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A Strategic Plan for

ACADEMIC NEEDS ASSESSMENT

Division of Student Development and Campus Life

 

I. Mission Statement and Goals

The Montclair State University (MSU) Mission Statement (revised in 1994) includes the following statement:

Basic Skills

Montclair State University is committed to maintaining an academic environment in which students may succeed by providing developmental/remedial opportunities for traditional or non-traditional students who lack the verbal or mathematical literacy required to take full advantage of a university education.

To support its commitment to developmental education, the University has established an administrative and academic structure of testing/evaluation and coursework in order to support the needs of students admitted to the University.

The Mission of Academic Needs Assessment (ANA) is to support and enhance the educational mission of MSU and to assist in reaching its goals. Academic Needs Assessment staff will work in a cooperative relationship with faculty, staff, and students to provide an environment that fosters the intellectual, psychological, physical, social and career development of students.

In order to help achieve these goals, ANA staff will:

  • offer an efficient, effective and reliable process of review of students academic records and testing of foundation skills in the English language (including reading and writing) and in mathematics;
  • through this coordinated review process and testing program, identify students admitted to Montclair who will benefit from taking developmental courses prior to enrollment in college level courses in reading, writing and mathematics;
  • in cooperation with academic departments, through testing and evaluation of higher level skills, evaluate the preparedness of students to take certain college level courses in mathematics, foreign languages, and English as a Second Language;
  • based on the results of testing and other factors as presented by students, determine their placements in the appropriate levels and sequences of courses in reading, writing and mathematics, in order to provide appropriate and effective instructional interventions;
  • advise students with respect to their placements in developmental and college level courses in reading, writing and mathematics;
  • monitor the enrollment of students in developmental and college level courses to ensure timely completion of required courses, thus positively impacting their academic success;
  • develop and coordinate, with academic departments, the review, testing, evaluation and placement procedures used to determine the appropriate levels of instruction for students (both developmental and college level) ;
  • establish and maintain communication with similar programs at other higher education institutions in New Jersey and around the nation;
  • evaluate the effectiveness of the testing, evaluation and placement procedures employed, and the courses offered in reading, writing and mathematics and develop ways to improve them; and
  • develop procedures for the testing and transmittal of results of students admitted to "distance learning" programs at other institutions.

II. Program Description

Background

Academic Needs Assessment was formally established in 1978 as the Basic Skills Office; efforts in separate departments predate the creation of this coordinating office. The impetus for this coordinated effort was the introduction of the state-mandated New Jersey College Basic Skills Placement Test (NJCBSPT). This test was developed through a cooperative effort of faculty from around the state, state officials and the Educational Testing Service (ETS). It tested reading, writing, computation and elementary, and was intended to identify those students who were not adequately prepared to succeed in college level courses. The basic philosophy was that colleges had an obligation to provide admitted students with instruction that reflected their level of preparation. Admissions criteria continued to be determined by each college on an individual basis.

The primary function of the office, renamed the Basic Skills Testing Office to reflect its specific responsibility, was to satisfy the requirements, including testing, placement, enrollment, monitoring and evaluation of students, of the state-mandated program in Basic Skills assessment. Over the years, the office's responsibilities have expanded beyond the functions solely associated with Basic Skills; however, the major portion of activities are still focused on Basic Skills testing, placement and evaluation. In 1994, the state reorganized the central administration of higher education; the Basic Skills Assessment Program Office was eliminated in that reorganization, along with all mandated procedures. Therefore, since that time, colleges and universities have had to ability to develop alternative procedures for the identification of and delivery of academic support services to incoming students. The Basic Skills Testing Office was renamed Academic Needs Assessment in 1997 to reflect its broader responsibilities.

General Description

Academic Needs Assessment is responsible for the assessment and evaluation procedures conducted at MSU in Basic Skills. It also coordinates Basic Skills Testing with Foreign Language and English as a Second Language Placement Testing, and supports the Mathematics and Computer Science Department in administering the Mathematics Readiness Tests. Further, it serves as a proctoring site for students enrolled in distance learning courses at other institutions.

