© Copyright R. Giroux 1 The Community College EDU 665 Weekend 2 presentation Central Michigan University Humber College Centre

© Copyright R. Giroux1

The Community CollegeEDU 665

Weekend 2 presentation

Central Michigan UniversityHumber College Centre


Student Services

• Guidance• Pupil• Student Personnel• Student Services

Integral Part of Educational Process

Used Interchangeably


What is Student Services?

Administration• Admissions, records, alumni,

publications, information services

Student Life• Student activities, physical education,

conduct, athletics, recreation

Community• Outreach, drop-in, community

recreation


Student Services? Cont’d

Human Development Instruction• BJRT, P.E. elective, human growth,

human potential seminars, vocational exploration, leadership

Counselling• Counselling, health services,

placement, financial aid, out-of-classroom “latent curriculum”


Student Services Functions

Administration, registration and records

1. Pre-college information2. Application appraisal3. Educational testing4. Personnel records5. Student registration6. Academic calendar/regulations


Student Services Functions – cont’d

Guidance and counselling

1. Applicant counselling2. Student advisement3. Group orientation4. Student counselling5. Career information6. Health services7. Financial aid8. Placement services



Student Life

1. Orientation2. Student activities3. Student self-government4. Athletics5. Social regulations – pub nights,

concerts



Human Development and Instruction

1. V.P.P.2. Life skills3. Human growth and development4. Human potential seminars5. Physical education6. Outdoor education7. Student leadership program - awards


Humanistic Model of Student Services

(Focus on Development)President

Dean of Students

Administrative unit

Student Life unit

Counselling unit

Communityguidance unit

records campus life counselling outreach services

admissions athletics health centre off-campus programs

financial aid student activities

testing drop-in centre

alumni group work placement services


The Need for Student Services

Career goalsTarget population

Varied abilitiesMarital status, single parents

Mature studentsFinancial status

AspirationsAges

Heterogeneity

Challenge for Program Flexibility


StudentSecondary school liaisonAdmissionsRegistrationOrientation

Faculty support

Instructional ProgramsFaculty

Financial aidHealth, CounsellingAthleticsStudent affairsProfessional Dev.Learning resource centresHousing

Faculty supportPlacement/alumni

services

Total Educational Experience


Checklist for Student Services

Admissions, Registrations and Records Units

Assigned Functions

Related tasks

Pre-college information

• conferring with high school groups• preparing & distributing descriptive materials• handling enquiries about college attendance

Applicant appraisal • evaluating transcripts of previous work• serving on admissions committee• synthesizing available personnel data

Educational testing • selecting appropriate testing instruments• administering tests to incoming students• developing normative & predictive data



Admissions, Registrations and Records Units

Assigned Functions

Related tasks

Personnel records • developing an integrated records system• maintaining policies re: records accessibility• conducting research on student characteristics

Student registration • designing forms and procedures• processing class changes, withdrawals etc• projecting future enrolments

Academic regulations • implementing academic policies• evaluating graduation eligibility• interpreting requirements to students



Placement and Financial Aid Units

Assigned Functions

Related tasks

Final aid • administering student loans• handling part-time employment• seeking funds for grants• analyzing financial needs of students

Graduate placement • maintaining liaison with employment agencies• consulting with perspective employers• arranging placement interviews• conducting follow-up studies



Student Activities Unit

Assigned Functions

Related tasks

Student self-government

• advising student governments• conducting leadership programs• supervising student elections

Co-curricular activities

• analyzing needs for activities & facilities• developing informal programs in student centre• supervising activities budget

Social regulatory • implementing social policies• maintaining social calendar• handling cases of social misconduct

Student inductive • training student guides• interpreting student services & regulations• introducing students to college activities



Guidance and Counselling Unit

Assigned Functions

Related tasks

Applicant consulting • interpreting tests results for applicants• interpreting curricula requirements• assisting students in selecting courses

Student advisement • scheduling advisees in classes• interpreting senior college requirements• interpreting study skills to individuals

Group orienting • conducting orientation classes• interpreting occupational information• teaching effective study skills



Guidance and Counselling Unit

Assigned Functions

Related tasks

Student counselling • making use of diagnostic tests• conducting counselling interviews• interpreting occupational information

Career information • identifying sources of occupational information• studying manpower needs within the community & region• developing effective methods for disseminating career information



Central Administration Unit

There are 4 additional functions which are theconcern of each administration unit, but whichrequire centralized implementation & coordination ifthe student personnel program is to have therequired unity of purpose and action.

The following functions are of prime significance forthe administrator who supervises the total student personnel program



Central Administration Unit

Assigned Functions

Related tasks

Program articulation

• arranging for staff to serve on faculty committees• arranging joint meetings of staff & H.S. counsellors•visits of staff to senior colleges (universities)

In-service education

• providing for counsellor supervision• arranging for faculty advisor training•staff participation in professional meetings

Program evaluation

• studies of student characteristics & needs• follow-up studies of former students• developing experimental projects

Administrative organization

• identifying staffing needs• preparing program budgetary requests• job descriptions & organizational patterns


Characteristics of Traditional Model

• Subject matter orientation• Not related, or indirectly related, to

community• Emphasis upon deliberate study of

abstract principles• Instruction formalized in terms of

content, grades, credits, examinations


Characteristics of Non-Traditional Model

• Problem-solving orientation• Directly related to community• Emphasis upon immediate response

to concrete and contemporary issues and problems

• Instruction formalized in terms of the needs, aspirations and potentialities of people


Principles in Planning a College for the Community

1. In a community college, the campus is the length and breadth of the college district

2. The community services program should be designed to bring the community to the college and take the program out into the community

