Transcript Slide 1

STRATEGIC PLANNING AND
ASSESSMENT PLANNING
Presentation to CoIS
Dec. 14, 2005
Julie Guevara, Accreditation and
Assessment Officer
(Carol Griffin, General Education, Director;
Maria Cimitile, Associate Dean, CLAS)
ASSESSMENT AND STRATEGIC
PLANNING



Assessment is a component of
Strategic Planning
Assessment Plans will follow the
University Assessment Committee
(UAC) format
The assessment plan is “designed to
improve student learning”
Assessment Plan Components
1.
2.
3.
4.
5.
6.
Schedule for periodic unit-wide faculty
assessment discussions
Goals that reflect mission and values
Objectives that are measurable
(derived from goals)
List of strategies (measures) to
evaluate student learning outcomes
Procedure for data collection and
analysis
Anticipated use of findings, including
curriculum/program revisions
Missions
CoIS: Connecting diverse interdisciplinary
communities and cultivating innovative
liberal learning.
GVSU: educates students to shape their lives,
their professions and their societies. The
university contributes to the enrichment of
society through excellent teaching, active
scholarship and public service.
CoIS/Goals
University Goals
Leverage our leadership and influence
to strengthen liberal learning in the
university
#1 To support high quality, student-focused, undergraduate and graduate
education provided by a faculty dedicated to excellent teaching,
scholarship and professional service.
Effectively introduce the values of
liberal learning in the First Year
Experience/Claiming a Liberal
Education Initiative
#1 To support high quality, student-focused, undergraduate and graduate
education provided by a faculty dedicated to excellent teaching,
scholarship and professional service.
Be more intentional about teaching
the skills students need to be able to
integrate what they are learning in
various courses, disciplines and
experiences as they progress at GV
#2 To create a broad educational experience that is guided by a
philosophy supporting liberal education in all academic programs.
#5 To encourage a vibrant campus culture that fosters an atmosphere of
inquiry and learning in all campus settings.
Become a change agent by
strengthening our influence across
campus and the community
#7 To enhance the image and visibility of the university and its work.
#3 To build partnerships and collaborations between the university and
external entities that contribute to the enrichment of society in the
region, the state and beyond.
Build a supportive College of
Interdisciplinary Studies internal
community
NCA Criteria for
Accreditation
Criterion 1
Criterion 3
Criterion 4
Criterion 2
Criterion 4
Criterion 5
Criterion 1
Criterion 5
Increase diversity and intercultural
competence in all areas of the College
community.
#5 To encourage a vibrant campus culture that fosters an atmosphere of
inquiry and learning in all campus settings.
#4 To promote and integrate diversity in all aspects of university life.
Criterion 1
Criterion 3
Criterion 4
Ensure adequate resources
#6 To effectively develop and allocate financial resources with which to
advance the university mission and respond to change and emerging
opportunities.
Criterion 2
Criterion 3
Criterion 4
Criterion 5
1. Schedule for periodic unit-wide
faculty assessment discussions
o
o
o
o
o
Consider convening a subcommittee
to write the plan
Report back to department/unit and
get feedback
Edit plan if needed
Submit to Dean
Submit to UAC
2. Goals that reflect mission and
values/guiding principles
A. Student Learning Goals – Students will be proficient
in written communication. Required by UAC (WGS, CoIS goal 1)
B. Other Types of Goals
Student goals – Retain students in the honors college.
(honors college, CoIS goal 1)
Faculty goals – Diversify the faculty within CoIS
(lib studies, CoIS goal 4)
Programmatic goals – Increase dissemination of
information about the General Education Program
(GE, CoIS goal 1)
3. Objectives are measurable (derived
from goals)
o
o
o
o
Student Learning Objectives (UAC required)
Students will communicate observations, analyses, and
arguments through group interactions, student presentations,
and/or audience of WGS professionals
Student Objectives
Increase the number of students who graduate from the
Honors College (honors college)
Faculty Objectives
Hire diverse faculty (lib studies)
Programmatic Objectives
Gen Ed: Students will have access to information about the
General Education Program
Student Learning Outcomes
(Objectives)
Cognitive and skill outcomes
What do students know that they didn’t know before, and what
can they do that they couldn’t do before? Demonstrable
knowledge and skills.
o
Affective outcomes
How has their college experience impacted students’ values,
goals, attitudes, self-concepts, world views, and behaviors.
How has it developed students’ many potentials? Enhanced
their value to themselves, families and communities.
o
Bloom’s Taxonomy - Hierarchy of Learning
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy






Evaluation: Judge or make a decision based on
appropriate criteria
Synthesis: Combine parts into a new whole
Analysis: Break material into its components,
drawing comparisons
Application: Use material in new ways, apply
concepts in practical situations to solve problems
Comprehension: Describe in one own's words,
provide examples
Knowledge: Recognize, recall facts, principles,
theories
Outcomes are detailed and
specific statements
Outcomes typically use active verbs such as:
demonstrate
articulate
illustrate
conduct
define
describe
apply
compose
analyze
integrate
compare
comprehend
create
plan
synthesize
evaluate
This is not an exhaustive list.
4. List of measures to evaluate
student learning outcomes.