Basic Skills Testing

The continuing need for assessment of skills in reading, writing and mathematics of entering college students provides the central impetus for Academic Needs Assessment activities. Incoming students continue to demonstrate deficiencies in these areas and, through a reliable, efficient, and valid process for the assessment, testing and placement, we identify those students who would most benefit from developmental courses and other academic support services. The students identified as needing developmental courses are not only from the University's "special admit" programs, i.e. EOF, PASS, Weekend College, etc., but also from other "special" populations such as students admitted to the UMDNJ Program, Special Performance Program, and Athletes, among others.

ANA has the overall responsibility of administering the Basic Skills program at MSU. In addition to the four core areas, Montclair continues to include Speech as a Basic Skill, with testing in this area conducted by the Speech Communication Department.

ANA currently uses a modified version of the NJCBSPT, renamed the Montclair State University Basic Skills Placement Test (MSU-BSPT), to evaluate students level of proficiency in reading, writing, computation and elementary algebra. Major functions in Basic Skills Testing include:

A. Placement Testing and Placement

  • Required of ALL freshmen and readmits, and transfers with less than 26 transfer credits.
  • Optional for transfer students who have not satisfied GER Mathematics and Computer Science requirements.
  • Available in Spanish, in mathematics, for students in the Weekend College and others who are not yet proficient in English and feel more comfortable using Spanish.
  • Testing of students with special needs as identified by the Coordinator of Services for Students with Disabilities. These students are usually tested on an individual basis in our office.
  • Placement in developmental courses in reading, writing, computation and elementary algebra according to criteria established in cooperation with the three departments.

B. Challenge Testing

  • Currently using the MSU-BSPT and the Nelson-Denny Reading Test to provide "second chance" testing in reading, computation and elementary algebra.
  • Available to students who score within identified ranges of the cut-off scores.

C. Monitoring Completion of Required Courses

  • Enrollment and satisfactory completion of required courses must be completed within one year for full-time students, and within the first four semesters of enrollment for part-time students (all students are expected to begin required courses during their first semester of enrollment).
  • Course enrollment is monitored each semester. Reminder notices are sent to students prior to registration. Holds are placed on students' records if they fail to comply with University policy.

D. Coordination with Other Programs/Departments

  • Testing and placement procedures are coordinated with the following programs and departments: EOF, PASS, HCP, Honors, Weekend College, Linguistics (ESL), Foreign Languages, the Mountainside School of Nursing.
  • Coordination with the Reading Center and Mathematics and Computer Science Department in post-testing.

Other MSU Testing

ANA works with other programs and departments in providing testing to students:

A. Mathematics Readiness Testing

  • Beginning with the 1997 Summer Sessions, ANA conducts all Mathematics Readiness Testing. These tests are required for students enrolled in Intermediate Algebra, Precalculus, and Calculus I. Results are reported to the department and individual instructors.

B. Foreign Language Testing

  • From March to May, all Basic Skills and Foreign Language Testing is coordinated and scheduled by ANA. Forms and telephone calls, are directed to ANA, which then forwards the information to the Foreign Language Test Coordinator. This provides students with "one-stop" service, and more timely and better coordinated testing.

C. English as a Second Language (ESL)

  • ESL Testing of EOF students is coordinated through ANA. Students' records are reviewed by ANA and the ESL Testing Coordinator, and selected students are identified for additional testing by the Linguistics Department.

Other Testing

ANA provides proctoring services for students enrolled in course at other institutions. Generally, these students are enrolled in distance learning courses or, for some reason, cannot take required tests at their home institutions. Students make arrangements on an individual basis with ANA and then materials are delivered to ANA directly from the other institution. ANA personnel proctor the administration of the tests and submit the completed materials to the home institutions.

