1. Graduate Program Assessment Dianne Horgan Tom Rhodes Grad College

2. Keep it SIMPLE Some Examples Outcomes are pretty easy (from Walvoord, 2004)

3. AME PhD AME PhD  Engage in independent and critical thinking by obtaining significant understanding of the primary and secondary areas of concentration, including minors  Develop publishable research of the highest standards under supervision of a faculty mentor  Become an expert in an area of research, fully prepared to independently continue in future positions in academia, industry or government laboratories

4. MFA in Dance The MFA in dance offers course work which enables students to gain skills and knowledge in these areas. At the end of the degree program, students will be able to:  Perform at a professional level in diverse styles of dance including ballet, jazz and/or modern dance. (Performance emphasis)  Choreograph at a professional level in diverse styles of dance (Choreography emphasis)  Understand and develop scholarly research techniques and be familiar with the written and verbal skills necessary and appropriate for the field  Articulate a personal aesthetic  Teach a dance technique class as well as an academic class.  Solve problems creatively.

5. Measures are harder  Dance performance is assessed through faculty feedback during technique classes, after performances & by individual meetings & is graded through studio classes & ensemble work.  Choreography is assessed through close faculty mentoring of graduate choreography projects (DNC694A Masters Project in Dance & DNC909 Masters Report) as well as through classes which explore the craft of choreography (DNC545A&B Advanced Choreography, DNC596E Seminar in Music & Dance Collaborations).  Writing & verbal skills are developed & assessed through the formal research class (DNC596A Critical Issues in Dance), written proposals for Master's Projects & the Final Project Proposal & writing assignments in course work (DNC546A Careers in Dance, DNC696A Graduate Forum, DNC555 Biomechanics for Dancers, DNC595A Teaching Methods of Dance, DNC596E Seminar in Music & Dance Collaborations & DNC591 001, 002 Preceptorships). The large lecture preceptorship (DNC591 002) is particularly valuable to the student as it affords them the opportunity to mentor & grade undergraduate writing assignments.  The student's personal aesthetic is developed & assessed throughout their plan of study through close mentoring by the faculty. The assessment of the personal aesthetic is further evaluated through the final project & the final oral examination which are conducted by a committee of faculty.  Students develop teaching skills & are assessed on their pedagogical knowledge through specific course work including DNC595A Teaching Methods of Dance, DNC591 001 Preceptions in Teaching Methods of Dance & DNC591 002 Preceptorship in a Large Lecture class. Teaching Methods of Dance gives the student fundamental knowledge in teaching ballet, jazz & modern dance at the beginning level. The Teaching Methods Preceptorship enables them to develop advanced knowledge & skills in a specific dance discipline & to apply this knowledge & these skills in a classroom setting. DNC591 002, the large lecture preceptoship enables the student to develop skills & knowledge for teaching a large academic lecture class. in addition graduate students are given the opportunity to teach at least one course (studio or academic) during their time of study.

6. From Masters of Accounting Program: Gainful Employment - The student will:  Exhibit professional demeanor in all classroom and community affairs  Be engaged before graduation in pursuit of employment opportunities Good outcomes, but who measures? Who collects the data? Oral & Written Communication - The student can:  Provide constructive and supportive feedback to peers How are these data collected?

7. Direct measurement is good  Student performance such as exam or project  Set of criteria by which to evaluate the performance  Analysis and interpretation of the results  Feedback loop for improvement/decision making

8.  Make your criteria explicit  Expert judgment is OK: make criteria explicit  A rubric can help  Only collect data that someone will use  Build on what you’re doing now  Results should lead to action

9. A simple grid Goals: 1. publishable research 2. ethical principles 3. teach

10. Results should lead to ACTION Don’t bother with data that won’t lead to action

11. Data for assessment: So easy a caveman can do it

13. Better information for decision making  Richer data  Real time data  Consistent data  Easy to use/gather/disseminate

14. Dashboards Instantly Updated  Canned Reports  APR info  Accreditation data  Standard survey data  Or unique for your needs  We can help you build them through Analytics (BI)  Got your own database? You can add to BI  Drill down capabilities

15. Sample Program Dashboard Median Time to Degree: 6.5 yrsCompletion Rate: 36%

16. Reports from Student Profile  Any of the hundreds of attributes can be made into unique reports for your program  All sorts of bio/demographic data  What was is SIS and Matrix PLUS:

17. Some of MY Favorites  Years to degree (from first enrollment)  Enrollment term count (# of terms student has been enrolled)  Student milestones  Grad college’s: POS, committee appointment, Comps, Adv to Candidacy, IRB, etc  YOURS: internships, core courses, qualifying exams, finger print, etc

18. Others  Any & all tests (SAT, GRE, TOEFL, GMAT, etc)  HS GPA, rank  Transfer info  Financial awards  All majors/minors/options  Academic load  GPA  credits/semester  First and last enrollment  Catalog year  HUNDREDS more

19. You Can Add Your Own Milestones  Acad Advising module will go live in AUGUST for graduate programs  Grad Coordinators now going to ‘testing’ to learn and to provide info to set up milestones and other aspects of Acad Advising.  We can add your unique milestone such as qualifying exams, internships, etc.

20. Comparison and National data  Will continue to post: http://grad.arizona.edu/faculty-and-staff  Data  UA Data UA Data UA Data  Graduate Programs Assessment Graduate Programs Assessment Graduate Programs Assessment  National Data Sources National Data Sources National Data Sources  Point-in-Time Application, Admit and Enrollment Data Point-in-Time Application, Admit and Enrollment Data Point-in-Time Application, Admit and Enrollment Data

21. MyGradColl Resources  Student Roster  Training Documentation  Signup for Testing or Training (grad college)  Plus Tom & Dianne happy to consult with you on grad program assessment

22. Mosaic Resources http://mosaic.arizona.edu/Mosaic_Training