October 24, 2007
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LC Goals/ Objectives / Means/ methods for achieving goals / Outcomes / Methods of assessment /7
For Students / (Mostly as compared to standalone courses)Increase student interaction with faculty / Individual interaction with faculty in groups / In class – Increase in participation in class discussions, voicing opinions, asking instructor questions, seeking feedback / Students’ perceptions of their behavior
Faculty perceptions of students’ behavior (Can they keep records?)
LC faculty more available because they tend to be full-time
Web companion used with email / Out of class – Increase in communicating face-to-face, or via email voicing opinions, asking instructor questions, seeking feedback / Students’ perceptions of their behavior
Faculty perceptions of students’ behavior (Can they keep records?)
Increase academic interaction among students / Group projects
Short, collaborative exercises / In class – Increase in participation in group work, small group discussions / Faculty perceptions/observations
Students asked to work together outside of class / Out of class – Increase in contacts for academic purposes; e.g., studying together. / Faculty perceptions/observations
Increase social interaction among students / Icebreaker sessions in class / In class – Increase in contacts for social purposes / Students' perceptions
Faculty perceptions
Work on group projects / Out of class –Increase in contacts for social purposes
Create stronger social bonds among students (social engagement) / Informal means to get together in class (lunches, etc.) / Increase in opportunities to meet new people (be introduced, spend more time together, have opportunities to converse/share) / Student perceptions
Developing lasting friendships
LC Goals/ Objectives / Means/ methods for achieving goals / Outcomes / Methods of assessment
Increase students’ academic engagement / Come to class / Attendance records
Ask students to do readings in preparation for class / Come to class prepared – Readings/ assignments / Faculty observations of student preparation
Require participation and note-taking
Ask students to do more assignments / Participation in class discussions / Measure of amount of participation
(number of students and how often)
Taking notes / Measure of amount of note-taking increase
Expend more effort – work harder / Student completion of further assignments
Develop a greater understanding of the interrelatedness of the LC courses/subjects / Statements in syllabus
Restatement throughout the course / Students show they understand relatedness through responses in assignments / Review of assignments using rubric
Increase or maintain students’ academic success / Grade improvement or high grade maintenance / Significantly higher grades for LC students
Increase in learning / Finding more learning objectives accomplished
Add writing and reading components to LCs / Improve skills (e.g. writing, reading) / Measuring skills improvement by rubric
Increase retention / (a result of other means and methods) / A larger percentage of LC students are retained / Measure percentage of LC students retained vs. percentage in standalones
Increase integration into college community / (anything here that we directly do in LCs??)
Increase commitment to completing program (certificate, degree) / (anything here that we directly do in LCs??) / More commitment to completing a program / Student perceptions
LC Goals/ Objectives / Means/ methods for achieving goals / Outcomes / Methods of assessment
For Faculty
Increase faculty interaction with students / More group work in classroom
Two faculty in classroom at once / Students perceive more positive connection with faculty / Student perception (attitude)
Increase faculty interaction with other faculty, especially in other fields / Faculty perceptions (attitude)
Faculty reports of benefits of interacting with other faculty
Revitalize their interest in teaching / Pair up in linked or integrated LCs / Faculty feel a renewed interest in teaching / Faculty perceptions (attitude)
Increase their appreciation of interdisciplinary connections / Faculty discuss interdisciplinary connections / Faculty see more interdisciplinary connections / Report of faculty members
Support professional development through observation and/or discussion of teaching methods of co-instructor. / Faculty observe other instructor's class or discuss methods outside of class / Faculty adopt teaching methods of other faculty based on their observations / Report of faculty members
Create a supportive learning environment / Put students in groups to help each other work
Have two faculty in both courses to support student work / Students feel more supported than in a standalone class / Student perceptions (attitude)
Faculty perceptions (attitude)
Create a challenging learning environment / Have students work toward a project integrating skills/ themes in a course / Students feel more challenged in the LC / Student perceptions (attitude)
Faculty perceive students are achieving higher level of skill/knowledge / Faculty perceptions (attitude)
For the LC Initiative
Spread LCs across the curriculum
Create LC clusters with developmental courses
(related to Achieve the Dream goals)
Devise more flexible ways to get the LC experience based on goals and objectives
General information needed/ Things to think about
Why did you enroll?
§ Learning oriented – e.g. Chose because of interest in courses, courses will support transition to college
§ Functional – e.g. Convenience, required by major, advisor recommended
§ Social – Friend enrolled
Rating concerning perceived degree of interrelatedness of subject matter (could affect degree to which students make connections).
Academic background of students
§ Whether had developmental courses (which, how many)
§ Number of CH earned
§ GPA’s
Demographic characteristics of students
§ Age
§ Gender
§ Ethnicity
Question types
§ Experience versus opinion
Ø How do you see the relationship between the LC experience and your intellectual growth?
Ø Did you (e.g. contact instructors out of class, form lasting friendships, socialize outside of class?).
Ø Were you (e.g. active in class discussions, group work?).
Ø Re experiences – Taking the class increased the degree to which I …(or improved my ability to…). Responses on 4 point scale (1 SA to 4 SD). This is using student as own control. Items here could include:
Positive course behaviors such as
o Studying with others
o Participating in class discussions
o Coping with test anxiety
o Seeking feedback from instructors
o Evaluating opinions and facts
o Taking notes
o Improving writing skills
o Improving reading skills
o Improving decision-making skills
Skills needed for successful transition to college
o Adjusting to the social environment of the college
o Understanding faulty expectations
o Dealing with stress
o Meeting new people
o Establishing close friendships
o Increasing commitment to completing program
o Succeeding in other courses generally
Overall views of the term
o Feeling good about the term
o Having a better college experience than expected
o Being challenged in courses
o Likely to recommend NECC/ LC’s to others
Ø What did you like best about your LC experience? Least?
For many topics, get both student and instructor ratings – compare.
For a variety of reasons, there are [probably differences from LC to LC. In other words, all LC’s are not alike. For example, some courses connect better than others, there are instructor differences, and there are student differences. Need to rise above these differences to amore general level. If we are assessing “LC’s” we need to be able to state that there are commonalities that allow this.
Class size differences – LC’s to SA’s.
Mere fact of spending more time together.
What are your objectives in attending NECC?
What are your intentions concerning next semester enrollment at NECC?
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