Direct measures - evaluation of
exams, papers, projects, national
exams, interaction with
client/internship, artistic performances,
etc. Best if done using a rubric (scoring
guide).
Indirect measures - student surveys,
alumni surveys, grad school or job
placement, structured focus groups,
archived course records, etc.
5. Procedure for data collection and
analysis






From which class(es) will you collect
assignments for evaluation?
If you’re using a test, how will you
administer it (which students,
when)?
Who will do the evaluation?
Where will you get other data from?
Who will summarize the findings?
What do the findings mean?
6. Anticipated use of findings,
including curriculum/program revisions
How will you use information to
improve curriculum/program by:
 changing curriculum if appropriate
 providing faculty development
resources
 making budgetary requests
 informing strategic plans and self
study
Example of Table showing the
process
WGS – Student Learning Outcome
Goal(s)
CoIS # 1
Leverage our
leadership
and
influence to
strengthen
liberal
learning in
the
university
experience.
(WGS)
1.To prepare
students to
be proficient
in written
communica
tion.
2.To prepare
students to
be proficient
in oral
communication.
GV goal 1
NCA 1,3,4
What will the
student know or
be able to do?
Student learning
outcomes
(objectives)
Students will
communicate
observations,
analyses, and
arguments in a
format typically
required by a
professional WGS
journal.
Students will
communicate
observations,
analyses, and
arguments through
group interactions,
student
presentations,
and/or audience of
WGS professionals
How will you
help students
learn it?
Activities
How would you
measure each of
the behaviors in
column two?
Assessment
Measures
Lectures
Student portfolios
Readings
Journals
Faculty and
student analysis of
student portfolios
Group
discussions
Senior exit
interviews
Visual
instruction
Alumni survey
Employer survey
Oral
presentations
Written and
other course
assignments
Tests
Writing
assignments
What are the
assessment
findings?
[Report]
What changes have
been made based
on assessment
findings
[Report]
Collection Cycle
Responsibility
for collection
Portfolio
grading
inconsistent
among
instructors
Rubric for grading
portfolios was
developed based on
discussion of
portfolio grading
Continued review of
WGS curriculum
Develop and
implement employer
survey to evaluate
graduates
preparedness for
employment
Develop and
implement alumni
survey to discern
graduates perception
of preparedness for
employment
Writing assignment
for WGS 110 was
revised based on
course evaluation
Based partly on
student evaluations,
end of semester
course evals were
rewritten to
strengthen the
relationships
between course
objectives and
program goals.
End of Capstone
course
Ongoing
Capstone
instructors w/
Exit interviews
indicate that
students felt
they had
exposure to
multiple
writing and
oral
assignments
They felt they
had achieved
good writing
skills but felt
less confident
in their oral
comm. skills
Employer data
not available
Alumni data
not available
Begin Fall 06 and
collect every two
years
Begin Fall 06 and
collect every two
years
Chair of WGS
curriculum
committee
Assessment
Committee
End of each
semester
Individual
faculty
teaching
specific course
Ongoing review
of course
evaluations
WGS
Curriculum
committees
LIB STUDIES – Faculty Outcome
Goal
CoIS #4
Increase
diversity and
intercultural
competence
in all areas
of the
College
community
(LIB)
Diversify the
faculty
within CoIS
GVSU 4, 5
NCA 1,3,4
What will the
program know or
be able to do?
Program
outcomes
(objectives)
Hire a diverse
faculty
How will you
achieve the
objective?
Activities
Lib Studies
will create a
system that
ensures there
is a
commitment
to diversity in
hiring of
faculty
How would you
measure each of
the behaviors in
column two?
Assessment
Measures
Advertise
positions in
alternate
publications
Diversity of
candidate pool
Actively recruit
diverse
candidates
from Ph.D.
programs
Write job
description to
include ABD
candidates
What are the
assessment
findings?
[Report]
What changes have
been made based
on assessment
findings
[Report]
Collection Cycle
Responsibility
for collection
GENERAL EDUCATION – Program Outcome
Goal
CoIS # 1
Leverage our
leadership
and
influence to
strengthen
liberal
learning in
the
university
experience
(GE)
Increase
dissemination of
Information
about the
General
Education
Program
GVSU 1,2
NCA1, 3, 4
What will the
program know or
be able to do?
Program
outcomes
(objectives)
Students will
have access to
information
about the
General
Education
Program
How will you
achieve the
objective?
Activities
Launch and
maintain a
General
Education
website.
Revise the
GE handbook
How would you
measure each of
the behaviors in
column two?
Assessment
Measures
Number of hits
on website
Removal of all
irrelevant/dead
links
Website updated
within 7 days of
Provost having
approved
changes
Add Themespecific
webpages
Consolidated
faculty and
student
handbook.
Listing of
objectives in
each of the
categories in the
handbook
What are the
assessment
findings?
[Report]
What changes have
been made based
on assessment
findings
[Reports]
Collection Cycle
Responsibility
for collection
Example of student
learning outcome from
the GVSU Biology Dept.
Biology Department
Goal
3
What will the
student know or
be able to do?
Student learning
outcomes
(objectives)
To prepare
students to
understand the
relationship
between
biology and
other
disciplines
Students will apply
principles and
techniques of other
sciences to biology.
Students will
demonstrate an
understanding of
how biology
influences other
disciplines.
How will you
help students
learn it?
Activities
How would you
measure each of
the behaviors in
column two?
Assessment
Measures
Lectures
Student portfolios
Readings
Journals
Faculty and
student analysis of
student portfolios
Group
discussions
Senior exit
interviews
Visual
instruction
Alumni survey
Employer survey
Oral
presentations
Tests
Field
experiences,
Writing
assignments
Field notes
Written and
other course
assignments
What are the
assessment
findings?
[Report]
What changes have
been made based
on assessment
findings
[Report]
Collection Cycle
Responsibility
for collection
Portfolio
grading
inconsistent
among
instructors
Rubric for grading
portfolios was
developed based on
discussion of
portfolio grading
Continued review of
Bio curriculum
Develop and
implement employer
survey to evaluate
graduates
preparedness for
employment
Develop and
implement alumni
survey to discern
graduates perception
of preparedness for
employment
Writing assignment
for BIO 210 was
revised based on
course evaluation
Based partly on
student evaluations,
end of semester
course evals were
rewritten to
strengthen the
relationships
between course
objectives and
program goals.
End of Capstone
course
Ongoing
Capstone
instructors w/
Exit interviews
indicate that
students feel
they had
exposure to
theoretical
perspectives in
most classes
and felt that
they had
obtained
breadth and
depth within
the discipline
Employer data
not available
Alumni data
not available
Begin Fall 06 and
collect every two
years
Begin Fall 06 and
collect every two
years
End of each
semester
Ongoing review
of course evals
Chair of BIO
Biology
curriculum
committee
Director of
Assessment
Individual
faculty
teaching
specific course
BIO
Curriculum
committees
Biology Department Mission Statement:

