Transcript Assessing Student Services - Youngstown State University

YSU’s Sustainability Plan
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FOR THE HIGHER LEARNING COMMISSION’S
ACADEMY FOR THE ASSESSMENT OF
STUDENT LEARNING
Agenda
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 Context
 Accomplishments in the Academy
 Moving out of the Academy
 Sustainability Plans
 YOUR Plan
 Office of Assessment Plan
 General Education Plan
Higher Learning Commission Context
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
The Higher Learning Commission’s Academy for the
Assessment of Student Learning
Four year program, in lieu of focus visit
 Impact Report submitted August 2012
 Exit Interview in October 2012
 Results Forum in November 2012
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Sustainability Plan developed October, finalized in November
Team Members:
Cynthia Anderson
Kevin Ball
Cheryl Bosley
Bege Bowers
William Buckler
Chet Cooper
Michael Crist
Jack Fahey
Hillary Fuhrman
Shearle Furnish
Joe Palardy
Tod Porter
Sharon Stringer,
(Team Leader)
HLC Academy Project Goals
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1.
Institute assessment of general education; institute
changes to address long standing issues (e.g., noncompliance); undertake revisions of the general
education program based on evidence.
1.
Engage all campus constituencies in analyzing
teaching and learning at YSU; actively encourage
faculty, staff, and students to provide
recommendations for improving education at YSU.
General Education Accomplishments
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General Education Accomplishments
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 Moved intensives out of Gen Ed to the major
 Revised Gen Ed model
 Raised Gen Ed assessment from course to program
level
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ROAD
Domain assessment
 Assessed student learning in Gen Ed and identified
action steps
Assessment Engagement Accomplishments
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100%
90%
80%
70%
No Report 8
Inadequate 8
No Report 29
Inadequate 3
Progressing 10
Progressing 8
78%
Participation
Proficient
67
60%
50%
Proficient
47
40%
84%
of high
quality
68%
of high
quality
30%
20%
93%
Participation
Exemplary
43
Exemplary
55
10%
0%
2009-2010
2010-2011
Assessment Engagement Accomplishments
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 Increased faculty and staff participation
 Increased student participation
 Greater organizational integration with assessment
 Continued/expanded faculty development
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opportunities
Established a positive culture and reward structures
Engaged in campus dialogue on student learning and
continuous improvement
Participated in Evidence Inventory
Increased open communication across campus
After the Academy
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“Without question, Youngstown State University has
made substantial progress [in its projects]. It also has
a lot left to do…”
-HLC Mentor feedback on Impact report
October 2012
Future Focal Areas
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 Three specific areas cited by HLC mentor:
 “Closing the loop” in more programs
 Implementing assessment across all Gen Ed domains
 Building stronger connections between major and Gen Ed
assessment
 Other critical areas:
 Ensuring continued assessment momentum—we are not done!
 New HLC Criteria for Accreditation
Codifies assessment expectations
 Substantial faculty involvement

YOUR Sustainability Plan
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 Not grand new ideas
 Articulation of what you will continue to do
 Small additional steps
 Not just Assessment or General Education
 Campus-wide, collective responsibility
 Handout: what is YOUR sustainability plan?
 Answer at: www.jotformpro.com/ysuassessment/sp
Office of Assessment (OOA)
Sustainability Plan
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Assessment and Sustainability
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Quality of Assessment Processes
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Strengths
Quality/participation increasing over time: 2011-12 excellent! -LO review (100%), curriculum maps (95%)
 Increased participation/activity/dialogues on student learning
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Challenges Ahead
Stepping back for the big picture—what is the impact on learning?
(aka “closing the loop”)
 Focus on process vitality, not the form (streamlining)
 Continuous collection of data (no years off!)
 Ensuring student learning archives are kept for 10 years
 Differentiating learning in each program and degree level (AA vs.
BA vs. BS)
 Recruiting assessment volunteers
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Sustainability for the OOA is:
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 Attending to/sharing new HLC Criteria impacting assessment
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practice
Streamlining assessment reporting to put focus on process, not form
Fostering program assessment through feedback, consultation, and
education
Continuing to provide data and opportunity to dialogue about and
improve student learning
Continuing and expanding open communication with the campus
community
Continuing and expanding support for assessment innovation and
recognition of good work
Strengthening connections between assessment and faculty/staff
development
Thank you
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HILLARY FUHRMAN, X2453
[email protected]
JOE PALARDY X3034
[email protected]
HLC New Criteria for Accreditation
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 New Criteria at: www.higherlearningcommission.org
 Guiding Values, includes:
1. Focus on student learning
4. Culture of continuous improvement
5. Evidence-based institutional learning and self-presentation
9. Mission-centered evaluation
 The Five Criteria
1.
2.
3.
4.
5.
Mission
Integrity: Ethical and Responsible Conduct
Teaching and Learning: Quality, Resources, and Support
Teaching and Learning: Evaluation and Improvement
Resources, Planning, and Institutional Effectiveness
New HLC Criteria Relevant to Practice
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4.B. The institution demonstrates a commitment to
educational achievement and improvement through ongoing
assessment of student learning.
1. The institution has clearly stated goals for student learning and
effective processes for assessment of student learning and achievement
of learning goals.
2. The institution assesses achievement of the learning outcomes that it
claims for its curricular and co-curricular programs.
3. The institution uses the information gained from assessment to
improve student learning.
4. The institution’s processes and methodologies to assess student
learning reflect good practice, including the substantial participation
of faculty and other instructional staff members.
New HLC Criteria Relevant to Practice, cont.
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3A2: The institution articulates and differentiates
learning goals for its undergraduate, graduate, postbaccalaureate, post-graduate, and certificate programs.
3A3: The institution’s program quality and learning goals are
consistent across all modes of delivery and all locations (on
the main campus, at additional locations, by distance
delivery, as dual credit, through contractual or consortial
arrangements, or any other modality).
5C2: The institution links its processes for assessment of
student learning, evaluation of operations, planning, and
budgeting