Assessing Student Learning Workshop for Department Chairs & Program Directors Workshop for Department Chairs & Program Directors January 9, 2007

2 What is SACS? The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states…for those institutions of higher education that award associate, baccalaureate, master's or doctoral degrees. The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states…for those institutions of higher education that award associate, baccalaureate, master's or doctoral degrees. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process.

3 Compliance Certification Self-assessment of compliance with 75 requirements and standards Self-assessment of compliance with 75 requirements and standards Off-site SACS Review Nov. 6-9 Off-site SACS Review Nov. 6-9 Report sent to us on Dec. 2nd Report sent to us on Dec. 2nd Our response is due in early February Our response is due in early February On-site SACS Review March On-site SACS Review March SACS Review December SACS Review December

4 Institutional Effectiveness The institution identifies expected outcomes for its educational programs and its administrative and educational support services; The institution identifies expected outcomes for its educational programs and its administrative and educational support services; Assesses whether it achieves these outcomes; Assesses whether it achieves these outcomes; And provides evidence of improvement based on analysis of those results. And provides evidence of improvement based on analysis of those results. (Comprehensive Standard 3.3.1)

5 Institutional Effectiveness The institution identifies expected outcomes for its educational programs and its administrative and educational support services; The institution identifies expected outcomes for its educational programs and its administrative and educational support services; Assesses whether it achieves these outcomes; Assesses whether it achieves these outcomes; And provides evidence of improvement based on analysis of those results. And provides evidence of improvement based on analysis of those results. (Comprehensive Standard 3.3.1)

6 Steps in Planning & Implementing Student Learning Outcomes

7 A Recursive Approach Mission Statement – General purpose of the program Mission Statement – General purpose of the program Learning Outcomes – Must be concrete and measurable Learning Outcomes – Must be concrete and measurable Assessment Methods – Direct and indirect assessments Assessment Methods – Direct and indirect assessments Results – Tied to specific learning outcomes Results – Tied to specific learning outcomes Improvements – Relate back to the mission statement, the selected outcome, and the Results Improvements – Relate back to the mission statement, the selected outcome, and the Results

8 A Recursive Approach: Periodic Review and Revision Articulate Mission Define Outcomes Implement Assessment Examine Results Formulate Improvements

9 A brief description of the purpose of the program that may include: Major bodies of knowledge coveredMajor bodies of knowledge covered Educational and domain valuesEducational and domain values Post graduation roles (preparation for graduate or professional study, specific careers, employment goals)Post graduation roles (preparation for graduate or professional study, specific careers, employment goals) Elements of the university mission statementElements of the university mission statement Mission Statement

10 Intended Student Learning Outcomes (3-6 most important) Must be Specific Questions to ask: What should a student be able to know, think, do, or value after completing program? What does our disciplinary association or major authority in our discipline think is important for students to learn? How do we compare to peers in the preparation of our graduates? What makes our graduates successful and attractive to potential employers, graduate programs, etc.? What program goals reflect the goals of the University?

11 Potential Areas for Learning Outcomes Knowledge Base – Students will identify and explain the primary domain specific concepts Knowledge Base – Students will identify and explain the primary domain specific concepts Research Skills – Students will design and conduct basic studies using appropriate research methods, data analysis, and interpretation Research Skills – Students will design and conduct basic studies using appropriate research methods, data analysis, and interpretation Critical Thinking Skills – Students will use appropriate reasoning to recognize, develop, defend, and criticize arguments Critical Thinking Skills – Students will use appropriate reasoning to recognize, develop, defend, and criticize arguments

12 Potential Areas for Learning Outcomes Application/Problem Solving – Students will identify appropriate applications and engage in effective problem solving Application/Problem Solving – Students will identify appropriate applications and engage in effective problem solving Communication Skills – Students will communicate effectively in both written and oral forms Communication Skills – Students will communicate effectively in both written and oral forms Values – Students will demonstrate the ability to weigh evidence, tolerate ambiguity, act ethically, etc. Values – Students will demonstrate the ability to weigh evidence, tolerate ambiguity, act ethically, etc. Attainment – Students will gain entrance to high quality graduate/professional programs, receive multiple job offers, etc. Attainment – Students will gain entrance to high quality graduate/professional programs, receive multiple job offers, etc.

13 Assessment Methods Examples of Direct Evidence of Student Learning: Faculty (other-than-instructor) ratings of student work samples – graduate student committee model Faculty (other-than-instructor) ratings of student work samples – graduate student committee model Qualitative and quantitative assessments of work samples Qualitative and quantitative assessments of work samples Capstone experiences such as research projects, presentations, theses, dissertations, oral defenses, exhibitions, or performances. Capstone experiences such as research projects, presentations, theses, dissertations, oral defenses, exhibitions, or performances. Employer ratings of recent graduates Employer ratings of recent graduates Student reflections on their values, attitudes, and beliefs Student reflections on their values, attitudes, and beliefs Scores and pass rates on licensure exams Scores and pass rates on licensure exams Ratings of student skills by their field experience supervisors Ratings of student skills by their field experience supervisors An attempt is made to directly measure learning

14 Examples of Indirect Evidence of Examples of Indirect Evidence of Student Learning: Course gradesCourse grades Admissions rates into graduate programsAdmissions rates into graduate programs Quality/reputation of graduate programs into which alumni are acceptedQuality/reputation of graduate programs into which alumni are accepted Placement rates of graduates into appropriate career positions and starting salariesPlacement rates of graduates into appropriate career positions and starting salaries Questions on course evaluation forms that ask about the students’ own learningQuestions on course evaluation forms that ask about the students’ own learning Student/alumni satisfaction with their learning, collected through surveys, exit interviews, or focus groupsStudent/alumni satisfaction with their learning, collected through surveys, exit interviews, or focus groups Student participation rates in faculty research, publications, and conference presentationsStudent participation rates in faculty research, publications, and conference presentations Honors, awards and scholarships earned by students and alumniHonors, awards and scholarships earned by students and alumni An attempt is made to measure the results of having learned

15 Examine Results Articulate Mission Define Outcomes Implement Assessment Examine Results Formulate Improvements Possible Reference Points Benchmarking – successful performances rates Benchmarking – successful performances rates Trend – improvement over timeTrend – improvement over time Master/Competency Criteria – targetedMaster/Competency Criteria – targeted attainment level attainment level

16 Improvements Based on Results: Implemented, Planned or Proposed Faculty Development TeachingTeaching Mentoring and AdvisingMentoring and Advising Course and Curricular DesignCourse and Curricular Design Curricular Changes New or Revised CoursesNew or Revised Courses Revised Course SequenceRevised Course Sequence Core RequirementsCore Requirements Student Development Research ParticipationResearch Participation Placement (Graduate work, employment)Placement (Graduate work, employment) Facilities, Classrooms, Labs, etc. Specific improvement not required for each outcome, but opportunities should be systematically evaluated

17 What do you need to provide and by when? Must be completed by January 29th: Must be completed by January 29th:  Mission statement that relates to student learning  3-5 learning outcomes that follow from the mission and are measurable  Assessment method for each learning outcome Must be completed by March 12th: Must be completed by March 12th:  Final assessment plans  Preliminary results & suggested improvements Please submit all materials to Tim McNamara Please submit all materials to Tim McNamara