Category Archive: Institutional Effectiveness

Jan 13

Complete College Georgia and UNG

Like many other states in the U.S., Georgia participates in the Complete College America initiative. This initiative came about in response to studies indicating that in order to be globally competitive, America must produce more workers with advanced training and education. In the counties served by the University of North Georgia, the percentage of the population age 25-64 with an Associate’s degree or higher ranges from 10.8% to 55.1%.  In many of these counties approximately 20% of the population age 25-64 has some college but no degree. ( Bridging Georgia’s Completion Agenda to Broader Public Agenda). In order to reach Governor Nathan Deal’s goal of adding 250,000 postsecondary graduates to Georgia’s workforce by 2020, the University System of Georgia has identified eight goals based on best practices in student success, retention, and graduation.

So what does this mean for UNG, and what have we done since 2013?

Our goal as an institution in participating in Complete College Georgia is to provide greater access to education for students in our service area and for our students to successfully complete their degree programs. The longer a student stays in school without completing their degree, the more costly their education becomes and the more likely they are to drop out. UNG has chosen to focus primarily on the following goals in its Complete College Georgia plan: increase the number of degrees awarded on time, decrease excess credits earned on the path to getting a degree, provide intentional advising to keep students on track to graduate, shorten time to degree completion, and restructure instructional delivery to support educational excellence and student success. The strategies employed to reach these goals have included: promoting 15 to Finish, expanding dual enrollment, promoting prior learning assessment through credit by examination and review of military credits, redesigning learning support courses and expansion of completely online opportunities.

15 to Finish Georgia Initiative

Last year, after an extensive selection process led by a faculty committee, the university decided to focus on advising for its Quality Enhancement Plan (QEP) as part of its accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). The QEP, “On Time and On Target,” focuses on intrusive advising and guided pathways to degree completion in order to increase the number of students reaching their educational goals on time and reduce the number of excess credits taken by students.

Show me the data

While it is too early to report graduation rates of students impacted by these CCG strategies, we can point to significant progress in the measures of success for each initiative. Since 2013, we have seen a 135% increase in the number of dual-enrolled students (625 in fall 2015). More importantly, 50.2% of the seniors enrolled in 2014 matriculated to UNG upon high school graduation. In spring 2014 UNG became an eCore affiliate, providing seamless registration for USG online core curriculum offerings to our students. We have concurrently expanded the number of courses offered through UNG online, so that there are now several associate degrees completely available online. The online course registrations for UNG students have increased from 2705 in fall 2013 to 5871 in fall 2015 with an average completion rate of 81%.

While many of our students juggle work and family responsibilities with going to school and should adjust their course load accordingly, the 15 to Finish initiative is designed to encourage those who are full-time students to take fifteen credit hours rather than twelve each semester. The addition of online courses has made it possible for more full-time students to take fifteen credit hours per semester, but course availability remains a challenge. We saw substantial increases from 2013 to 2014, but from 2014 to 2015 UNG’s growth in enrollment and in retention rates have made it challenging to offer 15 or more credits to current students. The number of students taking 15 or more credit hours increased, but there were no gains in terms of the percentage of full-time students taking 15 or more credit hours, as the chart below demonstrates.

 

Fall 2013 Fall 2014 Fall 2015
Students taking 15 1330 1816 2061
Students taking > 15 1650 1902 1941
Total # full-time students (12 or more) 10,022 10,745 11,768
% of full-time students taking 15 or more credits 29.7% 34.6% 34%

 

The Faculty Role

We know that positive faculty-student interaction is one of the greatest factors in student success. The creativity and passion that faculty bring to teaching engages students in learning. Faculty are the often the first to notice if a student is struggling and can provide vital referrals to the wide range of support services offered by the university. As academic advisors, faculty guide students in making appropriate choices so that they stay on track with the necessary courses for their major and can experience enriching educational opportunities such as study abroad, undergraduate research, internships and service learning. Many faculty sponsor clubs and promote activities that support students who are members of traditionally underserved populations. Faculty also contribute to the success of our CCG initiatives when designing their courses and new curriculum by using pedagogies that support different learning styles, developing online versions of courses, and carefully considering prerequisites and course sequencing in the development of new degree programs. Clearly faculty have an important role to play in all of our CCG initiatives.

