and timelines | |
4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
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| To further support all of our incoming students, Assessment Services will design and implement a “welcome workshop” that will review their math and English assessments, provide a tour of campus facilities, and introduce holistic programs and platforms to support them in their CSM pathways. For example, CSM has an intuitive career and education decision-making model that engages students in the career process through valid and reliable assessments, portfolio creation, and action planning. These changes will complement and enhance the student’s counseling and career appointment. Counseling Services will allocate personnel and/or financial resources to support the welcome workshop and related programs. Collaboration with other divisions and departments, such as marketing and transfer services, will provide further support with other support staff, student ambassadors and current students bringing the experienced student perspective to the incoming student.
From the success of programs like PEP, we will design the welcome workshop with all students in mind and continually assess for equitable practices and by adding the career guidance component, our goal will be that students have more clarity about their educational goal. | |
4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the center achieves its goals and plans.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Assessment Services will evolve to reflect changes in state- and district-approved procedures with regard to assessing students. To effectively ensure that Assessment Services achieves its goals and plans, outlined above, our team will work closely with Admissions and Records, Counseling Services, Year One Promise, Center for Global Engagement, Middle College, Project Change, DRC, EOPS, Dual/Concurrent Enrollment, Puente, Mana, Umoja, VROC, faculty and the divisions.
1. Assessment Services will provide informational support for guiding students as they navigate and transition into life at CSM.
2. Assessment Services will provide students with the knowledge they need to plan their educational and career goals, in alignment with the College’s strategic goals of improving Student Success; promoting academic excellence; developing responsive, high-quality programs and services. Assessment Services will play an integral role in preparing students to become informed and engaged citizens in an increasingly global community. | |
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