Post on 17-May-2022
I.D.E.A. Information from the Division of Educational Affairs
Volume Two - Issue Three OCTOBER 2012
Faculty Organization Day on August 18, 2012 was a great opportunity to showcase innovative methods that inspire student success. Faculty were engaged with special interest sessions about using technology in the classroom, different teaching styles that engage students to be successful, building critical thinking skills, and additional sessions centered on a commitment to increasing student success.
As we move into the 2012-2013 academic year, we will continue to engage faculty around the Completion Agenda through conversations around evidence-based strategies that increase student success. To stimulate these conversations, we will focus on eight topics in the Assessment of Evidence Series provided by the Community College Research Center (CCRC) at Teachers College, Columbia University in the upcoming issues of I.D.E.A. (see topics below).
We have an essential role to play in the lives of our students and our nation’s economy. Feel free to continue to email me at sbulger1@wcccd.edu with your thoughts and feedback on these critical topics.
Sincerely,
Dr. Stephanie BulgerVice Chancellor of Educational Affairs and Distance Learning
Dear Colleagues:
UpcomingEvents
Open Hours of AvailabilityMondays 4-5:30pm Thursdays 3-5pmFridays Noon-2pm
Dr. Stephanie Bulger
WCCCD Downriver Campus21000 Northline Road Taylor, MI 48180Phone: 734-946-3500
WCCCD Downtown Campus1001 W. Fort St.Detroit, MI 48226 Phone: 313-496-2758
WCCCD Eastern Campus/Corporate CollegeWCCCD University Center5901 Conner Detroit, MI 48213 Phone: 313-922-3311
WCCCD Northwest Campus 8200 West Outer Drive Detroit, MI 48219 Phone: 313-943-4000
WCCCD Western Campus 9555 Haggerty Road Belleville, MI 48111 Phone: 734-699-7008
District Educational AffairsOctober 19, 2012 Advisory Committee Breakfast
November 2, 2012 Assessment Awareness Day
November 30, 2012 Faculty Appreciation Luncheon
November 30, 2012 Phi Theta Kappa Ceremony
December 7, 2012 Allied Health and Nursing Pinning Ceremony
I.D.E.A. Information from the Division of Educational Affairs
Campus PresidentsDownriver Campus: Anthony Arminiak, MSA
Downtown Campus: Annette Black, MBA
Eastern Campus: Denise Shannon, MA
Northwest Campus: Letitia Uduma, Ph.D.
Western Campus: Michael Dotson, MBA
By: Katherine L. Hughes & Judith Scott-Clayton
February 2011. New York: Community College Research Center, Teachers College, Columbia University.
Division of Educational Affairs Key Staff
Jeff Anderson, MBA, District Associate Vice Chancellor of Educational Affairs
Stephanie Coffer, MLIS, District Dean of Learning Resource Centers
Ron Harkness, Ph.D., District Provost of Career Programs
CharMaine Hines Ed.S., District Associate Vice Chancellor of Adjunct Faculty and Curriculum
Clarence Madison, MM, District Dean of Learning Technology and Accountability
The Assessment of Evidence Series provided by theCommunity College Research Center (CCRC) at Teachers College, Columbia University focuses oneight topics: Developmental Acceleration and Placement, Developmental Mathematics Peadagogy, Contextualization of Basic Skills Instruction, Online Learning, Non-Academic Support, Institutional and Program Structure, and Organizational Improvement.
Let’s begin our conversation with Developmental Assessment and Placement. The brief article below describes the various assessment methods used to identify a learners’ level of competency.
Placement exams are high-stakes assessments that determine many students’ college trajectories. The majority of community colleges use placement exams—most often the ACCUPLACER, developed by the College Board, or the COMPASS, developed by ACT, Inc.—to sort students into college-level or developmental education courses in math, reading, and sometimes writing. More than half of entering students at community colleges are placed into developmental education in at least one subject as a result. But the evidence on the predictive validity of these tests is not as strong as many might assume, given the stakes involved—and recent research fails to find evidence that the resulting placements into remediation improve student outcomes.
Assessing Developmental Assessment in Community Colleges
While this has spurred debate about the content and delivery of remedial coursework, it is possible that the assessment process itself may be broken; the debate about remediation policy is incomplete without a fuller understanding of the role of assessment. This Brief examines the role of developmental assessment, the validity of the most common assessments currently in use, and emerging directions in assessment policy and practice. Alternative methods of assessment—particularly those involving multiple measures of student preparedness—seem to have the potential to improve student outcomes, but more research
is needed to determine what type of change in assessment
and placement policy might improve
persistence and graduation rates. The Brief concludes
with a discussion of implications for policy and research.
A full-length version of CCRC Working Paper No. 19 is also available for download, please click link - http://ccrc.tc.columbia.edu/Publication.asp?UID=856.
(CCRC Brief No. 50)