 

Included Links and More Resources

Bridging Georgia’s Completion Agenda to Broader Public Agenda

Complete College America, State Data for Georgia

Complete College Georgia, full plan

15 to Finish initiative

UNG’s Quality Enhancement Plan

Southern Association of Colleges and Schools Commission on Colleges

Nov 09

No Time for Tolerance

Tolerance is not enough.

Too often, we look at diversity with a superficial mindset or view it as a panacea. We talk of “tolerance” and think that we have contributed meaningfully to a conversation, yet we do not act. Tolerance is not enough – it is too passive. The word itself implies distaste for something, yet not a strong enough emotion to take action. We must move to a culture of accepting, embracing, and empowering our students and each other. I want to take a moment to ask you to reflect on who you are and how you reached this point in your lives. Did you have assistance? Was your achievement based solely on your individual talents and aspirations? I challenge you to think critically about these questions and reflect for a moment on what a diverse environment is to you.

Critically analyze how you have benefited from your position in society, or conversely, how you have experienced minoritization within society. To experience the benefits of the privileged group, you do not have to be actively oppressing another element of society; this distinction is important to remember. That is the tricky thing about power and privilege – you benefit because they exist, not because you actively engage in detrimental behaviors towards others. As a woman of Caucasian background and middle class upbringing, I am in both the dominant group (middle class and Caucasian) as well as the minoritized groups (female). Many of us will find that we have overlapping roles (intersectionality) where we enjoy some benefits of privilege while also experiencing some of the effects of oppression. For an interesting perspective on privilege to share with students (and to examine for yourself), watch this video by BuzzFeed Yellow. (also linked here.)

Power as Privilege

Why focus on power and privilege, rather than race, ethnicity or religion, the excellent sub categories that seem to have devoured television news as of late? Because decisions are made by those who hold power, those who are privileged. These power groups are the gatekeepers of our society. They determine the opportunities that arise through industry, curriculum in P-12 schools, and even the type and quality of healthcare to which we have access. Power and privilege are the forces that drive our experiences within the larger society. The PBS Newshour clip, linked here, demonstrates just how easy it is to fall into a mindset of priviledge.  The clip is alarming in many ways, but primarliy how easily the “privileged” group changed.  Just because we do not perpetuate acts of racism or oppression, does not mean that we do not benefit from systemic and institutional mechanisms that govern the behaviors and attitudes of our society. We cannot rest, thinking that because we do not spread hate, we have no action to take or responsibility to bear. We, as a society, must engage in a dialogue that deconstructs what we think we know and reframes concepts of equality and equity.

Equality, the state of being equal – especially in rights, status and opportunities — would be the ideal state of a culture, in that all members of the society have the same opportunity. Equity, the quality of being fair and impartial, is simply an extension of the concept, whereby all members of the society have access to an equal opportunity.

Experiencing Diversity

Ultimately, we must help our students understand what it means to live and work in a diverse society. We must provide opportunities for them, through the curriculum to build on their experience base and learn to navigate a world that is wonderfully rich and brimming with colors, flavors and ideas that may be different than their own. In my own classes I require students to spend 10 hours in a setting that is dynamically different than their own cultural background. Students must keep field notes (this also reinforces research practices) related to their experience and file their field notes with me. Students must spread their hours over a minimum of three visits. This is orchestrated to provide multiple views into the same setting, as well as give the students the opportunity to interact with participants. Experiences can include religious services (the Baptist to Methodist conversion doesn’t count – it must be DYNAMICALLY different), service opportunities that benefit the homeless or less fortunate, elder care settings, ethnically diverse settings like the Chinese Cultural Center in Atlanta, etc. The options are endless and all experiences are guaranteed to engage and enlighten. You are not going to convert someone that refuses to be enlightened, but you are going to give them the ability to learn to interact with others in a respectful way and to reflect on the experience with a critical, and more informed, eye. You may even impart the lesson that we are all more similar than we are different. Ultimately, the goal of this activity is to teach students respect for self and others, not to create activists.

