Recent assessment projects
Self-Assessment of Skills & Identification of Training Needs – In summer 2012, as an added assessment activity beyond grant requirements, surveys were distributed to the employees of seven home healthcare agencies partnered with Greenfield Community College in the Workforce Training Fund (WFT) Elder Care Planning Grant. The surveys asked respondents involved in Nursing, Social Work, and Direct Care to assess their skills and competencies and to identify their training needs related to their work with elders and adults with disabilities. More that 150 responses were received. Results showed that the most frequently requested training topics were mediation, financial support services, and end-of-life care. This information will be used to support the creation of a WTF implementation grant proposal aimed at providing the requested training for the partnering agencies.
Students’ Technology Proficiency Project - In spring 2012 , GCC’s Coordinator of Distance Learning & Instructional Technology undertook an assessment project aimed at ensuring that students have the technology skills necessary for coursework. Entering students were surveyed about their proficiency levels and training/support needs. Likewise, faculty were surveyed about the technology skills that they require in their courses. Based on the results, several next actions are planned including the development of a Technology Proficiency Diagnostic/Assessment in Moodle and the development of a Moodle course with handouts & videos that guide students through the various activities and resources of the learning management system (LMS) and the basics of MS Word.
Virtual Desktop Implementation Project - In spring 2012 , GCC’s Chief Information Officer assessed the effect of Virtual Desktop implementation in the college’s library. The goals for this project were to provide students with a more positive technology experience and improve efficiencies within the library and the IT department. Results showed a steep decrease in Help Desk tickets, a great reduction in staff hours spent resolving issues when compared to the previous system, and classroom hardware savings. Based on these findings, this technology will be implemented in more spaces across campus, additional software packages will be added to ViewClients, and this technology will be integrated with the upcoming campus single-sign on project.
Graduating Student Survey - In spring 2012, the Director of Assessment administered a survey to graduating students. The focus of this effort was to identify the factors that students felt were key contributors to their success. More than 100 students responded. The majority of graduates cited their own hard work , GCC professors, family support, financial aid, and the support and friendship of other students as being very important factors in helping them stay at GCC and be successful. The survey also asked about graduates’ goals and the extent to which they met them. Graduating Student Survey 2012
Publications/Media Assessment - In spring 2012, Marketing/Publications/Web worked with a group of individuals from across campus to review current publications/media. The goals of the project were to ensure that college media are effective, timely and cost effective. Initial work focused on the Course Guide (glossy publication). Data sources included student surveys, previous marketing studies and feedback gathered from discussions with multiple constituencies. Based on their findings, the group ultimately arrived at a design for the new Life Long Learning publication along with a new cover for the Registration & Schedule bulletin.
Graduation and Persistence of ECE Majors - In fall 2011, the Education Department engaged in an assessment project with the goals increasing the persistence and graduation rates of Early Childhood Education (ECE) majors and ensuring that education students make informed choices about coursework to support their career goals. Methods included historical analysis of enrollment trends, advising patterns, and a student survey. Targeted interventions yielded an from 3 student teachers to ten student teachers- 300+% increase in persistence of EDU 101students to EDU 215 course over previous years. Based on these initial results, the Education Department will persist with the following strategies:
1) Submit a CAP form to shift EDU 215 to a first year experience for ECE majors. 2) Visit EDU 101 course(s) within the first week to invite EDU 101 students to enroll in EDU 215. 3) Offer an intensive ECE group advising session in advance of the start date of Priority Registration both fall and spring semesters. 4) Welcome current ECE students who have student taught or are currently student teaching to team with the Education Department faculty in the intensive ECE group advising session in advance of the start date of Priority Registration both fall and spring semesters.
Marketing the January Intersession - In fall 2011, Marketing/Publications/Web assessed the effectiveness of marketing materials and practices aimed at the January Intersession term. The goals of the project were to produce and distribute marketing media to potential students most effectively and to increase enrollment in January Intersession credit courses. Methods included a student survey and analysis of enrollment data. Based on the findings, currently enrolled GCC students will be the primary focus of marketing efforts. The use of paper/poster announcements for advertising this term will be greatly reduced.