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Using the College Success Factors Index as a Program Assessment

Gary J Williams Ed DGary J. Williams, Ed.D.

What happened the second time around?

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Success is a matter of

CHOICE!

Today’s Presentation:Today s Presentation:• Overview: The CSFI, SLOs & the pilot

project at Crafton Hills College. • Review of the Results• Identifying Intervention Strategies• Using the data to plan the next steps.

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How this all started . . .

• Discussions in Fall/Spring 2007 about current• Discussions in Fall/Spring 2007 about current Program SLOs

• A more effective means of gaining data on student learning and program effectiveness.

• A focus on developing student capacities for success – linked to best practices. p

• A need for a sustainable, ongoing SLO assessment process.

College Success Factors Index

• Developed by Dr Edmond C Hallberg• Developed by Dr. Edmond C. Hallberg, Prof. Emeritus, CSULA

• Nationally-normed, Criterion-referenced, self-scoring instrument.

• 74,000 students in over 200 Colleges/ UniversitiesUniversities

• Links student needs to existing support services and intervention strategies.

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What is the C.S.F.I.?

• 80-item Likert-type, self-assessment80 item Likert type, self assessment • Measures 8 factors of “academic aptitude”• A “snapshot” of strengths/challenges• Determine readiness for success in college• Assessment session consists of:

– Online CSFI: 20 minutes– Interpretation: 30 minutesInterpretation: 30 minutes – Self-Improvement Activity: 20 minutes – Copies of: CSFI Results, SIA Form, Improvement Strategies

• Understand one’s strengths/areas to improve.

The Goals of the CSFI:

• Explore intervention strategies.• Encourage sustained effort/persistence.• Assimilate new skills and behaviors.

• Here’s a brief look at each of the 8 Areas measured . . .

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Responsibility/Control

• Students take responsibility for their own p yacademic success (homework, tests, etc.)

• Control over own actions & outcomes – Internal “Locus of control” over External

• Students who feel in control perform at a higher level. g

Competition/Collaboration

• Motivation to perform at the highest level p gpossible

• Higher commitment to pursuing own educational goals

• Ability to work cooperatively with peers • Focus on achievement & accomplishmentFocus on achievement & accomplishment

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Task Precision

• Ability to break down expectations &• Ability to break down expectations & assignments into specific tasks.

• Ability to be precise expected in tests, papers & assignments.

• Ability to meet deadlines/commitmentsAbilit t i t ith i i• Ability to communicate with precision.

Expectations

• Goals and expectations related to assignments• Goals and expectations related to assignments, areas of study & future careers

• Seek & discover new experiences & challenges vs. passive “taking it all in”

• Higher goals = greater commitment L t ti L k f fl ibilit• Low expectations = Lack of flexibility

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Wellness

• Managing stress proper nutrition & sleep impact• Managing stress, proper nutrition & sleep impact successful outcomes

• Depression, anxiety, stress & burnout impede college success

• Good habits are essential.

Time Management

• Essential in college the workplace & in life• Essential in college, the workplace & in life• Planning ahead allows for flexibility• Reduces stress • Getting things done on time leads to higher

GPAs and graduation rates

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College Involvement

C it t / ti d t id f l• Commitments/connections made outside of class • Friendships, clubs, on-campus jobs, faculty

interaction, etc. • Human connections = greater persistence• Linked to higher GPAs, graduation, achievement

and overall satisfaction

Family Involvement

• What defines “family” for you?What defines family for you? • Family/significant people understand and

support your educational goals• Advice, encouragement, motivation• Positive involvement linked to greater

educational attainmenteducational attainment

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Pilot project:

CSFI as an Assessment of Aff ti L i t CHCAffective Learning at CHC

• Develop 8 SLOs closely aligned with program goals/assessment measures.

• Assess all new and returning EOPS students.• Train program personnel to incorporate SSFI • Use the data to inform decisions about student

follow-up, interventions and program activities.

