As part of the Instruction Team , the Research and Institutional Effectiveness (RIE) Office supports the mission of the college by providing accurate, timely, and reliable information to respond to the research needs of the various institutional constituencies. It engages in and supports processes for determining and documenting the effectiveness of programs and services and the institution as a whole in order to foster continuous quality improvement.
Office: Bldg. 4 Room 2435
Barbara McNeice-Stallard, Director
My leadership, management, and research endeavors vary. In fall 2012, I coordinated the completion of the College's accreditation report to the Commission regarding its progress in outcomes assessment (aka student learning outcomes). In spring 2013, I coordinated with faculty, classified, and administration to complete the college's accreditation Midterm Report. I submitted a peer-reviewed research paper on a qualitative review of a mentoring program in collaboration with Citrus College's researchers Dr. Lu (Sunny) Liu and Mr. Claire Stallard. I am working with Daniel Lamoree and Dr. Liu to conduct predictive statistics on a few programs within the College (e.g., see Dan's READ 90 description). My biggest projects, at the moment, are setting up a formal Institutional Review Board and evaluating students' employment post-graduation.
One effective approach that RIE office constantly utilizes to assist campus programs or units to learn about their impact on students is through cohort tracking. A cohort here is defined as a group of students sharing some similar characteristics, background or experiences. In collaboration with the Director of Honors Program, Carolyn Kuykendal, a research study tracking the academic completion of 955 Honors program students was conducted in the fall of 2012. This study shows that close to 80% of Honors program cohort students transferred to a four-year institution and majority of them to a University of California (UC) campus. Additionally, for this cohort, the more Honors courses being completed the higher the transfer rate. Study results provide evidence for the Honors Program’s Planning for Institutional Effectiveness (PIE) and was cited in a feature story of this program by American Association of Colleges and Universities (AAC&U) titled: Liberal Learning for Transfer and Beyond: The Honors Program at Mt. San Antonio College. Here is the link to the article (http://www.aacu.org/aacu_news/AACUNews12/december12/feature.cfm)
Other major projects that were recently completed include – the 2013 ACCJC Annual report, the National Science Foundation’s STEP (STEM) Grant annual data collection, the Disproportionate Impact Study on the California Chemistry Diagnostic Test (CCDT) and the Assessment of Written English (AWE) Multiple Measures Study.
Annel Medina, Educational Research Assessment Analyst
As the new Educational Research Assessment Analyst, I have enjoyed learning more about the campus in committee meetings (Institutional Effectiveness Committee member and Guest Member in Outcomes Committee) and RIE team meetings as well as interaction with others on campus. During the Fall 2012 semester, I met with faculty to discuss student learning outcomes (SLO), collaborated with the Outcomes Coordinator, and completed planning for GEO assessment. As I am becoming accustomed to campus reporting procedures, I have also been learning to utilize the appropriate Mt. SAC databases/software to perform tasks. With the guidance and support from my department colleagues, I recently completed a research project with Professor Gary Long. The research request involved examining students longitudinally that have enrolled in a Math Skills Course (Math 96) and then understanding their progress and success in related Math Courses as well as academic history. In the future, I am looking forward to working on additional research projects and assisting with the institutional and student learning outcomes on campus.
Lisa DiDonato, Educational Research Assessment Analyst (ARISE Grant)
More than 1,400 high school seniors from over 40 local high schools benefit each year from the efforts of Mt. SAC's High School Outreach department (HSO).Through application workshops, placement testing, testing results review sessions, assistance with student account set-up, one-on-one advisement and other specialized presentations (DSPS, AB540) the HSO staff strive to prepare local high school seniors for the transition from high school student to college student at Mt. SAC. Due to a temporary out-of-class assignment, I generated individual reports for each of the HSO high schools. These reports summarized the outcomes of HSO efforts during the 2011/2012 academic year, as well as data on how the students who completed HSO's Connect 4 program during the previous year (2010/2011) are progressing. In addition to individual high school reports, district reports were also created for the school districts with more than one participating high school. The data revealed that 97% of the 1,476 students from the HSO high schools who completed all four steps of the Connect 4 program registered for classes in the Fall 2012 term, and 71% (n=1,009) enrolled in 12 or more units. The overall data also showed that term to term persistence is higher among the students who completed the Connect 4 program during the previous year than those who did not. The reports also demonstrated that each school has it's own unique data, and therefore service needs. These reports are now being reviewed and utilized by the HSO staff along with the district superintendents, high school principals, and counselors in order to better prepare their students for college.
John Barkman, Professional Expert (Perkins)
The Federal Perkins Grant provides money to improve career-technical education. 28 programs at Mt. SAC receive funding from this source. The California Community College Chancellor’s Office Management Information Systems (MIS) Division provides Core Indicator Reports to help evaluate the success of these programs. These reports are based on a complicated analysis linking career-technical education programs and courses with student enrollments. I provided background materials for a workshop with the program managers to help them understand the relationship between how courses are coded and the numbers reported on the Core Indicator Reports. The goal was to 1) ensure that courses are coded correctly, and 2) help managers understand the complex relationship between the Reports and what is happening in their courses.
Daniel Lamoree, Educational Research Assessment Analyst (Temporarily re-assigned to the Information Technology Department to create a Decision-Support System)
(from March, 2013) Most recently, I was involved in a research request that examined two cohorts of students: (1) students that scored within a ten point band of the cut score for the READ 90 placement test and did not enroll in READ 100, and (2) students that scored within the cut score for the READ 90 placement test and successfully passed READ 90. The two cohorts were then compared using a binary logistic regression to examine the differences, if any, in their success rate in core coursework. The results of this study are still in the preliminary stages but it appears the data supports the notion that students scoring above the READ 90 cut score succeed more frequently than those students that enroll and successfully completed READ 90.
RIE participates in continuous program review through the College's Planning for Institutional Effectiveness model (RIE-PIE 2011-12).