What is the major difference between successful Academic Support Programs that consistently produce excellent student outcomes, and those that are less effective? The literature shows that programs that engage in ongoing, systematic assessment and evaluation consistently demonstrate better student outcomes.
While anecdotal evidence may help us identify student successes, we are increasingly expected to make decisions regarding program strengths and improvements needed based on data gathered from intentional, continuous, systematic assessment and evaluation. It is important to know what assessment data to collect, as well as how to self-assess, gather data and report results, in order to demonstrate that what we do makes a difference. In addition, when we are called upon to develop new programs, we need to understand promising practices that will help us develop quality programs.
This session will introduce participants to a valuable resource — the NADE Self-Evaluation Guides, 2nd ed., Best Practices in Academic Support Programs. The session, led by two co-authors of the NADE Self-Evaluation Guides, will show how they are useful to professionals who are assessing or designing student success programs by introducing them to statements of best practice and giving them an opportunity to rate their performance. They will also be introduced to the “assessment loop” and how it feeds into better program planning and improvement. Participants will discuss how the NADE Self-Evaluation Guides relate to NADE Certification of developmental coursework, tutoring services, and course-based learning assistance programs.