Gatekeepers of the Future

We as a college community have a rare opportunity to chart our own course, determine the values that we want to exhibit, and embrace all students who share their time and talents with us: to create a community of acceptance. We are the gatekeepers to our future world. I encourage you to empower your students to value this by teaching them what it means to be caring, empathetic humans who are also successful professionals – educate the whole student. Teach them to be scholars, to be critical thinkers who have the ability to use our lessons and interactions as the building blocks to a better world. Model for them what it means to be educators who are inclusive of all backgrounds and persuasions in your classes. I challenge you to explore your own biases (everyone has them, and it is normal) and work to mitigate them. We have the ability to transform our campus community and contribute to the communities that surround each of our campuses in a very significant way. Promote acceptance, as tolerance is the way of the past.


Resources and Information

13 Resources for Teaching about White Privilege

Booklet on Diversity in the Student Body. Inside Higher Ed.

Diversity Initiatives and Resources at UNG

Graduate study in Diversity Issues (EDUC 7991)

High  Impact Practices: Integrating Diversity and Global Learning in your Course Curriculum

Quick Facts about the Student Population at UNG

UNG Library Guide on Teaching Resources for Diversity and Global Learning

What Is Privilege?. Prod. BFMP. By Chris Coleman. Dir. Marquita Thomas. Perf. BuzzFeed Yellow. Youtube.com. BuzzFeed Yellow, 14 July, 2015. Web.

Further Reading

Adams, M., L. A. Bell, and P. Griffin, eds. 2007.Teaching for diversity and social justice: A sourcebook, 2nd ed. New York: Routledge.

Barnett, P.E. (2013) “Unpacking teacher’s invisible knapsacks: Social identity and privilege in higher education.” Liberal Education. Association of American Colleges & Universities. 99.3 . Retreived from https://www.aacu.org/publications-research/periodicals/unpacking-teachers-invisible-knapsacks-social-identity-and

Goodman, D.J. (2010) “Helping students explore their privileged identities.” Diversity and Democracy.  Association of American Colleges & Universities. 13.2 .Retrieved from https://www.aacu.org/publications-research/periodicals/helping-students-explore-their-privileged-identities

Goodman, D.J. 2001. Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage .

Johnson, A. 2006. Privilege, power and difference, 2nd ed. Mountain View, CA: Mayfield.

Kimmel, M., and A. Ferber. 2010. Privilege: A reader, 2nd ed. Philadelphia: Westview Press.

Kivel, P. 2002. Uprooting racism: How white people can work for racial justice. Gabriola Island, British Columbia, Canada: New Society Press.

 

Aug 31

GALILEO Database: History Reference Center

This article is the first part of a series by UNG Libraries covering some of the newest and most exciting additions to our GALILEO Database collections. A new post will appear on the last Monday of every month of Academic year 2015-2016.

A comprehensive and multi-faceted history database, History Reference Center® is an essential student resource for historical research with full-text journals, reference tools, and primary resources, all in one search.

History Reference Center® offers the full text of more than 2000 reference books, encyclopedias and non-fiction books from leading history publishers, and includes full text for articles from more than 150 leading history journals and periodicals combined with thousands of primary research documents.

Excellent as a “first stop” research tool for most topics in history, History Reference Center® results display basic overview sources alongside the texts of research documents.  The Browse by Topic feature lets students browse, refine and explore selected topics in either U.S. History or World History.  For many topics, the database includes related videos and images: over 80 hours of historical videos and 40,000 historical maps and images.

CivilrightsUsing History Reference Center® in the Classroom

Like other EBSCO databases, History Reference Center® offers all the basic features of an EBSCO resource including emailing, printing, citing, or saving, but there are still other features which help students explore and use content.

For instance, students may create a personal My EBSCOhost account which allows them to create customized folders to which they may permanently save their search results. EBSCO’s folder feature allows students to collect results from different searches, store them in the session folder, and manage the folder contents — printing, emailing, or saving them.  Folders created in one EBSCO database are visible in all EBSCO databases and remain accessible to the user indefinitely.

