Preparing for ABET Accreditation: Meeting Criteria 2, 3 & 4 October 12, 2006 Melissa Canady Wargo, Director Office of Assessment

ABET Assessment Terminology Program Educational Objectives Program Student Learning Outcomes Program Assessment Program Evaluation

Program Educational Objectives Focus is on student after graduation. What are your goals for students in the first few years of their career?

Program Student Learning Outcomes Focus is on what students know or can do when they complete they program; i.e., at the time of graduation. ABET defines 11 outcomes for you, but you can add additional outcomes if you choose.

Program Assessment Collection and analysis of data related to student acquisition of learning outcomes Involves development and consistent administration of multiple measures of learning, both direct and indirect.

Program Evaluation Interpretation and use of assessment results. Meaningful evaluation should translate into programmatic or curricular change.

What is outcomes-based assessment? Propose Improvements to Program Implement Changes Formulate Outcomes Develop Means of Assessment Gather & Analyze Data Interpret Results Program, School, College, University Mission, Vision, Strategic Priorities

How do I go about assessing my program? Engage program faculty in assessment conversations Commit to support assessment activities Be willing to use assessment information to make programmatic or curricular changes

How do I begin? Develop comprehensive assessment plan: Program Purpose Program Goals Intended Learning Outcomes Assessment Methods

Formulating Program Mission 3 Key Questions to Address in Purpose Statement: What is program? What does program provide? Whom does the program serve?

Sample Purpose Statement “ The MBA Program within the College of Business at James Madison University emphasizes excellence and continuous improvement in graduate learning by stressing knowledge, technical and interpersonal and experiential skills in the development of managerial decision making. The MBA Program seeks to serve part-time students who are full-time working professionals in the Shenandoah Valley and Piedmont Region of Virginia. The MBA Program also serves other professionals through contract programs utilizing on-site and distance learning methodologies.” (MBA Program, James Madison University)

Formulating Program Goals Focus on what the program provides to achieve the mission and outcomes. Keep goals brief and general Describe an ideal graduate program in your discipline at this type of institution

Sample Program Goals To develop students as successful professionals for highly competitive positions in industry, government, and academic departments. (NC State Graduate Program in Mechanical & Aerospace Engineering) To foster an intellectual appreciation for the value of multiple perspectives in the study of past and present societies. (MA in History, James Madison University)

Formulating Learning Outcomes Think SMART* Specific Measurable Attainable Results-Oriented Time-Bound * Adapted from UCF Assessment Handbook

Sample Learning Outcomes Graduate students will present research to diverse audiences through publications in professional journals and conference papers. Graduate students will advance the state of disciplinary knowledge by creating and interpreting research results specific to the field of study.

Group Exercise Part I Develop a learning outcome appropriate for a graduate program: Think about skills/knowledge related to developing students as professionals or practitioners in the field of study. Remember SMART

Formulating Assessment Methods What data will allow us to determine whether the outcome has been met? Are those data attainable? How often should those data be collected? Who is responsible for data collection, analysis, reporting? When will the collection, analysis, reporting occur?

Direct Measures of Student Learning Evaluation of: Theses/Dissertations Capstone projects or exams Culminating experiences (e.g. internships, senior thesis, etc.) Juried review of student projects or performances Student work samples (e.g., case study responses, research papers, essay responses, etc.) Collection of student work samples (portfolios) Exit exams (standardized/proprietary exams or locally developed exams) Pre- and post-tests Performance on licensure or certification exams

Indirect Measures of Student Learning Surveys (student, alumni, etc.) Exit interviews Employment or Graduate School placement rates Retention/graduation data Demographics of student population Focus groups

Group Exercise Part 2 Develop two assessment methods appropriate to the outcome, at least one must be a direct measure: Consider: –What data are needed? –Where will data be collected? –Are there mechanisms in place already? –How often are data collected? –How will data be disseminated and discussed?

How can this process be managed more effectively? Capitalize on activities you already have in place Locate and use resources from around the University Use your time and resources efficiently

Questions/Comments ?