2009/2010 Academic Year
During the 2009/2010 academic year, the developmental education faculty and staff completed a reflective examination of our program using the NADE self-evaluation guide. The following table summarizes our self-study scores in several key areas, with 100% indicating no improvement needed. Since we completed this examination, our program has merged with Montana State University and moved into new facilities on the MSU campus. These scores do not represent any improvements associated with this move. For example, the “facilities” score of 52.7% would undoubtedly be higher as a result of our move. The table is followed by an assessment of strengths and weaknesses for each of the self-study scoring topics.
|Self Study Topic||Self Study Score|
|Mission and Goals||69.5%|
|Assessment and Evaluation||62.1%|
|Program Design and Activities||66.7%|
|Content and Delivery of Courses and Services||72.0%|
|Organization and Management||67.1%|
|Leadership and Administration||85.3%|
|Campus and Community Relationships||56.0%|
Mission and Goals
- Students indicate satisfaction with the learning experiences and the learning environments in our courses.
- Students in our courses demonstrate active involvement in their own learning.
- The mission and goals of the developmental education program and each subject area align with and support the mission and goals of the institution.
- The mission and goals of the DCP and each subject area align with and support the mission and goals for the COT in Bozeman.
- There is a clear connection between the mission and goals of the developmental education program and the goals of each subject area within the program.
- The mission and goals of our program include creating an environment that supports all members of the developmental education community including faculty, instructional staff, support personnel, and students.
- The syllabus of each developmental course includes well-developed, clearly articulated objectives that are content-specific and outline expectations for student learning.
- Subject area course goals and objectives have been intentionally developed to address the assessed needs of the multiple populations served by the college.
- Goals and objectives for the developmental education program and the individual courses within the program are communicated to students, faculty, and instructional staff in written and oral forms.
- Subject area course goals and objectives are reveiwed regularly and revised as needed to meet institutional, departmental, and instructional goals, as well as the assessed needs of students. Input from students is included in such review and revision.
- Each syllabus includes well-developed, clearly articulated objectives that address student growth and development in one or more non-cognitive domains such as leadership, social responsibility, appreciating diversity, or collaboration.
- DCP students' content knowledge, skill acquisition and/or gains in general competencies are assessed and evaluated frequently within their DCP courses.
- The DCP monitors and tracks trends in the number of developmental courses and sections offered each term.
- Students are provided with frequent feedback on performance in terms of content knowledge and skill acquisition.
- DCP students' content knowledge, skill acquisition, and gains in general competencies are evaluated in the context of entry-level requirements of subsequent college-level courses.
- Program Design and Activities:
- The DCP operates its curriculum in accordance with institutional academic standards and policies.
- The DCP is a clearly identified and prioritized unit within the structure of the department or entity within which it is organized.
- The DCP and its courses are listed in the institutions' course catalogs.
- The activities and assignments of any labs or workshops that support instruction in a DCP course parallel the activities and assignments of that course.
- The DCP analyzes program outcomes data to determine patterns and trends and uses the results to improve the courses, labs, and services it provides.
- The DCP monitors and tracks demographic, academic, and/or affective information on its students as potential indicators of students' needs.
- The DCP monitors student degree completion and transfer rates.
- The DCP assesses students' development of skills such as communication, leadership, collaboration, healthy living, social responsibility, sefl-actualization, appreciation of diversity, and/or clarification of personal and educational goals.
- The organizational relationship of the DCP to other academic departments is clearly established and disseminated across the institution.
- Individual developmental class sizes do not exceed 15 students in single-instructor developmental writing or reading classes, and 20 in single-instructor developmental math classes.
- The DCP promotes institutional assessment of students' changing demographics, values, attitudes, and needs, and supports institutional change based on these assessments.
- Teaching loads (class hours) are adjusted to recognize that teaching developmental courses requires specialized skills, including but not limited to increased use of multiple teaching strategis, increased preparation time, and an increased number of graded activities.
- The DCP collaborates with professionals or paraprofessionals from organizations such as local volunteer centers or departments of teacher education to provide in-class support. The DCP is involved in the training and supervision of those assistants.
- Learning objectives for each DCP course are appropriate for the course level and are intentionally and sequentially related to the course(s) immediately preceding and following.
- Learning objectives of the uppermost DCP course(s) are intentionally and sequentially related to the expectations of the subsequent, college-level related course(s).
- Instructional materials and activities of learning environments in the DCP address the skills and content needed to prepare students for the subsequent developmental or college-level course(s).
- Instructional materials and activities are designed to promote active, participatory learning.
- Goals, student learning objectives, course activities, and materials assist students in developing confidence, independence, collaborative learning behaviors, and self-efficacy.
- Results of assessment and placement and the implications for developmental coursework are clearly communicated to students and their advisors.
- Instructional materials and activities are chosen to accommodate students' individual learning differences and incorporate the principles of Universal Design.
- DCP course syllabi articulate expectations that students will grow or develop in one or more non-cognitive domains such as leadership, social responsibility, and appreciating diversity.
- Part-time faculty/staff of developmental courses are responsible to and supervised by a full-time administrator, faculty member, or staff member.