Additionally, the “shared folder” feature in the History Reference Center® database allows students and instructors to create and share their custom folders with others.  Shared folders make it is easy for students to share materials within the database for classroom projects and support the collaborative process as students work together in groups to search, review and save journal articles, reference materials and primary resources.  For more about using folders for any of the EBSCO databases, select the Help link at the top of the page of the database and Yaltasearch for “folders”.

As it has for many of its databases, EBSCO has created and offers to users a student “Scavenger Hunt” activity for the History Reference Center®.  By using the “Scavenger Hunt” for History Reference Center®  instructors help their students become familiar with the topics and content covered in the database, explore database features and create effective search strategies.

Creating Search Alerts

Instructors can keep the most up-to-date materials and resources for their classes handy by setting up an EBSCO search alert in the History Reference Center® database.  Search alerts locate relevant materials based on a prescribed topic without having to craft the search string over and over again. Once instructors set up a search alert, they will receive automatic notification by email whenever new search results become available. Instructors can also retrieve those alerts and search immediately, instead of waiting for the alert to run.   In the same way search alerts work, journal alerts can be set up to provide automatic email notifications whenever a new issue of a particular journal becomes available in the EBSCO database.  For more information about setting up journal or search alerts for any of the EBSCO databases, select the Help link at the top of the page of the database and search for “search alerts”.

For more information about History Reference Center® or any of the EBSCO databases in UNG Libraries’ collection, please call us at Gainesville, x3915, Dahlonega, x1889, Oconee, x6238, or Cumming x3840, or email UNG Libraries at askus@ung.edu. Students — and faculty — may also find the “Ask a Librarian” chat window on the UNG Libraries home page a useful tool for assistance finding resources and working through searches.

Apr 20

To Incentivize or Not To Incentivize

As an instructor, my philosophy has always been to treat college students as adults. This philosophy generated from both my own experiences as a student and also the fact that additional freedom and responsibility will help students develop the habits they need to be successful during their academic and professional careers. As a USG colleague states in his class introduction, shared in the Chronicle of Higher Education, “…nor will I penalize you for being late to class once in a while, or even being absent… Unlike some of your other professors, I will not withdraw you from the class for excessive absences. If you want to withdraw, you’ll have to do it yourself before the deadline. Otherwise, if you simply stop coming, you’ll wind up with an F in the course.” This truly seems like the best way to manage a course and interact with our students who are – or should certainly aspire to be – adult learners.

freakonomicscover As an economist, nevertheless, I must also acknowledge the importance of incentives, a core principle in any introductory economics class. Incentives effectively have an impact on every aspect of human activity ranging from the habits of bus drivers in Chile to birth rates in Estonia. The popular books Freakonomics and Superfreakonomics, and the New York Times Freakonomics column featured entertaining analyses of the application and misapplication of incentives to a diverse range of topics including education, sumo wrestling, drug dealing, and the operation of day care centers.

 

As such, I face the philosophical dilemma of balancing my own instincts as an instructor with the importance of incentives central to my discipline.  Along the same lines, this internal debate may well be rendered mute bythe specific requirements and goals of the University System of Georgia‘s Complete College Georgia program. In particular, this program calls for an increase in the number of undergraduate degrees awarded by USG institutions and an increase in the number of degrees that are earned “on time.” Given these prescriptions, faculty at USG institutions have little choice but to take any reasonable action possible to promote student learning, including the use of incentives wherever and whenever possible and prudent.

It is in this light that I made a major change in one of my important classroom policies. I previously created a total of 27 interactive problem sets for critical topics in macroeconomics and macroeconomics. These problem sets featured graphs, formulas, equations, and – most importantly – feedback on the specific solutions for all questions. Based on the instincts that I mentioned above, the problem sets were completely optional;completing these assessments had no direct impact on a student’s grade. Given that these problem sets were accessible to students in WebCT and later in D2L for zero cost, we might assume that the majority of students who are adult learners would take advantage of these resources which would so clearly help them better prepare for ECON tests and exams.

We would be wrong.

