Transcript FLORIDA A&M UNIVERSITY FACULTY PLANNING CONFERENCE INSTITUTIONAL LEVEL ASSESSMENT PLAN Thursday, August 18, 2005 at 1:30pm HENRY L.

FLORIDA A&M UNIVERSITY
FACULTY PLANNING CONFERENCE
INSTITUTIONAL LEVEL ASSESSMENT PLAN
Thursday, August 18, 2005 at 1:30pm
HENRY L. WILLIAMS, Ph.D., PRESENTER
ASSOCIATE PROFESSOR OF MATHEMATICS AND
ASSISTANT DEAN
COLLEGE OF ARTS AND SCIENCES
AGENDA

WHAT IS ASSESSMENT?

FAMU ASSESSMENT INFRASTRUCTURE

FAMU ASSESSMENT METHODOLOGY

FAMU ASSESSMENT TIMELINE

SUMMARY
WHAT IS ASSESSMENT?
FAMU DEFINITION OF ASSESSMENT
FAMU chooses to define assessment as “the systematic
process of documenting and analyzing the effectiveness of
the teaching and learning processes to ensure that the
expectations and standards are met in fulfilling the mission
of FAMU. The process includes monitoring and enhancing
the administrative and educational support structure that
leads to the continuous quality improvement of FAMU’s
faculty, staff and student programs and services”.
Adopted by the Institutional Level Assessment Committee
on December 15, 2004
WHAT IS ASSESSMENT?
FAMU ASSESSMENT PHILOSOPHY STATEMENT
The philosophy of assessment at FAMU is “fostering a culture of continuous
improvement of program offerings and support services to ensure student
success and institutional effectiveness.”
A successful FAMU graduate should exhibit the following characteristics:
–
–
–
–
–
–
–
–
Has achieved the goal of higher learning and development;
Has acquired substantive knowledge in a chosen major field of study;
Is a critical thinker;
Is able to communicate effectively orally and in writing;
Is prepared for lifelong learning beyond the baccalaureate degree;
Is equipped to succeed in the chosen career field;
Is prepared to assume a leading role in the community of choice; and
Is satisfied with the quality of the educational experience provided by
FAMU.
WHAT IS ASSESSMENT?
SIGNIFICANT ASSUMPTIONS
The assessment efforts of FAMU will be:
 Grounded in the institutional values set forth in the mission
statement;
 Focused primarily on improving student learning both within and
outside the classroom and functional effectiveness;
 Inclusive, participatory, and collaborative;
 Useful for multiple purposes that include, but are not limited to,
curricular revision, teaching improvement, accreditation
expectations, and public accountability; and
 An evolving institutional culture.
WHAT IS ASSESSMENT?
 SCOPE OF ASSESSMENT
 INSTRUCTIONAL PROGRAMS (IP)
 ADMINISTRATIVE AND EDUCATIONAL SUPPORT UNITS
(ADESU)
 OPERATIONAL UNITS SUPPORTING ACADEMIC PROGRAMS
 CONTINUOUS SELF-IMPROVEMENT
 LEVELS OF ASSESSMENT
 INSTITUTIONAL-LEVEL
 PROGRAM-LEVEL
 COURSE-LEVEL
FAMU ASSESSMENT INFRASTRUCTURE
University President
Provost
Office of Assessment
Committee for Institutional
Effectiveness
(CIE)
Institutional Level Assessment
Committee
(ILAC)
College/School Level
Assessment Committees
(CLAC) / (SLAC)
Program/Departmental Level Assessment
Committees (DLAC)
General Education Assessment
Committee
(GEAC)
Administrative and Educational
Support Services Divisional
Assessment Committees
(AESDAC)
FAMU ASSESSMENT INFRASTRUCTURE
 Committee for Institutional Effectiveness (CIE)
Membership consists of the President, Provost, the Director of Assessment, and other key
university officials. This committee provides accountability to a number of external
stakeholders, including alumni, members of the community, and State officials and to
provide the necessary top-level support for the success of the assessment initiative.
 Institutional Level Assessment Committee (ILAC)
Membership of this university-wide committee consists of representatives drawn from all
academic programs and administrative and educational support service units. Its aim is to
spearhead the development and monitoring of the implementation of FAMU’s assessment
processes.
 General Education Assessment Committee (GEAC)
Membership consists of representatives of all programs and areas that contribute to the
core curriculum. Its focus is to provide oversight and leadership for the design,
development and implementation of a systematic general education assessment plan.
 Administrative and Educational Support Services Divisional Assessment
Committees(AESDAC)
Representatives from each administrative and educational support unit constitute
membership in this committee. Its purpose is to provide oversight and leadership for the
design, development, and implementation of a systematic plan for assessing the quality of
the services and operations that support academic programs.
 Program/Departmental Level Assessment Committees (DLAC)
Faculty members in each instructional program will design, develop and implement a
systematic program/departmental assessment plan for that program and oversee the
assessment activities across the curriculum/functional areas.
FAMU ASSESSMENT METHODOLOGY
INSTITUTIONAL LEVEL ASSESSMENT
The institution, through the Offices of Assessment and Institutional Research, will plan and
coordinate the following institutional-wide projects:
Student Profile – high school gpa, ACT/SAT scores, and placement test and demographic data, etc.
The Freshman Survey - The NSSE/BEAM and/or CIRP Freshman Survey will provide the institution with a
campus profile as well as nationally normed data regarding college freshmen.
Alumni Satisfaction Survey –The survey will focus on the perceptions of alumni concerning the efficacy of
their educational experience at FAMU and in their degree program(s) as well as facts about their
employment.
Employer Satisfaction Survey – A survey will be designed and administered to frequent employers of FAMU
graduates. Academic programs will also be encouraged to gather data from employers of their graduates.
Student Satisfaction/Exit Survey – Work will be accomplished with the Division of Student Affairs and
Career Center to gather the perceptions of current including graduating students on their campus
experiences.
Campus Audit – With the assistance of the Division of Student Affairs, a campus audit of the learning
environment will be conducted. The audit will provide recommendations for enhancing student learning
consistent with University mission and goals.
Faculty Survey - Every three years, the nationally normed HERI Faculty Survey will be administered. In
addition to biographic and demographic data, the questionnaire focuses heavily on such issues as how
faculty members spend their time; how they interact with students; their preferred methods of teaching and
assessment; perceptions of institutional climate; and primary sources of stress and satisfaction.
FAMU ASSESSMENT METHODOLOGY
PROGRAM LEVEL ASSESSMENT
The academic programs, guided by the Divisional Office of Academic Affairs and the
Office of Assessment, will coordinate assessment activities pertaining to program
review, specialized accreditation, and student outcomes. All assessment information
will be synthesized and shared in order to maintain an institutional focus on the
assessment. A more in-depth discussion of these activities follows:
 Program Review
 Course Evaluation
 Specialized Accreditation
 Core Learning Outcomes – Working with the General Education Assessment and
Curriculum Committees and the general faculty, expected learning outcomes for
graduates will be identified based on the General Education mission and core
curriculum.
 Instructional Program Learning Outcomes - The faculty in each degree program and
certification area will identify expected learning outcomes.
 Licensure/Certification - Data pertaining to pass rates on licensure and certification will
be maintained by each academic program in which the respective profession requires or
offers such examination.
FAMU ASSESSMENT METHODOLOGY
THE FAMOUS APPROACH