 

III. External Factors

A. National Trends -- Northeast Region

  • The college-attending population will be more culturally diverse.
  • The college-attending population will be more multi-lingual.
  • The college-attending population will be more diverse with respect to age.
  • Increased services to students with disabilities.
  • By 2008-09, in this region of the country, there will be a 19% increase in high school graduates compared with the numbers in 1997-98.
  • More computerized tests are being developed in a number of disciplines.
  • Greater expectation for "24-Hour" service: Internet access will be expected as a minimum, extended hours will be necessary, greater ability to respond to flexible schedules, etc.
  • Colleges are testing additional/new competencies, among them computer competence.
  • ETS and other testing organizations are converting their standardized and graduate tests to computerized tests.
  • distance Learning programs are increasing in their use and variety.
  • Increasing competition from proprietary schools for the college-bound population. These schools have become more attractive due to their tract reccord of (1) providing students with instruction in a very focused, concise manner; and (2) placing students in the workforce.

B. Statewide Trends

  • Until 1994, the State of New Jersey required that all public colleges and universities use the New Jersey College Basic Skills Placement Test (NJCBSPT), a test developed each year with the input of faculty from around the state and ETS. In addition, most of the private colleges used this test also. Since 1994, the State no longer requires the use of only this test.
  • More than half the colleges in New Jersey are using or piloting computerized testing, usually Computer Adaptive Tests (CPTs).
  • Colleges are exploring the use of tests other than the NJCBSPT.
  • Colleges are using SAT scores to exempt students from testing and basic skills requirements.
  • Most "Testing Offices" have expanded their responsibilities on the campuses; the expansion has taken many forms, and many offices now have different reporting lines.
  • Increased services to students with disabilities.
  • State funding for higher education will continue to decline, requiring funding from a variety of sources and the need to identify New sources of revenue. (Such new sources of revenue are identified in bold underlining, as indicated above.)
  • By 2008-09, in the State of New Jersey, there will be a 16% increase in high school graduates compared with the numbers in 1997-98.

Analysis:

In order for MSU to continue to compete with other colleges and universities in New Jersey, we must offer computerized testing. The testing time is considerably reduced and the speed of reporting scores is almost instantaneous. Also, strategies must be developed for the exemption of students through review of SAT scores. Students may decide upon which college to attend based on the level of "hassle" they must undergo, and many of them see the post-admissions testing as a "hassle." With less time and effort directed at the largest portion of students admitted, more time can be focused on addressing the special needs of other "special" populations.

Students with non-American educational backgrounds are unaccustomed to the American system of multiple choice testing. We have encountered students who, while understanding the procedures for identifying "the correct answer" from the list of possibilities, have different experiences with respect to the "understanding" they are expected to have after, for example, reading a passage on a reading test. Our system does not require "thorough" understanding, whereas they have been trained to read for complete comprehension of the material; skimming is taught or encouraged in many non-American educational systems. Therefore, new procedures for assessing the skills of these students need to be developed and established.

 

IV. Internal Factors

  • More diverse freshman class by 2008: 20% African American, 20% Latino, and 5% International.
  • More transfer students will be admitted to MSU.
  • More testing for students enrolled in advanced mathematics.
  • More out-of-state students; this figure may rise to 5%.
  • Foreign Language Testing will be accomplished with computerized tests. Departments are exploring the feasibility of offering placement testing with computerized tests rather than paper/ pencil tests.
  • Increased numbers of residential students may create greater demand on assessment services, with need for more flexible scheduling and services.
  • There will be a push to make admissions to the university more selective.

Analysis:

While the admissions criteria of the University may be raised, we will continue to admit "special" groups of students, not only through "access" programs, but also through "special" talent programs. As stated earlier, students identified as needing developmental courses are not only from the University's "special admit" programs, i.e. EOF, PASS, Weekend College, etc., but also from other "special" populations such as students admitted to the UMDNJ Program, Special Performance Program, and Athletes, among others. If the "general" population is better prepared, these "special" admit students will find the gap between their skills and the skills of the "general" population increasing, making competition in courses greater. Better strategies will have to be developed to help students conquer the "gap" and be able to compete with their classmates on a level playing field.