When these problem sets were optional, only 62% of my students completed them and the average score on each assessment was 33%. In an effort to promote success through incentives, I changed my policy making these assessments required with an initial minimum score of at least 25% on each assessment. This relatively low requirement was a incentivesimpactgraphcompromise of sorts. The requirement would create an incentive but allow students to engage in these activities without undue anxiety. As a result of the requirement, the completion percentage increased substantially to 92% and the average score increased to 63%. These results were quite encouraging. My ultimate goal, however, was to improve student learning, with the gauge being students’ final exam scores. In that area, this experiment was not successful. The impact of the change from “optional” to “required” was not statistically significant.

Yet I was able to draw some conclusions on incentives. The analysis of the results did indicate that those students with scores over 50% on the problems sets did have significantly higher success rates in the course as measured by their final exam scores. While there is an issue of differentiating causation from correlation within these results, the significant relationship between success rates on the problem sets and success in the course as a whole at least suggests the potential for a benefit to students of incentivized participation, provided that the incentives and requirements offer sufficient rigor. Much in the same way that a lack of incentives can lead to less than optimal results, incentives based on standards that are too undemanding may not provide true challenges for our students and therefore not provide true opportunities for growth and success.

Apr 06

Tutoring Services: Outcomes and Experiences

In my seven years of tutoring STEM courses, I have witnessed every type of student imaginable – the smart, the go-getter, the “do enough to get by,” the last-minute, the “I just want answers,” and the downright lazy. The one thing these students have in common is that they all realize, sometimes a little too late, they need extra academic help, and that’s when the Tutoring Services (TS) staff members put on their superhero thinking cap(e)s, swoop in with their pens and pencils, and save them (well, most of them) from drowning in a sea of F’s, D’s, and WF’s. Realistically speaking, given the high tutor-to-student ratio, one can only imagine that there are academic casualties in this line of work. The casualties are usually those students who lack the determination to seek tutoring help, those who wait until the hours before an exam to request a lesson in weeks worth of material, and others who just simply choose not do the work. This landscape  of motivational challenges is the honest reality that my tutoring heroes and I have come — however uncomfortably — to accept.

For many of our students, even the “downright lazy” and the “I just want answers,” if they come in early enough to get help and we can identify into which of those groups they fall, we can usually help them improve their scores. Sometimes, this improvement reaches as high as a full letter grade.   How early ,then, should a student come in for help in order to fully benefit from the sessions? In the Spring semester of 2014, the Gainesville Campus (GC) tutoring staff collected first and second test grades from a number of GC math sections and cross-referenced them with the data obtained from the login computers in the tutoring labs. The results of the research showed many differences between the two groups across all math sections: Lab students and non-Lab students. Lab students are those who showed up for tutoring help, and non-Lab students are those did not. Let’s look at the results for the first and second Math1111 (College Algebra) test grades for the two groups (figure 1).

hyunh_image

Figure 1: Test 1 and Test 2 grades for Spring14. Sample size (N) = 244 for Test 1 and 214 for Test 2.

According to the results, the Lab students scored higher than the non-Lab students on both tests – an average of a 6.9-point difference on the first test and a 10.8-point difference on the second test. In addition, the Lab students had a 5.7-point improvement (76.2 to 81.9) between the first and second tests, while the non-Lab students scored only a 1.8-point improvement (69.3 to 71.1).  Obviously, one reasonable explanation for the grade improvements in both groups after the first test might include a realization on the students’ parts that they needed to study more for the second test.  The Lab students, however, improved their grades significantly more than the non-Lab students.

What could account for this major improvement in this group? One observation that I have made during my time working in the labs is that, once a student gets the courage to seek tutoring help and has a positive experience with it, s/he is more likely to return. My staff and I make a concerted effort at the beginning of each semester to explain to all new lab students the importance of staying on top of their math assignments and the vital importance of seeking help early. The sooner a student comes in and seeks tutoring help, the more likely s/he is going to improve his/her grade. Of course, we would like for students to come in as soon as the semester starts, but that is not a realistic expectation for our wide range of students. Based on the results of our small study, we should intervene as soon as the first tests are given and graded in order to obtain favorable grade improvement outcomes and decrease the D/W/F rate in Math1111. The findings call for an intervention program to be put in place to help our students, and future discussions regarding such a program need to take place between departments and administrators.