3. The educational program of the community college should not be limited to formalized classroom instruction

4. The community college recognized its responsibility as a catalyst in community development

5. The community services program should be tailored to meet community needs and not needlessly duplicate existing services in the community


Organizational Clusters

• Credit and non-credit programs• Cultural and community

recreation• Assessment counselling &

testing• Compensatory program• Community development• Business and industry• Resource centre• Seminars and workshops –

short coursesless elitist

more elitist


Classifying an InstitutionInstructional programs• fixed transfer & occupational-

technical curricula• preparatory or remedial programs• certificate curricula• single courses, credit• para-professional program• term-length, non credit courses,

short courses• seminars, workshops, conferences,

lectures, panels, concertsNon-instructional programs• co-ordinated activities• Consultative activities

More Traditional

More Non-Traditional

Max Raines


System for Instruction

Student ReadinessServices, admissions, registrar, counselling, high school liaison

TeachingWhat is good teaching? Indices. College of the Mainland

ProgramsProgram evaluation

AccreditationGrad placement, alumni services

http://www.com.edu/


What is Good Teaching?

• Organization & Structure of Learning• Learning Materials• Perceived Value of Content• Student Perception of Personal

Growth• Class Leader or Manager as a

Teacher• Quality of Student Interaction with

Learning Manager or Teacher

College of the Mainland


A. Organization & Structure of Learning

1. What I am to learn is made clear2. Assignments are clear and definite3. I understand how I am being graded4. I am graded on the basis of what I am expected

to learn5. Classes meet and are dismissed on time6. The amount of work assigned is about right7. The time allowed to cover the material is about

right8. I received a printed course document which is

useful9. The course is well organized10. The course is following the printed course

document


B. Learning Materials

1. Printed materials are readable2. The textbook is satisfactory3. I like the materials used4. The audio-visual materials for the course

are helpful5. Students have a choice of learning

materials6. Necessary materials are usually available7. The learning materials are helpful8. Materials are understandable9. The library is helpful to me in this course10. Materials seem to be presented on my level


C. Perceived Value of Content

1. What I am learning is worthwhile2. Important topics are stressed3. I have become interested in further study

of the subject4. I can use what I am learning5. I would rate this course higher than others

I have taken here6. Taking this course has been a good

experience7. I attend class regularly8. I would rate this course higher than most I

have taken9. Most people would benefit from this course


D. Student Perception of Personal Growth

1. This course is changing my view of myself2. I am developing a better understanding of

other people3. This course is helping me rely more on

myself4. I feel closer to other people as a result of

this course5. I now know more about myself6. I will now probably study more on my own7. This course is changing how I think8. It is easier now to see other points of view9. I am learning that I can change the way

things are


E. Class Leader or Manager as a Teacher

1. Overall the instructor is a good teacher2. The instructor seems to be interested in the

subject3. The instructor speaks clearly 4. The instructor answers questions5. The instructor knows a great deal about the

subject6. The instructor is sure and confident7. The instructor is usually free from annoying

mannerisms8. The instructor keeps my interest9. I would like to take another course from this

instructor10. The instructor’s answers to questions are

accurate11. The instructor can handle difficult situations


F. Quality of Student Interaction with Learning Manager or Teacher

1. The instructor keeps regular office hours2. I can get help from the instructor outside of

class3. The instructor shows respect towards students 4. The instructor takes an interest in students as

persons5. Students can express their opinion6. Differences of opinion are allowed7. Grading is impartial8. There is quite a bit of student participation in

the class9. The instructor seems to like being with the

students10. No one in this course gets special treatment


Program Evaluation - Current Approaches

1. Auditing or Inspection approach

2. Random feedback3. Punitive vs Growth approach 4. Economic approach5. Program size6. Written report7. West Wind approach8. Intestinal Intuitive approach9. Systematic approach for

Accountability


Program Evaluation Overview

1. Characteristics• focus ‘self’ appraisal• assessment oriented• growth oriented

2. Indices• program mastery – skills• persistence, attrition, retention - # of grads• placement, starting salaries, others

3. Target• students, graduates - thru follow-up• advisory committees, employers

4. Visiting Teams – Program ‘Growth Audits’


Principles in Implementing Program Evaluation

1. Self Appraisal more effective than outsiders

2. Best to build, modify or construct evaluation instruments than ready made (option to review)

3. Everyone involved – Informed (what will we do?)

4. Comparison with self, not others, promotes growth – measurement of growth cannot be made against objectives of other programs

5. Provides starting point – for review or development

6. Should be continuous7. Strategy is most important


Program Evaluation Common Elements

1. Systematic2. Self study3. Non threatening – growth oriented4. Assessment5. Targets

• students, faculty, graduates, employers, ad hoc advisory committees

6. Indices determined• mastery, placement, persistence, salaries

7. Visiting Team

(must systematize questions)


Overview of Program Evaluation

Input

Front end assessment

How do you know student is ready for program?

ProcessProcess evaluationIndices• Objectives• Modes of Instruction• RelevancyHow do you know student is learning?

Output

Indices of Program evaluation

How do you know when you have a good program?


Student

Diversity

Tying it all together


Student

Diversity

Readiness

Teaching

Program



Student

Diversity

Readiness

Teaching

Program

Community Services

Student Support



Student

Diversity

Readiness

Teaching

Program

Community Services

Student Support

AdministrationCollege Services

Administration• Personnel• Finance –

budget• Physical plant• Security

Instructional Support• Staff development• Library• Information tools

Instruction

Foundation

Vision Mission Values Strategic Directions

Documents

© Copyright R. Giroux 1 The Community College EDU 665 Weekend 2 presentation Central Michigan University Humber College Centre