faculty leading academic program student learning outcomes assessment a case study presentation 2004...
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FACULTY LEADING ACADEMIC PROGRAM STUDENT LEARNING OUTCOMES ASSESSMENT
A Case Study Presentation2004 IUPUI Assessment Institute
November 1, 2004Val Whittlesey, Linda Malgeri, and Susan Rouse
Kennesaw State University
Kennesaw State University (KSU) KSU is part of the University System of
Georgia; located in metropolitan Atlanta Enrollment is approximately 18,000
students More than 55 bachelor’s and master’s
degree programs Ethnic minority enrollment is 21%; more
than 1,000 international students representing 123 countries
FOCUS OF LEARNING OUTCOMES
UNIT OF ANALYSIS THE GRADUATE OF THE PROGRAM STUDENT LEARNING
ASSESSMENT ISSUES KNOWLEDGE OF GRADUATES SKILLS OF GRADUATES ATTITUDES/VALUES OF GRADUATES EDUCATIONAL GROWTH/GAINS
ASSESSMENT REPORTING PRIOR TO 2003
From 1994 to 2003, academic departments at KSU sent their annual assessment reports to the Office of Institutional Planning.
These nonstandard annual reports, ranging from 1 to 50+ pages, were simply filed away with no follow-up or feedback.
DISSATISFACTION WITH THE “A” WORD &
REPORTS
Unfocused Reports – assessments rarely tied to learning outcomes or program goals.
Uneven Reports – from exemplary content to inadequate.
Unappreciated – widespread aversion to and avoidance of assessment.
ASSURANCE OF LEARNING INITIATIVE AT KSU
Established an Assurance of Learning (AOL) Council in Spring of 2003 with High-Level Academic Leadership (AVPAA as Chair).
Council Membership Includes Two Assessment-Oriented Faculty from each College, the Director of Excellence in Teaching & Learning, and the Director of Institutional Effectiveness.
AOL COUNCIL FUNCTIONS
The AOL Council serves as a steering committee and advisory/consultative group to academic programs as they design, implement, and improve their assessments of student learning outcomes.
The AOL Council provides common structures and good practices for learning outcomes assessment and collegial formative feedback on annual reports at the program level.
SEVEN ELEMENTS OF STUDENT LEARNING
OUTCOMES ASSESSMENT
Articulating Student Learning Outcomes Connecting Outcomes to the Curriculum Connecting Outcomes to Assessment Methods Articulating Expected Results with Respect to
Outcomes Articulating the Assessment Plan & Timetable
for Collecting Data Collecting, Analyzing, & Interpreting Data Using Results for Improvement
Year One- Establishing a Firm Foundation Focus on
Elements 1 and 2 Collaborative
Model of Faculty Assisting Other Faculty
Year One
Programs addressed elements 1 and 2
Reports due on Dec. 31, 2003 AOL Council provided formative
feedback on elements 1 and 2 of the reports during spring of 2004
Year Two- Continuing a Firm Foundation Focus on
Elements 3, 4, and 5
Collaborative Model of Faculty Assisting Other Faculty
Year Two
Programs will address elements 3, 4, and 5
Reports are due on Dec. 16, 2004 AOL Council will provide formative
feedback on elements 3, 4, and 5 of the reports during spring of 2005
Year Three- Continuing a Firm Foundation Focus on
Elements 6 and 7 Collaborative
Model of Faculty Assisting Other Faculty
Year Three
Programs will address elements 6 and 7
Reports will be due on Dec. 14, 2005
AOL Council will provide formative feedback on elements 6 and 7 of the reports during spring of 2006
Assurance of Learning from the Business College’s Perspective
Organization and Structureof the Committees
University Council
College Council
Department Committees
College Council
Identify College Outcomes Develop Processes Develop Course Timeline for
Implementation Conduct Faculty Training Develop Sampling Criteria Establish Reporting Format
Department Committees
Develop Department Specific Outcomes
Link Courses to Outcomes Identify Assessment Vehicles Select Courses and Students Administer Assessment Vehicles Tabulate Results Suggest Modifications
Getting Everyone Involved
Faculty Training Committee Members All Faculty
Reward System Support from Administration Frequent Communication/E-mail
Defining Standards Multiple Accrediting Organizations
SACS AACSB
Terminology – Identify Similarities Define Graduate and Undergraduate Work with University Committee and
Communicate College Reporting Requirements.
Simplifying the Process
Manage Components Develop Step by Step Processes with
due dates Follow-up with Faculty Be Organized Develop Templates Frequent & Electronic
Communication
Opportunity for Advancement
Faculty Workshops On-line testing Curriculum Improvement Inter-disciplinary Knowledge Paper-less Files
Assurance of Learning from the History Department’s Perspective
Organization and Structureof the Committees
University Council
College Council
Department Committees
Three Concentrations of the History Major
American History and Culture World History and Culture History of Ideas
General Learning Outcomes for the History Program General knowledge of United States and
World history, including cultural contexts and general chronology.
Knowledge of varied historical interpretations, historical context, and of historical content and chronology.
Ability to conduct historical research. Ability to read and think critically. Ability to communicate effectively both
orally and in writing.
An Example of a General and Specific Learning Outcomes (LO) for the History Program
LO 3. Ability to conduct historical research. (S)
Specific LO 3.1. Student will demonstrate familiarity with a variety of available historical sources (K, S)
Specific LO 3.2. Student will identify and distinguish primary sources from secondary sources (K, S)
Specific LO 3.3. Student will demonstrate understanding and appreciation of disciplinary conventions with regard to ethical research and use of sources (S, A)
Specific LO 3.4. Student will organize sources into bibliography (S)
QUESTIONS??
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