The biology department seeks to
prepare students to be critical
thinkers, engaged citizens and
creative and competent
professionals in the biological
sciences through integrating
meaningful practical experiences
with excellent classroom teaching.
Goals and Objectives
Student Learning Outcomes
(The biology department is in the process of creating faculty, program and
student goals and objectives)
Goal #1 To prepare students for careers where they can make use of their
biological education.
Objectives:

Students will be admitted to further educational programs in the biological
sciences or other relevant fields.

Students will be placed in jobs that require them to exploit their education
in biology.
Goal #2 To prepare students to be proficient in scientific oral and written
communication.
Objectives:

Students will communicate scientific observations, analyses, and
arguments in a format typically required by biology professionals in their
fields.

Students will orally communicate scientific observations, analyses, and
arguments in group interactions and presentations.
Goal #3 To prepare students to understand the relationship between biology
and other disciplines.
Objectives:

Students will apply principles and techniques of other sciences to biology.

Students will demonstrate an understanding of how biology influences
other disciplines.
Goals and Objectives cont.
Goal#4 To provide students with knowledge of the unifying principles and
major concepts in biology.
Objectives:

Students will demonstrate mastery of biological principles and concepts.

Students will investigate biological processes using diverse scientific
approaches or different scales.

Students will demonstrate an understanding of how historical
developments have contributed to our current understanding of biology.
Goal #5 To inform students about the values and ethics that guide biologists
in their profession, and encourage them to use these ethics and values to
guide their own practice.
Objectives:

Students
positions

Students

Students
will apply their understanding of biology to arrive at their
on ethical controversies involving biology .
will articulate the ethical dimensions of biological research.
will consider the ethical dimensions of doing biological research
Goals and Objectives cont.
Goal #6 To further students’ understanding of the scientific method.
Objectives:

Students will demonstrate their ability to apply the scientific method

Students will select and use appropriate techniques and methodologies to
do research.

Students will be able to locate and critically evaluate scientific information.
Goal #7 To foster students’ ability to be engaged citizens and lifelong learners
by making use of their biological education.
Objectives:

Students will participate in extracurricular service activities;

Students will participate in extra-curricular professional development
activities.

Students will consider the biological consequences of their personal
decisions.
If you have questions or need more
resources, contact Julie.
[email protected] 331-2400
You may access more information about the
UAC through the faculty governance website:
www.gvsu.edu/facultygov/