Along the spectrum of student types, the last-minute and the “I just want answers” are the students who contribute most to the D/W/F rates, and they are the most interesting. They often come in just hours before a scheduled test and expect undivided attention and one-on-one tutoring. They seem to want tutors to use magic USB cables that transfer information from tutor brains to theirs. Or, at the very least, they expect to quickly input the information for quicky output on a single test, rather than understanding that true, deep learning comes from the scaffolded and practical instruction in the classroom. My tutors are patient with these students, encouraging them to make more frequent and early visits to the labs for tutoring help for the next test. Some of the students seem to change their ways, but most do not show up for help until, one again, just hours before their tests. Tutoring sessions with these students are usually ineffective, and, for the student, quite frustrating.  My tutors understand that explaining the purposes and strategies of tutoring and of learning is a crucial component of the their interactions with all students; if the students can grasp how and why they’re learning the material, they may be more likely to seek assistance in their areas of struggle.

In addition to being tutors, TS staff members also serve as counselors and advisors. Over a period of weeks of obtaining tutoring help, many students often become more comfortable around specific tutors, and they begin to create preferences. Building a great rapport between students and tutors through sharing personal math experiences is fundamental in Lab-student retention. I believe that my tutoring staff is incredibly attentive to each student’s needs and learning style. The tutors do really care about how much the tutees actually get out of the tutoring sessions. As a tutor, it is an amazingly satisfying feeling when a student returns and tells you that s/he did well on a test because you had helped him/her to prepare. Moments like that are what make a tutoring job unbelievably fulfilling.

UNG Tutoring Resources and Information

 

Mar 02

The EASE Project: Bridging the Gap between the Classroom and Academic Support Services

Anyone who has ever made an honest effort at writing in college knows that the process can be tough. It involves plenty of reading, researching, critical thinking, writing, rewriting, editing (and typically you also get to enjoy the process in reverse before you’re done, too). But we emphasize writing because it is so vitally important. Written communication is one of those developments that distinguishes humans as unique and that makes increasingly rich, vibrant, and complex society possible. One can rightly expect a technology as powerful as writing to be necessarily difficult.

Given the complexity of composition, we all struggle with it at times, and people confront an array of challenges in first-year composition courses. For some time now in academia, we’ve categorized a number of those students facing such challenges under the somewhat vague umbrella terms of underprepared or at-risk. How students end up in these categories is a different essay altogether (or, really, a very, very long and ongoing argument that stretches within and beyond the bounds of the University). So, this post isn’t about how we got here; it’s about what we’re going to do now.

This post is about how the University of North Georgia is working to transform remediation to accomplish our strategic goal of preparing students for the workforce ahead–for a job market that, by the year 2020, will require some form of postsecondary certification or degree for over 60% of all jobs in Georgia. We don’t want to pretend to be the only ones addressing this issue, but at UNG, we are trying out one particular new initiative: the EASE project.

The EASE project, or more properly, the Embedded Academic Support Experience, is a pilot program on the Oconee Campus that integrates writing tutoring into coursework for an ENGL 1101 class. Students enrolled in this course visit the Oconee Campus Writing Center in pairs to receive two-on-one tutoring sessions on a bi-weekly basis, and a writing tutor also visits the classroom on a monthly basis to provide assistance in that setting, as well. The aim of this project is to incorporate tutoring support services into coursework in such a way as to provide individualized and student-focused instruction and feedback that enhances student performance, engagement, self-efficacy, retention, and progression.

Sounds intense, right? The basic idea is that underprepared students will learn about writing by receiving a lot of instruction on writing, by working often with writing tutors both in and out of the classroom setting, and by generally just writing a lot.

In the past, we’ve tried other models, such as splitting students into READ 0099 or ENGL 0099 depending on their particular needs. More recently, we’ve shifted to a course that synthesizes those reading and writing needs; that course is called ACAE 0099. Certainly, there is still a place for these sorts of courses and efforts to assist our students; however, EASE attempts to do things a bit differently.

By embedding writing tutoring into the coursework of ENGL 1101, we’re providing our at-risk students with more support from the outset. We’re taking a highly proactive approach to providing these students with academic support that will greatly assist them in ENGL 1101 and beyond. So, in a way, EASE is an outreach program that brings tutoring to our students very early in their academic careers. By reaching out to the students, we help them discover how impactful our campus resources and services can be, and they learn to be proactive about seeking out such support now and in the future.