V. S.W.O.T.s

A. Strengths

  • The University's mission statement includes a commitment Basic Skills instruction.
  • Staff members are skilled in the technology currently used to incorporate computerized testing.
  • Staff members are involved with state and national organizations and maintain a high level of interaction with colleagues around the state and nationally -- this keeps us abreast of trends in the state and in the nation.
  • Staff members have taken on leadership positions in professional organizations, both state-wide and nationally.
  • Good working relations with many departments in the university, allowing us to discuss issues in a non-threatening environment. These departments are not only within the Division of SD & CL, but also in the academic and administrative departments.
  • Staff members are will versed in the activities of the department -- all staff members, clerical, professional and administrative, all are able to contribute toward the development of the department.
  • Staff members are flexible, creative, innovative, committed, and dedicated to serve students.
  • The skills of staff members are wide and complement each other.
  • Staff members are able to communicate with students in Spanish when Spanish-speaking students, with limited English proficiency come to ANA for testing.
  • Staff members are flexible with respect to working hours; the office has the potential to extend hours of operation to 7:30 a.m. to 7:00 p.m. on a daily basis.
  • The department has been run in a fiscally sound manner for many years. The purchase of materials and equipment, as needed by the office, has been planned and implemented so that required equipment and materials may be purchased as needed, with older equipment being replaced on a regular basis.
  • Relocation to the Academic Success Center (ASC) has enhanced communication with other departments in ASC and improved service to students.
  • There is general support and commitment from the university community for continuation of testing and developmental courses.

B. Weaknesses

  • Space continues to hamper our ability to respond effectively to student needs. We do not have appropriate space for the individualized testing that we conduct on an almost daily basis. Too often, students must sit at a table across from each other, and sharing the table space with supples.
  • Basic Skills requirements are not linked with all courses, across the curriculum. For example, courses like Introduction to Philosophy should have Basic Reading skills as a pre-requisite.
  • Lack of computerization of the scoring process, with automatic downloading to mainframe continues to hamper our efficiency. Scores are entered manually and, while our error level is remarkably low, there are errors. More importantly, this is not an efficient or effective use of our staff time. Computerized processing to facilitate our operation would be a tremendous improvement.
  • Limited Institutional Research support.
  • We have not be able to develop a relationship with the English Department to provide support for essay scoring.
  • The Speech component is not fully integrated with the other areas. Speech continues to lose funding and is no longer able to staff the Speech Lab; this lab helped a large number of students with limited speaking skills, particularly those in ESL courses.
  • It does not appear that our current technology support staff could make a CTC a priority; new staff would have to be hired in order to augment the current staff which appears to be stretched beyond its limits.

C. Opportunities

  • Increased interest in computerized testing, across disciplines, will create additional need for a CTC.
  • Increased use of computerized testing by other colleges in New Jersey will allow us to "transfer" scores to a greater number of institutions than we do currently (with the change to computerized testing).
  • The MSU culture of "make-up" testing (students who miss a scheduled test and request a "make-up" test from the instructor). The CTC could provide a secure, monitored and appropriate testing site for faculty members.
  • Increased attendance in college by students with disabilities. Testing accommodations are needed by these students which could be provided not only for Basic Skills Placement Testing, but also for courses the students are enrolled in.

D. Threats

  • Funding restraints
  • Lack of support for developmental education at the four-year college level.
  • Increased pressure for staff to do more with less.
  • Competition with other institutions who conduct testing in a more efficient, student friendly manner.

 

VI. Goals for 2008

In addition to the current responsibilities of Academic Needs Assessment, we perceive that certain innovations are needed to make our operation more effective, efficient and up-to-date. These innovations are designed to make MSU more competitive within the state of New Jersey and provide for a more comprehensive package of services for our students.

A. Technology Innovations

1. Creation of a Computerized Testing Center (CTC).

Need: There is a need for conversion to computerized testing and centralized testing. This CTC would allow us to convert to computerized testing, not only for Basic Skills Placement Testing, but also for Foreign Languages and other disciplines. The CTC would also serve as a site for conducting non-computerized testing and would serve a variety of constituencies, providing a variety of assessment services, as described below.

Requires: Additional space, budget, staff, and computers.

Plans: 1 Year Plan -- 2 computers and piloting of tests. Discussions with ETS and other companies for specifications of computers needed to accommodate computerized testing.

1 to 3 Year Plan -- 10 computers, additional staff, move to new facility.

