1 C-99 Assessing Student Learning in Graduate Degree Programs C-99 Assessing Student Learning in...

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C-99 Assessing Student Learning in Graduate Degree Programs

Bob Smallwood, University of Alabama Loraine Phillips, Texas A&M University

SACS COC Annual MeetingOrlando, FloridaDecember, 2011

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Session Outline

C. Accrediting Agency Influences

I. Graduate Program Assessment Requirements & Expectations

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

A. at Texas A&M University

III. Typical Graduate-Level Assessment Approaches

IV. Assessment Resources for Graduate Program AssessmentA. Books

B. at University of Alabama

B. Websites

V. Examples of Graduate Level Assessments

A. Program Outcomes and Measures

B. Student Learning Outcomes and Measures

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1. External Review & Site Visit

2. Internal Review

Academic Program Review (every 8 years)

Periodic, formal, evaluative, action-oriented

Focused on overall program “health” using internal and external data as evidence

Ongoing reporting requirements to ensure accountability

Outcomes-based assessment focused on learning

Continuous and ongoing process

Includes annual reporting

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1. Requirements: a. At least Three Program Outcomes (common across all programs)

2. Expectations:

3. Reports: a. Annual Outcomes Assessment Plan (due Sep 10) b. Annual Outcomes Assessment Report ( due Jul 15)

b. At least Two Student Learning Outcomes

- the program will improve and sustain a high level of recognized quality

- the program will build and sustain an optimal level of annual program enrollments and degree completions

- the program will be highly valued by its program graduates and other key constituencies it serves

- discipline-specific content knowledge

- discipline-specific methodological skills

a. At least Two Assessment Measures per Program Outcome

b. At least Two Direct Assessment Measures per SLO

c. Two year Assessment cycle for each SLO (Outcome-Measure- Result-Improvement)

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From 3.3.1.1 Develop graduate program outcomes Develop graduate student learning outcomes Assess achievement of outcomes Develop improvement initiatives Assess impact of improvements

From 3.6.1 Masters and Doctoral student learning outcomes need to be progressively more advanced in academic content

From 3.6.2 Student learning outcomes need to address discipline knowledge and research or professional practice skills

From 3.4.12 Maybe student learning outcomes ought to include related technology skill development (technology literacy)

From 4.2 Maybe student learning outcomes need to be informed by and aligned with professional organization standards, licensing bodies, or specialized accreditors

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1. Small sample size compromises statistically sound inferences and conclusions

2. Curriculum often customized to meet unique needs and goals of the graduate students…..limited subject matter common core

3. Generalizations about the graduate student experience are limited due to the varied nature of the programs

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Session Outline



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1. Demonstrate knowledge in the field

2. Conduct research projects

3. Solve problems related to the field

4. Communicate effectively in written and oral forms

5. Use a variety of sources and evaluate multiple points of view to analyze and integrate information

6. Use appropriate technologies to communicate, collaborate, conduct research, and solve problems, and to conduct reasoned arguments

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Other Typical Graduate-level Student Learning Outcomes?

1. Content knowledge2. Research skills3. Problem-solving skills4. Communication skills5. Evaluate, analyze, integrate6. Use technologies to7. ?8. ?9. ?

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Session Outline








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1. Comprehensive written exams

2. Dissertations, Theses, Scientific papers

3. Course-embedded Projects, Term Papers, or Case Studies

4. Course-embedded Exam Questions

5. ?

6. ?

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Other Typical Graduate-level Assessment Approaches?

1. Comprehensives2. Dissertations, Thesis3. Course Embedded

Projects4. Course Embedded Exams5. _6. _7. _8. _9. _

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Session Outline









B. Websites

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IV. Assessment Resources for Graduate Program AssessmentC-99 Assessing Student Learning in Graduate Degree Programs

Handout

Assessment Resources for Graduate Program Assessment

Books: Resources for Assessment-in-General: Allen, M.J. Assessing Academic Programs in Higher Education. San Francisco: Anker Publishing, 2004. Suskie, L. Assessing Student Learning: A Common Sense Guide. (2nd ed) San Francisco: Jossey-Bass, 2009. Walvoord, B. Assessment Clear and Simple: A Practical Guide for Institutions, Departments and General Education. (2nded) San Francisco: Jossey-Bass, 2010. Resources for Graduate Program Assessment: Carriveau, R.S. Connecting the Dots: Developing Student Learning Outcomes &Outcomes Based Assessments. Denton, TX.; Fancy Fox, 2010. Glatthorn, A.A. and Joyner, R. Writing the Winning Thesis or Dissertation: A Step-by-Step Guide (2nd Ed). Thousand Oaks, Corwin, 2005. Golde, C.M., and Walker, G.E. (eds.). Envisioning the Future of Doctoral Education: Preparing Stewards of the Discipline. Carnegie Essays on the Doctorate. San Francisco: Jossey-Bass, 2006. Lovitts, B.E. Making the Implicit Explicit: Creating Performance Expectations for the Dissertation . Sterling, Va.: Stylus, 2007. Lovitts, B.E. and Wert, E.L. Developing Quality Dissertations in the Sciences: A Graduate Students Guide to Achieving Excellence. Sterling, Va.: Stylus, 2009.

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Books:

a. Resources for Assessment in General b. Resources for Graduate Program Assessment

IV. Assessment Resources for Graduate Program Assessment

Websites:

a. Department Assessment Manuals

b. Internet Assessment Resources

c. Selected Sites Related to Graduate Program Assessment

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Session Outline









B. Websites




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1. At A&M: Outcome: Students will progress through the program

in a timely manner.

Measures: The program will track enrollment, semester and graduation rate

2. At UA:

Outcome: The Chemistry PhD program will build and sustain an optimal level of annual program

enrollments and degree completions.

Measures: Number of students in the PhD program for the last three fall semesters; Number of PhD degrees awarded last August + December + May commencements

Relation of number of PhD degrees awarded to ACHE viability standards

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1. At A&M:

Outcome: We expect graduate students to acquire the skills and intellectual habits of problem solvers. They should be able to identify a problem, select the

appropriate problem-solving tools, assess the need for further information, gather information cost- and time-effectively, and frame solutions that meet professional and regulatory standards.

Measures: The instructor for the FINC 672 or 673 course will include exam questions that assess them and use a rubric to score them

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2. At UA: (PhD in Electrical Engineering)

Outcome: Graduates will demonstrate expert skills and abilities in electrical and computer engineering including complex problem solving, analytical reasoning, advanced research and communication.

Measures: Results of direct, course embedded assessments (focused on advanced skills in a specialization area) will be an average of 3.0/4.0 or better for all (rubric)assessments performed in focus courses in embedded systems (ECE580, ECE 586), devices and materials (ECE 530, ECE 539) and electo-mechanical systems (ECE551, ECE579)

100% of graduates will have independently researched a topic and produced a dissertation that has been peer reviewed and accepted by a graduate advisory committee consisting of at least 5 graduate faculty members in the area of the research specialization

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Session Outline









B. Websites




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Questions or Comments

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Concurrent Session Evaluaton

C-99 Assessing Student Learning in Graduate Degree Programs

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