1. University Assessment Committee Comprehensive Standard (CS) 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in the following area: (Institutional Effectiveness) 3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate

2. Current SACS status Reaffirmed in 2005 (assessment efforts described in the 2005 CS 3.3.1 and 3.4.1 were mostly approved) 5 th Year Interim Report (now mandated by DoE) due March 2011 Reaffirmation due in 2015

3. Goals Short term: –To determine the current state of CS 3.3.1.1 across campus in preparation for the 5 th year Interim Report –To implement an assessment plan that meets the requirements for CS 3.3.1.1 (to be included in the 5 th year Interim Report) Long term: –To create a “culture of assessment” that encompasses all of the requirements in CS 3.3.1 –To establish policies for the campus assessment process

4. UAC Representative’s Immediate Roles Act as the liaison between his/her respective college (i.e. assessment coordinators, department heads) and the Dean and/or Senior Vice Provost Serve as chair of a divisional review committee which organizes aspects of the assessment process by department

5. Short Term Goal To determine the current state of CS 3.3.1.1 across campus in preparation for the 5 th year Interim Report o Action Item: What assessment process(es) is/are currently in operation and what information is available on educational programs in your departments?

6. Short Term Goal To implement an assessment plan that meets the requirements for CS 3.3.1.1 (to be included in the 5 th year Interim Report) The Planning Stage is described in the 2005 UCF Academic Program Assessment Handbook (pp. 9-14, taken with permission from the UCF OEAS website). It consists of six steps.

7. Planning Phase Step 1. Organize for Assessment –Identify key players (Note: eventually, it will be critical for ALL faculty to be involved in this process) –Define scope of assessment; for short term, it is defined by CS 3.3.1.1 o Action Item: appointment of assessment coordinator(s) for each department (consider both undergraduate and graduate educational programs)

8. Planning Phase Step 2. Define the mission of the program. –This is a “broad statement of the directions, values and aspirations of the department with regard to its programs.” Step 3. Define the goals of the program. – “Program goals provide the basis for assessment…”. Step 4. Define the intended student learning outcomes of the program. –“The learning outcomes of a program describe the intended educational outcomes in terms of specific abilities, knowledge, values and attitudes that you want students in your program to possess.” Taken from UCF Academic Program Assessment Handbook

9. Planning Phase Step 5. Inventory existing and needed assessment methods and select assessment measures and methods. Step 6. Select assessment methods and identify assessment targets. –UCF uses at least two measures for each outcome unless a normed measure or standardized test is used.

10. Example: Biology, B.S. Mission The mission of Biology's B.S. degree program is to educate students in the fundamental concepts, knowledge, and laboratory/field techniques and skills of the life sciences in order to (1) prepare them for employment in various biology-related areas and to (2) prepare them in their pursuit of advanced degrees in biology or health-related professional schools.

11. Example: Biology, B.S. Outcome 1 BS Biology graduates will have attained a broad-based knowledge of Biology that compares favorably to their peers at a national level. Measures: 1.1 All (100%) graduates are required to take the national ETS Exam in Biology during their senior year. Fall-graduating seniors take the ETS in the fall, and spring and summer-graduating seniors take the ETS in the spring. Overall performance on the exam will be used to evaluate student learning. At least 50% of students will score above the 50th percentile. 1.2 Second measure requested to be waived.

12. Example: Biology, B.S. Outcome 7 BS Biology graduates in biology will be able to conduct laboratory or field research. Measures: 7.1 All students enrolled in BSC 4422L Biological Laboratory Techniques will be evaluated. At least 85% of all student researchers assessed will attain a satisfactory rating. Students will develop a biological field-oriented or a laboratory-oriented research problem under the direction of one or more faculty mentors. 7.2 All students enrolled in BSC 4422L Biological Laboratory Techniques will be evaluated. At least 85% of all student researchers assessed will attain a satisfactory rating. At the end of the research period, the faculty mentor will evaluate the student's research as unsatisfactory or satisfactory according to the description in the University Catalog for this course. If a student evaluation is judged as unsatisfactory the mentor will identify and correct the area of weakness in consultation with the student. An evaluation form will be completed by each mentor for each student.

13. Planning Phase o Action Item: Define mission, goals, and student learning outcomes for degree programs