3 to 5 Year Plan -- 20 computers, additional staff.

5 to 10 Year Plan -- 40 computers, additional staff.

Impact: Testing at MSU will be competitive with testing conducted at other colleges and universities in New Jersey: testing will be more efficient (approximately 65% of the time used in the paper/pencil test), and much more efficient score reporting will be available.

Assessment: Computers will be purchased, staff hired and CTC established. CTC will be functioning in an efficient and effective manner. Services associated with the establishment of the CTC will be offered.

2. Development of a method for Automated Processing of the functions associated with testing, data entering, placement, prerequisite checks and monitoring student progress.

Need: There is a need to use staff time and expertise more effectively and efficiently. Currently all scores are manually entered to SIS. Student progress reporting is accomplished by individually reviewing students records and manually updating the Basic Skills coding system. These functions could be accomplished by use of specially designed programs.

Requires: Programming staff to develop programs, install programs, and develop procedures for implementing this process.

Plans: 1 Year Plan -- Discussions held with Information Technology to determine how to institute automated processing.

1 to 3 Year Plan -- Identify personnel to develop programming and other strategies required to initiate automated processing; develop programming and strategies. Pilot the processing strategies. Revise programs.

3 to 5 Year Plan -- Initiate processing strategies.

Impact: Student records will be updated more efficiently and accurately than previously possible. Students will receive more timely communications regarding their Basic Skills requirements. Staff will be available to provide more direct services to students. Number of additional staff needed for CTC will be reduced.

Assessment: Testing data functions will be automated; staff will have ability to focus on more direct services to students.

B. Technology Innovations — Dependent Upon Creation of the Computerized Testing Center

1. Changes in Basic Skills Testing

Placement Testing will be on computers using a computerized test.

Need: To change our testing procedures to incorporate computerized testing. Further, it is becoming increasingly problematical to test with the old NJCBSPT; these tests have not been updated to reflect current practices in education and there are problems regarding security -- some colleges have used certain forms of the test as "practice" tests and have not been careful regarding the security of these tests. The faster testing will also help as we attract more out-of-state students.

Requires: Additional budget, purchase of software, cooperation with academic departments to review results of testing and develop new cut-off scores.

Plans: 1 Year Plan -- Piloting of tests.

1 to 3 Year Plan -- Students taking Challenge Tests will take these tests on computer. Once move to new facility is accomplished, students will be required to take one section of the placement test on computers to compare paper/pencil with computer results. New cut-off scores for the computerized tests will be established.

3 to 5 Year Plan -- All students taking the placement test will take the test on the computer. Review and revision of cut-off scores.

Impact: Students will complete testing in approximately 65% of the time previously taken. Out-of-state students will be able to satisfy testing requirements more efficiently and, through SAT review, may be able to exempt from testing completely.

Assessment: Placement testing will be accomplished in a more efficient and accurate way.

2. Computerized Testing in New Areas

a. Foreign Language Placement Testing

b. ETS Computerized Tests -- ETS has changed many of its tests to computerized tests. A number of campuses have signed on as testing sites. New source of revenue.

Need: Students increasingly need to be able to test on an individual basis and outside of established testing schedules. Since many of these tests are available in computerized formats, the CTC could facilitate this testing. Computerized testing would be provided in the areas listed below, among several:

Requires: Purchase of computerized tests, pilot testing of these tests, and establishment of placement scores. ETS must designate MSU as a testing site.

Plans: 1 Year Plan -- Faculty/staff review of tests. ETS will be contacted to obtain information regarding the requirements for their computerized testing. This information will help guide us in our purchases of computers.

1 to 3 Year Plan -- Pilot testing new tests and setting of scores for placement in a variety of courses. After new facility is established, ETS will be contacted to determine

3 to 5 Year Plan -- Initiate computerized testing service. Adjust placement scores where necessary.

Impact: Better service to students through computerized testing. Students will be able to take computerized ETS tests at MSU rather than travel to other sites.

Assessment: Students will take computerized tests in CTC. MSU will be designated a site for computerized ETS testing.

3. Testing in New Areas

a. Make-up Testing for faculty members.

b. Testing of special needs students for faculty members.

