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valuable data for program improvement. Additionally, through the use of assessment, good programs or practices are identified and that news can be shared with an outside audience.

of withdrawal for all subjects, and are more likely to enroll in the next course in English. Finally, those who use the center are generally very satisfied with the services and would recommend the service to other students.

Assessment, defined as using a variety of methods to get information concerning how students learn in order to assist in program changes or development, is cyclical in that from departments’ missions or goals stem student-learning outcomes, and from those flow opportunities for student learning where assessments tools are born (Calhoon).

Although more assessment tools need to be employed, especially formative assessment instruments, assessing the program is one way the TLC can affect student learning through this “best practice.”


There are several summative assessment tools used in the TLC. Based upon clients’ names and courses, RAR determines if those students who use the center are retained throughout the quarter more than those who do not use the center. Additionally, data is gathered to determine if those who use the center are more likely to enroll in the next quarter after using the center.

Calhoon, S. K. (2004). The Assessment Cycle. Retrieved from http://www.iuk.edu/~koctla/assessment/pdfs /cycle.pdf

National Forum on Assessment. Principles and Indicators for Student Assessment Systems. Retrieved from http://www.fairtest.org/facts/principles%20P DF.pdf.

A third assessment tool provides information about student satisfaction of the services provided by the center. At the end of the quarter, faculty distribute satisfaction surveys to their students during class (captive audience), collect the forms and the TLC staff sends them to RAR for analysis.

Another indirect form of summative assessment occurs immediately following a tutoring session when students are asked if they are satisfied with the service and to evaluate their tutor, if applicable. This information is gathered easily through the program’s data management software.

Katy Riehle

Reflections from the Academic Advising Center

Academic Advising at Sinclair has been in a state of change since last year’s move from a decentralized, division-based academic counseling structure to a centralized academic advising unit. At this time, my staff and I continue to review, modify, and implement procedures and practices to streamline how we serve students. The change process is guided by foundational materials from the National Academic

Finally, tutors are asked to assess the program, staff, and tutoring coordinator. This anonymous survey information is reviewed by the tutoring and center coordinator and shared with the tutors during in-service programs.

The remaining part of the assessment cycle includes sharing the results with others (deans, provosts, community, and etc.) and using the results to improve the program, thus, improving student learning. Based upon the data, students who receive tutoring in English and reading outperformed those who do not use the center, have lower rates

Advising practices

Association (NACADA),




best and

universities, and the needs of Sinclair Community College students.

NACADA’s Concept of Academic Advising, its Statement of Core Values, and its Council for the Advancement of Standards in Higher Education Standards and Guidelines for Academic Advising are the foundational documents I am utilizing to move the Academic Advising Center forward. Nationally, the philosophy of academic advising is that of “Advising as

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