The Community College
EDU 665
Humber College Cohort # 25
Central Michigan University
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Special Thanks
• A special thanks to Dr. Roy Giroux for
allowing me to adapt his material to
share with you.
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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
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Student Services
Human Development Instruction
• Human growth, human potential seminars,
vocational exploration, leadership
Counselling
• Counselling, health services, placement,
financial aid, out-of-classroom “latent
curriculum”
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Student Services
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•
•
•
Guidance
Pupil
Student Personnel
Student Services
Used
Interchangeably
Integral Part of Educational Process
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Student Services Functions
Administration, Registration and Records
1. Pre-college information
2. Application appraisal
3. Educational testing
4. Personnel records
5. Student registration
6. Academic calendar/regulations
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Student Services Functions
Guidance and Counselling
1. Applicant counselling
2. Student advisement
3. Group orientation
4. Student counselling
5. Career information
6. Health services
7. Financial aid
8. Placement services
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Student Services
Student Life
1. Orientation
2. Student activities
3. Student self-government
4. Athletics
5. Social regulations – pub nights, concerts
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Student Services Functions
Human Development and Instruction
1. Life skills
2. Human growth and development
3. Human potential seminars
4. Physical education
5. Outdoor education
6. Student leadership program - awards
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Humanistic Model
(Focus on Development)
President
Dean of Students
Administrative
Unit
Student Life
Unit
Counselling
Unit
Community
Guidance Unit
Records
Campus life
Counselling
Outreach services
Admissions
Athletics
Health centre
Off-campus
programs
Financial aid
Student activities
Testing
Drop-in centre
Group work
Placement services
Alumni
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Check list 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
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Checklist for Student Services
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
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Checklist for Student Services
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
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Checklist for Student Services
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
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Checklist for Student Services
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
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Checklist for Student Services
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
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Checklist for Student Services
Central Administration Unit
There are four additional functions which are the
concern of each administration unit, but which
require centralized implementation & coordination if
the student personnel program is to have the
required unity of purpose and action.
The following functions are of prime significance for
the administrator who supervises the total student
personnel program
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Checklist for Student Services
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
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Characteristics of Traditional Model
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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
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Characteristics of Non-Traditional
Model
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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
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Principles in Planning a College for
the Community
1.
2.
3.
4.
5.
In a Community College, the campus is the length and breadth of
the College district
The community services program should be designed to bring the
community to the college and take the program out into the
community
The educational program of the Community College should not be
limited to formalized classroom instruction
The Community College recognized its responsibility as a catalyst
in community development
The community services program should be tailored to meet
community needs and not needlessly duplicate existing services in
the community
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Organizational Clusters
more elitist
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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
courses
less elitist
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Classifying an Institution
More Traditional
More
Non-Traditional
Instructional 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, concerts
Non-instructional programs
•
Co-ordinated activities
•
Consultative activities
Max Raines
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System for Instruction
Student Readiness
Services, admissions, registrar,
counselling, high school liaison
Teaching
What is good teaching? Indices. College
of the Mainland
Programs
Program evaluation
Accreditation
Grad placement, alumni services
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A. Organization & Structure of
Learning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What I am to learn is made clear
Assignments are clear and definite
I understand how I am being graded
I am graded on the basis of what I am expected to learn
Classes meet and are dismissed on time
The amount of work assigned is about right
The time allowed to cover the material is about right
I received a printed course document which is useful
The course is well organized
The course is following the printed course document
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B. Learning Materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Printed materials are readable
The textbook is satisfactory
I like the materials used
The audio-visual materials for the course are helpful
Students have a choice of learning materials
Necessary materials are usually available
The learning materials are helpful
Materials are understandable
The library is helpful to me in this course
Materials seem to be presented on my level
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C. Perceived Value of Content
1.
2.
3.
4.
5.
6.
7.
8.
9.
What I am learning is worthwhile
Important topics are stressed
I have become interested in further study of the
subject
I can use what I am learning
I would rate this course higher than others I have
taken here
Taking this course has been a good experience
I attend class regularly
I would rate this course higher than most I have taken
Most people would benefit from this course
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D. Student Perception of Personal
Growth
1.
2.
3.
4.
5.
6.
7.
8.
9.
This course is changing my view of myself
I am developing a better understanding of other
people
This course is helping me rely more on myself
I feel closer to other people as a result of this course
I now know more about myself
I will now probably study more on my own
This course is changing how I think
It is easier now to see other points of view
I am learning that I can change the way things are
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E. Class Leader or Manager as a
Teacher
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Overall the instructor is a good teacher
The instructor seems to be interested in the subject
The instructor speaks clearly
The instructor answers questions
The instructor knows a great deal about the subject
The instructor is sure and confident
The instructor is usually free from annoying mannerisms
The instructor keeps my interest
I would like to take another course from this instructor
The instructor’s answers to questions are accurate
The instructor can handle difficult situations
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F. Quality of Student Interaction with
Learning Manager or Teacher
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
The instructor keeps regular office hours
I can get help from the instructor outside of class
The instructor shows respect towards students
The instructor takes an interest in students as persons
Students can express their opinion
Differences of opinion are allowed
Grading is impartial
There is quite a bit of student participation in the class
The instructor seems to like being with the students
No one in this course gets special treatment
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Program Evaluation Overview
1. Characteristics
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•
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focus ‘self’ appraisal
assessment oriented
growth oriented
2. Indices
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program mastery – skills
persistence, attrition, retention - # of grads
placement, starting salaries, others
3. Target
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students, graduates - thru follow-up
advisory committees, employers
4. Visiting Teams – Program ‘Growth Audits’
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Principles in Implementing
Program Evaluation
1.
2.
3.
4.
5.
6.
7.
Self Appraisal more effective than outsiders
Best to build, modify or construct evaluation
instruments than ready made (option to review)
Everyone involved – Informed (what will we do?)
Comparison with self, not others, promotes growth –
measurement of growth cannot be made against
objectives of other programs
Provides starting point – for review or development
Should be continuous
Strategy is most important
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Program Evaluation Common
Elements
1.
2.
3.
4.
5.
Systematic
Self study
Non threatening – growth oriented
Assessment
Targets
–
6.
Indices determined
–
7.
students, faculty, graduates, employers, ad hoc advisory
committees
mastery, placement, persistence, salaries
Visiting Team
(must systematize questions)
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