Need: Students frequently miss tests as scheduled by faculty members; a secure, monitored, appropriate space needs to be available for this make-up testing. Students with disabilities need special testing environments and conditions to compensate for their disabilities; faculty members are sometimes hard-pressed to provide the appropriate conditions for these students.

Requires: Testing space and coordination with departments and Office for Services to Students with Disabilities.

Plans: Once CTC is established, with adequate testing facilities and staff, specialized testing conditions can be established and provided for students with special needs.

Impact: Students with special needs will be less reluctant to ask instructors to arrange for special conditions for them. Students will be evaluated under appropriate conditions for their circumstances.

Assessment: Make-up Testing and special needs testing will be accomplished with the cooperation of ANA.

4. Mini courses (Academic "Needs" not currently addressed)

a. Business Computing -- a one- or two-credit course for seniors to acquaint them with the basic computing requirements of the professional, including e-mail, memo writing, spreadsheets, databases, and the internet. This is focused on communications skills using the computer. New source of revenue.

b. Other courses focused at the special needs of seniors available on computer.

Need: There are a number of academic "needs" that can be addressed through "mini" courses. These courses could be tailored according to need.

Requires: Coordination with academic departments and Career Development on campus. Software to provide activities for this course.

Plans: 1 Year Plan -- Coordinate planning with departments. Identify software for course.

Impact: Graduating seniors will have an opportunity to be more confident as they enter the world of work.

Assessment: Courses will be offered to seniors and others, resulting in their increased ability to cope with the basic computing requirements of today's jobs.

C. Collaborative Innovations

1. Testing in New Areas

a. Foreign Language Placement Testing

b. English as a Second Language Testing

c. Comprehensive Testing for Master's Programs

d. Foreign Language Competency Testing -- similar to tests currently given by CLEP and NYU. These tests are taken by students to satisfy the Foreign Language GER requirement. New source of revenue.

e. CLEP Testing -- MSU administered this test in past years. The test was abandoned due to its lack of financial viability. With a CTC, with full staffing, this could become more feasible. Since students, especially Second Career Students, still take this test, it would be a very much appreciated service to students. New source of revenue.

Need: Students increasingly need to be able to test on an individual basis and outside of established testing schedules. Further, they need to be able to call one office to schedule such testing. Additionally, instructors need support in responding to the needs of students for alternative testing opportunities.

Requires: Development of tests. These new functions require collaboration with individual instructors, departments, testing agencies (such as ETS, ACT, etc.), etc.

Plans: 1 Year Plan -- Coordinate activities with academic departments and testing services.

1 to 3 Year Plan -- Departments will develop some tests. Identify tests developed by other entities. Implement testing procedures. Develop procedures for make-up testing

Impact: Better service to students requiring any of the testing indicated above.

Assessment: Testing will be conducted on MSU campus in a number of new areas.

2. Changes in Basic Skills Testing

a. Students will be exempted from Basic Skills Placement Testing based on their SAT scores. Students will be able to avoid the four-hour Placement Test.

b. Challenge Test Charges. Students taking the Challenge Test will be charged a nominal fee for this test. This is a "second chance" test and other colleges have charged for this test for several years. Students taking the test will be much more serious about it and fewer students will take the test, resulting in lower costs for proctoring salaries and New source of revenue.

Need: To provide more competitive methods for assessing and placing students in developmental courses. In addition, as we attract a higher profile student body, the testing process will really be a waste of their time; and they will see it as such.

Requires: Analysis of SAT scores in comparison to Basic Skills scores to determine reasonable scores to use in exempting students from Basic Skills Placement Testing.

Plans: Development of Exemption Scores with departments. Implementation of exemption policy.

Impact: Students admitted to MSU will not be required to take the MSU-BSPT when they present SAT scores that are above the exemption level; less "hassle" for these students. Testing will be decreased by the number of students exempted through this process.

Assessment: Students exempted from Basic Skills Testing will be monitored carefully to determine whether they are successful in college level courses.