Some other added benefits of EASE are a direct result of the collaborative process that characterizes writing center practice and pedagogy. The small group setting of the regular tutoring sessions helps build and strengthen writing communities, and the members of these communities invariably approach writing topics from the vantage point of their diverse backgrounds and fields of study. This collaborative context immerses students in the thick of the ongoing conversation that is good, academic writing, and through participation, students learn to appreciate the cross-disciplinary nature of academic writing and to subsequently comprehend their worlds more complexly.

So, yes, this will be an intense course, but it will also accelerate the speed at which underprepared college students fulfill Learning Support requirements, it will provide the support those students need throughout their academic careers, it will teach them the importance and impact of collaboration, and it will instill proactive habits of success. The EASE project will combine rigorous expectations and standards with ample feedback and support, and for those students enrolled in EASE, the program will yield dividends throughout their collegiate and professional careers.

Sep 15

Tk20 Assessment Training for Faculty

Tk20 Assessment Training for Faculty

UNG will be using new academic assessment software (Tk20) which will improve access to assessment results and simplify the process of documenting continuous program improvement. Fall 2013 implementation will include

  • General Education Area A1
  • Selected Academic Programs
    • Bachelor of Applied Environmental Spatial Analysis
    • Bachelor of Fine Arts (Theatre)
    • Bachelor of Human Services Delivery and Administration

Program Coordinators and/or Assessment Coordinators for these programs have been contacted and are aware of the fall 2013 assessment implementation and have shared this information with their deans and department heads. This procedure will be followed each semester.

Institutional Effectiveness through CTLL will provide training on the system each semester in order to help faculty become acclimated to the reporting process. Generally, faculty will receive notification during the first weeks of the semester if their course is to be assessed. (This fall, faculty will be notified in September.)

Faculty who receive a notification email that their course is going to be assessed, should attend one of theTk20 training sessions offered for that particular semester.

For those whose courses are being assessed this year and those department leaders who want to learn these processes, the Office of Institutional Effectiveness is providing training. Faculty will be responsible for inputting their data into Tk20, the software system that will be used to document and track each program’s assessment efforts. The training sessions will provide step by step details of the reporting process.

Please register by sending the title, date, and time to:  rsvp.ctll@ung.edu.

Tk20 Assessment Training for Faculty
Wednesday, October 2, 2013
12:o0 pm – 1:00 pm
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Gainesville Campus – Nesbitt, Room 5105

Tk20 Assessment Training for Faculty
Thursday, October 3, 2013       
10:o0 am – 11:00 am
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Cumming Campus – University Center, Room 246

Tk20 Assessment Training for Faculty
Thursday, October 3, 2013       
2:o0 pm – 3:00 pm
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Cumming Campus – University Center, Room 246

Tk20 Assessment Training for Faculty
Tuesday, October 8, 2013       
10:o0 am – 11:00 am
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Dahlonega Campus – Library Technology Center, Room 162

Tk20 Assessment Training for Faculty
Tuesday, October 8, 2013       
2:o0 pm – 3:00 pm
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Dahlonega Campus – Library Technology Center, Room 162

Tk20 Assessment Training for Faculty
Tuesday, October 15, 2013       
12:o0 pm – 1:00 pm
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Gainesville Campus – Nesbitt, Room 5105

Tk20 Assessment Training for Faculty
Tuesday, October 22, 2013       
10:o0 am – 11:00 am
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Oconee Campus – Student Resource Center, Room 564

Tk20 Assessment Training for Faculty
Tuesday, October 22, 2013       
2:o0 pm – 3:00 pm
Facilitator:          Dr. Laveda Pullens, Academic Assessment Coordinator (Institutional Effectiveness)
Location:            Oconee Campus – Student Resource Center, Room 564

Facilitator Contact Information:  Dr. Laveda Pullens   |   laveda.pullens@ung.edu  |  678-717-3819  |  Room 2140, Nesbitt Building, Gainesville Campus