- The DCP and its courses/instructional activities are well-defined components of the institution's academic program.
- The DCP is purposefully organized and managed to promote student development, student success, and student learning.
- There is regular and systematic review of administrative policies and procedures within the DCP, and the results of that report are shared with appropriate stakeholders.
- The Director is empowered by the institution to make program decisions which affect DCP mission and goals, student assessment and placement, and the courses and instructional activities of the DCP.
- The Director of the DCP has responsibility for all faculty and support personnel of the DCP.
- the Director has direct responsibility for performance reviews and input into salary adjustments for support personnel.
- In conjunction with DCP faculty and instructional staff, the Director develops and articulates the vision, mission, and goals for DCP programs and services.
- The Director, faculty, and support personnel participate in outreach activities, and contribute to professional organizations, on campus and at local, regional, state, and/or national levels.
- The DCP has a reporting relationship that allows for its Director to have direct access to the administrators of both academic and student affairs.
- The DCP Director, coordinators, administrators, faculty, and instructional staff hold degrees and have experience and qualification equivalent to professionals in similar positions or at the same classification at the institution.
- The DCP follows institutional policies and procedures for hiring personnel and determining salary and compensation packages.
- DCP faculty and instructional staff are evaluated each semester by their students.
- The DCP has regular and adequate access to the institutional research office.
- The DCP salaries and compensation packages, including those for part-time or adjunct faculty and support personnel, are commensurate with those of personnel in similar positions at the institution.
- Full-time faculty in the DCP teach at least 70% of the developmental class sections offered.
- Part-time faculty receive incremental financial compensation and pro-rated benefits baed on their educational background and experience.
- Teaching loads are adjusted to recognize that teaching developmental courses requires specialized skills, increased preparation time, and an increased number of graded activities.
- A mentoring program exists for all new DCP full- and part-time faculty, instructional staff, and support personnel.
- Funding is available for DCP personnel to participate in and contribute to local, state, regional, and/or national learning assistance/developmental education professional organizations and conferences, as well as in their own content areas and other fields represented in the DCP.
- Fiscal resources provide for effective and efficient administration of the program.
- The DCP has a specific budget and the Director fo the DCP is responsible for that budget.
- The institution provides the fiscal resources necessary to accomplish the DCP's mission
- Funding and/or institutional fiscal resources are in place for the DCP to assess and evaluate the effectiveness of program elements, to conduct research on the conditions and elements that impact effectiveness, and to allow for planning processes.
- Fiscal resources are available to provide for planning and visioning activities and for funding innovative initiatives and pilot projects.
- Fiscal resources (program and/or institutional) provide for appropriate assistance for students with disabilities, as mandated by ADA requirements.
- Additional funding or institutional resources are available for DCP personnel to create and maintain innovative teaching methods especially suited to developmental students, given the at-risk nature of these students.
- DCP personnel are cognizant of the health, counseling, and safety resources on campus and make referrals when appropriate.
- Ancillary facilities, such as the library, computer center, printing, and media services are easily available and accessible to DCP personnel and students.
- The DCP is provided access to and support for technological advances that support instruction such as Blackboard, WebCT, podcasting, and others.
- DCP facilities, including classrooms, labs, tutoring, and counseling spaces, and faculty and personnel offices, are accessible to the physically challenged and comply with all relevant federal, state, and local health and safety requirements.
- The DCP has regular and adequate access to technical support to meet its administrative and instructional technology needs.
- The DCP has sufficient storage, work, and meeting spaces.
- Classrooms, labs, tutoring areas, offices, and other work spaces are well-lighted, well-ventilated, and adequately heated and cooled.
- The institution provides regular updates to DCP personnel for changes or modifications in policies and procedures related to the legal responsibilities, obligations, and limitations; external governmental agencies; and institutional policies. Updates are provided through written communication and are clearly identified on the institution's website.
- Policy changes are communicated.
- DCP personnel manage all funds and requisitions for funds in accordance with institutional accounting procedures.
- The DCP recognizes the value of each student and his or her individual learning needs.
- DCP personnel promote a campus environment that recognizes, accepts, and honors the commonalities and differences among people.
- DCP personnel are familiar with and apply ethical standards and guidelines stated or implied by their respective disciplines (i.e., NADE, AMATYC, ACP, CAS).
- The insitution provides written policy statements on legal responsibilities, obligations, and professional limites, and these statements are included in orientation/training, personnel handbooks, and/or on the webiste.
- The DCP has direct representation on institutional committees relevant to the mission and goals of the program.
- DCP faculty, instructional staff, or other personnel form connections with upper level programs, graduate students, or graduate programs to serve as learning resource specialists. The DCP also uses these connections to strengthen and inform the DCP program and curriculum.
- The DCP and the institution collaborate with local community organizations and businesses to establish partnerships, assess for needed educational services, and provide such services as appropriate.
- The DCP and the institution collaborate with feeder high schools and institutions to clarify entry expectations, detect patterns and trends in skills of students from various feeder high schools, promote seamless transition from high school to college, and establish collaborative partnerships between high school and institutional faculty groups.