3. Coordinate Distance Learning Assessment Activities for departments offering these services. Students in these programs usually must take examinations under supervision, usually at a local college chosen by the student. It will offer more credibility and efficiency to these programs to have an "Assessment" office handle the correspondence with the other institutions. ANA's experience with students who have tested at MSU provides with some insight regarding how this type of testing should be handled. Additionally, some of the "correspondence" might be accomplished by using advanced e-mail/downloading functions.

Need: To coordinate the testing procedures associated with Distance Learning Courses.

Requires: Coordination with departments offering Distance Learning Courses.

Plans: Enter into discussion with departments offering Distance Learning Courses. Develop materials for distribution to departments so that ANA can facilitate the testing for their courses.

Impact: Students enrolled in Distance Learning Courses at MSU will be able to satisfy testing requirements of the courses with as much efficiency and ease as possible. Faculty running these courses will be able to get test results efficiently and accurately.

Assessment: Testing of students enrolled in Distance Learning Courses will be accomplished efficiently and accurately.

4. Mini-courses (Academic "Needs" not currently addressed)

a. One- to two-credit short course for students who just need a short "brush-up" to satisfy the basic skills requirements. It would be very helpful to students to have these mini-courses offered in late July/ early August. This sort of course is particularly effective in mathematics; several colleges are currently offering such courses.

b. Mini courses for non-traditional students. Topics might include such things as "Introduction to College," "Study Skills for the Returning Students," "Speed Reading," etc.

c. Courses for seniors prior to entering the work world. There is increasing competition from proprietary schools for our students. These schools have become more attractive due to their tract reccord in placing students in the workforce. We must seek to better prepare our students for the world of work.

Topics might include "Working in Teams," "Office Written and Verbal Communications," etc. These mini-course address a different variety of "academic" need, specifically the needs of seniors entering the work force, and would be coordinated with Career Development.

New source of revenue.

Need: Students often have very limited deficiencies that could be removed with concentrated work and focus. Students often seek these courses out after receiving their initial score reports.

Requires: Coordination with departments offering courses.

Plans: Phase I: Survey freshmen during New Student Orientation, students admitted to the Second Careers Program, etc.

Phase II: Prepare course outlines for courses and submit for approval.

Phase III: Offer courses.

Impact: Students would be able to remediate their deficiencies more quickly and at a lower cost to them. Some of these students are seeking these "brush-up" courses at community colleges where they can complete the courses more cheaply. Non-traditional students will have special needs addressed. Seniors will be better prepared to enter the world of work.

Assessment: Courses will be offered to students. Students enrolling in and passing mini courses will be monitored carefully to compare with students who did not take the mini courses, but completed full length developmental courses.

5. Outreach to High Schools

a. Offer workshops for teachers to introduce them to the testing we do. Perhaps in partnership with the College of Education and its Professional Development Schools. In the past, some schools wanted feedback on the performance of their students on the NJCBSPT. This might be possible in the future, in conjunction with this project.

b. Materials and workshops for students intending to attend college.

Need: High school students and teachers have a need to better understand the requirements of the testing programs at the state's colleges and universities.

Requires: Coordination of activities with high schools to provide seminars to students and teachers.

Plans: Phase One: Contact schools to discuss issues and possible seminar content.

Phase Two: Set up seminars to discuss issues with faculty; seminars to review materials with students.

Impact: Students entering the state's colleges and universities will be better prepared for the placement tests they are required to take. Faculty will be able to better prepare their students for the placement tests they are all required to take.

Assessment: Students will perform better on placement tests.

VII. Closing Remarks

The Montclair State University Academic Needs Assessment program serves the entire university community and the larger adjacent community. Through its coordination and support services, it attempts to provide a service which makes assessment a straightforward, efficient and effective process that serves all constituencies well. As the University grows in its mission and scope, these services will become increasingly critical to the success of a variety of programs. It is our hope that a commitment to improved, modern and technologically up-to-date practices and procedures will allow us to continue to improve our services.

This document represents the combined efforts of the Academic Needs Assessment staff:

Director: Sybil J. Smith-Darlington
Administrative Assistant: Jamal A. Shahin
Secretary: Janice D. Reed
Program Assistant: Dennis L. James

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