1. Assessment @ Naz Assessment Workshop – May 13 th 2015

2. Academic Assessment Committee 2014-2015 Rochelle Ruffer - Chair Jim Feuerstein Olena Prokopovych Doot Bokelman Greg Foran Jerry Zappia – Dean Representative Maria Hopkins – SLO Assessment Coordinator Alicia Collins – Data Management Specialist

3. Agenda 9:10-10:15 – Assessment Myths and Realities 10:15-10:30 – Break 10:30-12:00 – Nuts and Bolts: Stuff to Know

4. Great teaching moment!

5. Doing assessment is a thankless job.

7. Required Reporting ComponentsN# / % Recorded Student Learning Outcomes Clear statements of expected knowledge, skills, attitudes, competencies that students are expected to acquire 7271 / 99% Evidence Specific data source intended to indicate students’ progress toward an SLO 72 71 / 99% Criteria What you will look for in order to know whether the SLO has been achieved 72 59 / 82% Findings 2013-2014 Analysis of evidence 63 56 / 89% Actions 2013-2014 Next steps for improvement of outcomes based on findings 63 40 / 63%

8. 95% of assessment plans reviewed this year were deemed “meaningful and sustainable” by the Academic Assessment Committee. (n = 65)

9. There is only one right way to do program assessment.

10. Student Learning Outcomes Learning Opportunities (Evidence) Assessment (Analysis of Findings) Use Results (Actions) The Teaching – Learning Assessment Cycle

11. Student Learning Outcomes Learning Opportunities (Evidence) Assessment (Analysis of Findings) Use Results (Actions) The Teaching – Learning Assessment Cycle How many SLOs should we have? How many SLOs should we assess each year? How many sources of evidence per SLO? How many actions should we try to put into place? What is manageable, meaningful and sustainable for your program?

12. We only do assessment because Middle States says we have to.

13. Middle States expects… Clearly articulated student learning outcomes at all levels and for all programs Documented, organized and sustained assessment process to evaluate and improve student learning Assessment results that show students are achieving SLOs Evidence that assessment is used to improve teaching and learning Documented use of student learning assessment information as part of institutional assessment

14. Assessment is what good teachers always do anyway.

15. Outcomes: Students were engaged and motivated in the task Four students’ papers were accepted for publication Students newly understood their role in contributing to the knowledge base of their field Actions: Create an assessment students felt was meaningful Help students see research/scholarshi p as linked to their profession Help students see themselves as change agents

16. Making Learning Whole: How Seven Principles of Teaching Can Transform Education (2010)

18. What are your myths and realities pertaining to assessment?

19. Nuts, Bolts, Processes & Procedures: Stuff to Know

20. New Resources Academic Assessment Website www.naz.edu/academic-affairs/academic- assessment

21. What do published SLOs mean for you? They need to clearly articulate the most important outcomes of your program They need to be written for an outside audience They need to be updated as necessary Need some help? Assessment workshop 9/4 and 9/25 at 2:30

22. Assessment Committee Processes

23. Important Change Move to a two-year review cycle for programs’ assessment reports  34 programs will be reviewed in October 2015  The other 33 will be reviewed in October 2016 You will receive feedback from Assessment Committee only in years when your program is in the sample All programs are still responsible for submitting assessment reports each year A program may request a review

24. Assessment Process of the Future (as in 2015-2016) May 2015 Reminder of 10/1 due date Programs in sample notified September 2015 “Urgent Care” Assessment Workshops October-December 2015 Review 34 assessment plans Return feedback January – May 2016 Strengthening processes Professional Development

25. Nazareth College SLOs (approved April 2014) Students that graduate from Nazareth will: 1.Have demonstrated a broad and deep understanding of themselves and the world through the multiple perspectives of the liberal arts and sciences (UG) 2.Have demonstrated critical thinking and knowledge pertinent to their respective degree program and the demands of their discipline 3.Be prepared to engage as informed members of the local and global community

26. Course Level Program Level Institutional Level Linking SLOs from Course to Institutional Level Curriculum Map Reporting Form

27. Simpler Reporting Procedures If you are familiar and comfortable with TracDat, you may continue to use that tool Or you can use a much more streamlined Qualtrics form: https://naz.co1.qualtrics.com/SE/? SID=SV_abH7tVQxPIkYRTf *Link will be sent via e-mail and posted on Academic Assessment website