Tuesday, March 22, 2016
League, Day Three: It’s Not That Simple
1. We are remodeling rather than building, turning mid-century-industrial-style classrooms that look like the insurance office in "The Apartment" into ones that enable active learning methods developed in the last decade of the 20th century.
2. Our CC has started a few new health programs that are of the back office or front office type, for the kids who want to work in that field but can't cut the nursing admission limits or handle EMT work. These were driven entirely by the local hospitals and doctor's offices (meaning HMOs). Health navigator might one that we should add, but perhaps the people who know of the need aren't talking to us, or perhaps it is in the works and we will find out when we get an advising update on new programs.
3. The multi-factor placement you describe appears to be more like an ad hoc experiment from the days of a card punch than something from the post-spreadsheet world. To me, multi-factor placement would use a formula to generate a single score. At most, a professional advisor would deal with appeals by students who fall in some gray area. I would expect that the formula would result from regression analysis of IR data using the inputs available for a typical population of students. Ideally, it would include scores for whatever NCLB tests the state uses as well as GPA. I am told that there are tools that will answer a "tell me what matters" question based on the available data, which could ba an incomplete HS transcript. We also have grids for some things, but only for things that have not been programmed because they have subjective boundaries that cannot be evaluated by faculty. All those students go to a professional advisor.
4. The greatest tragedy in this entire area of developmental placement was that the Florida legislature forbade the use of any placement exam for any purpose (even advising or research) when they declared all public high school grads to be college ready in reading and composition along with math (at the intermediate algebra or liberal arts math level) a few years ago. Imagine the data you could have had with hundreds of thousands of students taking college level classes regardless of placement scores, with some opting to start in various types of developmental classes or taking a supplemental course along with a college-level one, or stepping back to a developmental class after failing a regular one. No such luck.
Our ERP somehow contains the HS transcript in a way that does not allow faculty advisors to see it. So anything that hasn't been filtered into the college part of the system is automatically in a gray area that only professional advisors can deal with. They can see the pre-college documentation. That part of our ERP is definitely from the punch-card era.
So, now we only give placement tests to students without an HS diploma, or who graduated more than 5 years ago. That amounts to less than 20% of our population.
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