The Pilot at CHC

A t S i C i t d f• Assessment Session Consisted of: – Online SSFI: 20 minutes– Interpretation: 30 minutes – Self-Improvement Activity: 20 minutes – Copies of: SSFI Results, SIA Form, Strategies

St d t t b i d t t C li• Students to bring documents to Counseling Appt.

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Student Profile:

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Results:

• Assessment Timeframe: August/Sept 2007• Assessment Timeframe: August/Sept. 2007 • Number of Students Assessed: 320• Number of Assessment Sessions: 22• Findings:

– Highest: Time Mgt, Expectations, Family Involvement– Lowest: Competition Wellness Control/Responsibility– Lowest: Competition, Wellness,Control/Responsibility– 17 Students determined to be at high-risk and in

need of early intervention.

Aggregated Program Results

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Early Alert Report:

Student feedback . . .

• 91% of students found the SSFI “easy to understand”understand

• 84% reported the SSFI accurately assessed their strengths, habits and challenges.

• 85% Identified strategies to address their h llchallenges

• 77% Reported improvement between pre-test and post-test.

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CSFI Improvement Cycle

Pre‐Assessment

InterpretationPost‐Assessment

InterventionFollow‐up 

Interpretation

• Should Occur ASAP following CSFI Pre-test• Should Occur ASAP following CSFI Pre-test • Frame the results in empowering terms • Discuss areas of Strength first, then “challenges” • Provide opportunities for reflection, dialogue. • Identify strategies for improvement.

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Self-Improvement Plan

• Developed by the student• Developed by the student• Adopt new strategies & set improvement goals• Guided program/classroom activity, or one-on-

one • Utilize available resources & opportunities on

campus

Activities to Reinforce the 8 Factors:

• One-on-one dialogue with each student• One-on-one dialogue with each student• 21-day Project – Changing/ Developing a new

habit • Carrying a Calendar & Daily Planning Routine• Major/Career/Transfer Exploration• Create a Strategic Reading/Study Plan • Bring your Parent/Partner/Signif. Other to

campus• Amazing Race

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Intervention Steps

• Explain the 8 Factors• Explain the 8 Factors– Point out areas of strength– Illustrate factors with examples

• When exploring areas of challenge: – Ask probing/reflective questions– Frame the conversation in positive terms– Frame the conversation in positive terms – Explore interpretation strategies together

Intervention steps

• When identifying strategies – Place students in a position of responsibility.– Refer students to specific programs, resources,

services on campus (identify specific people). – Create a written agreement, committing students to

following-through. • Establish plans for personal follow-upp p p

– Formal as well as informal. – Recognize progress made.

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Let’s Practice:

• Examine the Student Case studies provided:Examine the Student Case studies provided: – What are the issues presented by this student based

on: • CSFI Pre-test Results• The details provided.

– What Questions would you ask this student? What intervention strategies would you recommend?– What intervention strategies would you recommend?

Devin:

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Jessica:

Caesar:

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Laurie:

Donna:

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Since the Pilot …

• EOPS program underwent restructuring in the• EOPS program underwent restructuring in the wake of budget cuts.

• Expansion of Learning Communities, targeting developmental students. – Opportunities to create a more robust learning

experience for students. p– Better monitoring/oversight of student progress.

• Use of CSFI in Summer Bridge & Student orientation.

Program/Institutional Interventions:

• Plan programs with student needs in mind• Plan programs with student needs in mind – “Institutional Interventions” in handout

• Develop pilot programs in collaboration with Student Service/Learning Resources Depts:– Health Services (Wellness) – Student Life (College Involvement)– Student Life (College Involvement)– Counseling – CHC 100: Student Success & The College

Experience.

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Questions?

For information on the CSFI: Gary J. Williams, Ed.D. Associate Professor/ Instructional Assessment Specialist

Crafton Hills Collegegwilliams@craftonhills.edu(909)389-3567

Dr. Edmond Hallberg/ Ombudsman Press, Inc. http://www.ombudsmanpress.com/

dredmondo@aol.com(530) 269-3230