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. Schedule for periodic unit-wide faculty assessment discussions

2. Goals that reflect mission and values 3. Objectives that are measurable (derived

from goals)4. List of strategies (measures) to

evaluate student learning outcomes 5. Procedure for data collection and

analysis 6. 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 NCA Criteria for Accreditation

Leverage our leadership and influence to strengthen liberal learning in the university

Effectively introduce the values of liberal learning in the First Year Experience/Claiming a Liberal Education Initiative

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

#1 To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship and professional service.

#1 To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship and professional service.

#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.

Criterion 1Criterion 3Criterion 4

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.

Criterion 2Criterion 4Criterion 5

Build a supportive College of Interdisciplinary Studies internal community

Criterion 1Criterion 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 1Criterion 3Criterion 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 2Criterion 3Criterion 4Criterion 5

1. Schedule for periodic unit-wide faculty assessment discussions

o Consider convening a subcommittee to write the plan

o Report back to department/unit and get feedback

o Edit plan if neededo Submit to Dean o 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 ofinformation about the General Education Program (GE, CoIS goal 1)

3. Objectives are measurable (derived from goals)

o Student Learning Objectives (UAC required) Students will communicate observations, analyses, and arguments through group interactions, student presentations, and/or audience of WGS professionals

o Student ObjectivesIncrease the number of students who graduate from the Honors College (honors college)

o Faculty ObjectivesHire diverse faculty (lib studies)

o Programmatic ObjectivesGen Ed: Students will have access to information about the General Education Program

Student Learning Outcomes(Objectives)

o 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 outcomesHow 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.

Bloom’s Taxonomy - Hierarchy of Learning

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

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 articulateillustrate conductdefine describeapply composeanalyze integratecompare comprehendcreate plansynthesize 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

Goal(s) What will the student know or

be able to do? Student learning

outcomes (objectives)

How will you help students

learn it?Activities

How would you measure each of the behaviors in

column two?Assessment Measures

What are the assessment findings?[Report]

What changes have been made based

on assessment findings[Report]

Collection Cycle Responsibility for collection

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 communication.

2.To prepare students to be proficient in oral communica-tion.GV goal 1NCA 1,3,4

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

Lectures

Readings

Journals

Group discussions

Visual instruction

Oral presentations

Written and other course assignments

Student portfolios

Faculty and student analysis of student portfolios

Senior exit interviews

Alumni survey

Employer survey

Tests

Writing assignments

Portfolio grading inconsistent among instructors

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

Rubric for grading portfolios was developed based on discussion of portfolio gradingContinued review of WGS curriculumDevelop and implement employer survey to evaluate graduates preparedness for employmentDevelop and implement alumni survey to discern graduates perception of preparedness for employmentWriting assignment for WGS 110 was revised based on course evaluationBased partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals.

End of Capstone courseOngoing

Begin Fall 06 and collect every two years

Begin Fall 06 and collect every two years

End of each semester

Ongoing review of course evaluations

Capstone instructors w/

Chair of WGS curriculum committee

Assessment Committee

Individual faculty teaching specific course

WGS Curriculum committees

WGS – Student Learning Outcome

Goal What will the program know or

be able to do? Program outcomes

(objectives)

How will you achieve the objective?Activities

How would you measure each of the behaviors in

column two?Assessment Measures

What are the assessment findings?[Report]

What changes have been made based

on assessment findings[Report]

Collection Cycle Responsibility for collection

CoIS #4Increase diversity and intercultural competence in all areas of the College community

(LIB)

Diversify the faculty within CoIS

GVSU 4, 5NCA 1,3,4

Hire a diverse faculty

Lib Studies will create a system that ensures there is a commitment to diversity in hiring of faculty

Advertise positions in alternate publications

Diversity of candidate pool

Actively recruit diverse candidates from Ph.D. programs

Write job description to include ABD candidates

LIB STUDIES – Faculty Outcome

Goal What will the program know or

be able to do? Program outcomes

(objectives)

How will you achieve the objective?Activities

How would you measure each of the behaviors in

column two?Assessment Measures

What are the assessment findings?[Report]

What changes have been made based

on assessment findings

[Reports]

Collection Cycle Responsibility for collection

CoIS # 1

Leverage our leadership and influence to strengthen liberal learning in the university experience

(GE) Increase dissemina-tion of

Information about the General Education Program

GVSU 1,2NCA1, 3, 4

Students will have access to information about the General Education Program

Launch and maintain a General Education website.

Revise the GE handbook

Number of hitson website

Removal of all irrelevant/dead links

Website updated within 7 days of Provost having approved changes

Add Theme-specific webpages

Consolidated faculty and student handbook.

Listing of objectives in each of the categories in the handbook

GENERAL EDUCATION – Program Outcome

Example of student learning outcome from the GVSU Biology Dept.

Goal3

What will the student know or

be able to do? Student learning

outcomes (objectives)

How will you help students

learn it?Activities

How would you measure each of the behaviors in

column two?Assessment Measures

What are the assessment findings?[Report]

What changes have been made based

on assessment findings[Report]

Collection Cycle Responsibility for collection

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.

Lectures

Readings

Journals

Group discussions

Visual instruction

Oral presentations

Field experiences,

Field notes

Written and other course assignments

Student portfolios

Faculty and student analysis of student portfolios

Senior exit interviews

Alumni survey

Employer survey

Tests

Writing assignments

Portfolio grading inconsistent among instructors

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 availableAlumni data not available

Rubric for grading portfolios was developed based on discussion of portfolio gradingContinued review of Bio curriculumDevelop and implement employer survey to evaluate graduates preparedness for employmentDevelop and implement alumni survey to discern graduates perception of preparedness for employmentWriting assignment for BIO 210 was revised based on course evaluationBased partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals.

End of Capstone courseOngoing

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

Capstone instructors w/

Chair of BIOBiology curriculum committee

Director of Assessment

Individual faculty teaching specific course

BIO Curriculum committees

Biology Department

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 ObjectivesStudent 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 will apply their understanding of biology to arrive at their

positions on ethical controversies involving biology . Students will articulate the ethical dimensions of biological research. Students 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.guevaraj@gvsu.edu 331-2400

You may access more information about the UAC through the faculty governance website: www.gvsu.edu/facultygov/