Using The NADE Self-Evaluation Guides To Establish & Assess Academic Support Programs
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.
- Determine how to use the assessment loop as an avenue for data-driven decision-making for program improvement
- Discover the minimum kinds of data that should be collected for academic support program assessment
- Develop a working knowledge of the NADE Guides as a formative assessment tool
- Understand how to use the Guides to assess their academic support programs and/or to develop new programs
- Determine the sections of the Guides that will be most useful to them as they begin a self-evaluation
- Learn how the Guides relate to NADE Certification of academic support programs
- Identify prospective self-study team members on their campuses and develop a working draft of a plan to begin the self-evaluation process
- Explore ways they can take on leadership roles on their campuses by promoting recognized best practices
- 2-year institutions & 4-year institutions
- Vice President Academic Affairs/Instruction
- Dean of Instruction
- Dean of Student Services/Affairs
- Faculty (full and part-time)
- Developmental Educators
- Learning Centers
Linda R. Thompson, Ed.D. is Director of the McNair Scholars Program and Professor of Psychology at Harding University in Searcy, Arkansas, where she has worked for 26 years. She holds an Ed.D. degree in Higher Education from the University of Memphis, where her dissertation research focused on the effect of centralized vs. decentralized developmental education program structure on student retention and achievement. She is a past president of the National Association for Developmental Education (NADE) and a Fellow of the Council of Learning Assistance and Developmental Education Associations. She has served on the NADE Certification Council since 2003 and currently chairs the Council.
Thompson co-wrote (with Dr. Karen Patty-Graham) the revised chapter, Factors Influencing the Teaching/Learning Process Guide, in the 2009 NADE Self-Evaluation Guides, 2nd Edition: Best Practice in Academic Support Programs.
Thompson designed, proposed and implemented a developmental program at Harding University in 1986. In 1987, under a Title III grant, she started a Learning Center and in 1990 she accepted leadership of Hardings TRIO Student Support Services Program, which she directed until 2003. Since that time, she has directed the Ronald E. McNair Post-baccalaureate Achievement Program at the school.
Thompson has presented workshops nationally on communication skills and multicultural awareness and on uses of the Myers-Briggs Type Indicator in tutor training, counseling and teaching. She also consults and presents on self-evaluation and NADE Certification, and has served as site visitor/consultant for the Texas Higher Education Coordinating Boards review of proposed doctoral programs in developmental education. She has coordinated peer mentoring and peer tutoring programs, taught freshman orientation courses and study skills seminars, advised freshman undeclared majors, and taught as an adjunct Psychology professor.
Her husband is the Dean of Sciences and professor of mathematics at Harding University. They have one son and two grandsons who live in Nashville, TN. Thompson is active in her church where she interprets for the deaf.
Karen J. Patty-Graham, Ed.D. retired in 2007 as Director of Instructional Services at Southern Illinois University Edwardsville where she had taught, advised, and served as a department administrator for 30 years. She holds an Ed.D. degree in the Instructional Process, with a specialization in Curriculum and Instruction, from Southern Illinois University Edwardsville. Her dissertation focused on retention of academically high-risk university students. She is a past president and past vice president of the National Association for Developmental Education (NADE), and she is a Fellow of the Council of Learning Assistance and Developmental Education Associations, CLADEA. She is a recipient of the Henry Young Award for Outstanding Individual Contribution to NADE.
Patty-Graham served as NADEs Director for the Council for the Advancement of Standards in Higher Education and is currently Review Operations Coordinator for the Certification Council. She is co-author (with Dr. Linda Thompson) of one of the four program self-evaluation guides in the NADE Self-Evaluation Guides, 2nd Edition.
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