THE ASSESSMENT PROCESS AT FAMU FOLLOWS THE FAMOUS METHODOLOGY
CONSISTING OF SIX STEPS.
(THE FAMOUS LINK: www.famu.edu/assessment/famous/approach.doc)
–
–
–
–
–
–

Step
Step
Step
Step
Step
Step
1:
2:
3:
4:
5:
6:
Formulate statements of outcomes.
Ascertain criteria for success.
Measure performance.
Observe and analyze results.
Use results to effect improvement.
Strengthen programs and services.
FAMU ASSESSMENT WEBSITE:
www.famu.edu/assessment
FLORIDA A&M UNIVERSITY
THE FAMU ASSESSMENT PLANNING FORMS

THE INSTRUCTIONAL PROGRAMS LINK : www.famu.edu/assessment/ip.doc

THE ADMINISTRATIVE UNITS LINK :
www.famu.edu/assessment/adesu.doc
 THE ASSESSMENT PLANNING FORM – THE MAIN TOOL
–
SECTION I: General Information (College, School, Degree Program, Contact
Person, and Dates of Submission)
–
SECTION II: INSTITUTIONAL MISSION/Goals Connection
ROW 1: University Mission Statement and Goals, Program Mission and Goals
Program Expected Outcomes (and competencies) (5 or more)
–
SECTION III: EXPECTED EDUCATIONAL OUTCOMES
ROW 2: Expected Program Outcome #1
ROW 3: Criteria for Success and Methods of Assessment
ROW 4: Summary of Results (ACTUAL RESULTS)
ROW 5: Use of Results (Implemented)
ROW 6: Strengthening Program Action Plan
 ADESU has “Expected Functional Objectives”.
 IP has “Expected Learning Outcomes”.
FAMU ASSESSMENT TIMELINE

ASSESSMENT AT FAMU

BEGINNING OF CYCLE (ROWS 1-3) STARTING IN SEPTEMBER OF EACH
YEAR
–
–
–
–
–
–
–

ANNUAL CYCLES (SEPTEMBER TO MAY)
WORKSHOPS ON ASSESSMENT TOPICS CONDUCTED THROUGHOUT THE YEAR
PREPARE AND SUBMIT THE ASSESSMENT PLANNING FORMS (IP AND ADESU).
COLLECT DATA RELATING TO THE SUBMITTED ASSESSMENT METHODS.
ANALYZE DATA RELATING TO THE ASSESSMENT METHODS.
DEVELOP ACTION PLANS FOR PROGRAM IMPROVEMENTS.
INITIATE THE PLANNED IMPROVEMENTS AND RECOMMENDATIONS.
END OF CYCLE (ROWS 4-6) STARTING IN OCTOBER (OF FOLLOWING
YEAR)
–
–
–
–
PREPARE THE INTERIM INSTITUTIONAL ASSESSMENT REPORT. (FEBRUARY)
PREPARE/SUBMIT ANNUAL ASSESSMENT REPORTS BY PROGRAMS AND UNITS.
(MAY)
PREPARE THE GENERAL EDUCATION ASSESSMENT REPORT.
PREPARE THE ANNUAL INSTITUTIONAL ASSESSMENT REPORT. (MAY)
SUMMARY
ASSESSMENT AT FAMU





MANDATED
STRUCTURED
ON-GOING (“HERE TO STAY!”)
COMPREHENSIVE
THE END RESULT – CONTINUOUS SELF-IMPROVEMENT