FACULTY LEADING ACADEMIC PROGRAM STUDENT LEARNING OUTCOMES ASSESSMENT A Case Study Presentation 2004...

FACULTY LEADING ACADEMIC PROGRAM STUDENT LEARNING OUTCOMES ASSESSMENT

A Case Study Presentation2004 IUPUI Assessment Institute

November 1, 2004Val Whittlesey, Linda Malgeri, and Susan Rouse

Kennesaw State University

Kennesaw State University (KSU) KSU is part of the University System of

Georgia; located in metropolitan Atlanta Enrollment is approximately 18,000

students More than 55 bachelor’s and master’s

degree programs Ethnic minority enrollment is 21%; more

than 1,000 international students representing 123 countries

FOCUS OF LEARNING OUTCOMES

UNIT OF ANALYSIS THE GRADUATE OF THE PROGRAM STUDENT LEARNING

ASSESSMENT ISSUES KNOWLEDGE OF GRADUATES SKILLS OF GRADUATES ATTITUDES/VALUES OF GRADUATES EDUCATIONAL GROWTH/GAINS

ASSESSMENT REPORTING PRIOR TO 2003

From 1994 to 2003, academic departments at KSU sent their annual assessment reports to the Office of Institutional Planning.

These nonstandard annual reports, ranging from 1 to 50+ pages, were simply filed away with no follow-up or feedback.

DISSATISFACTION WITH THE “A” WORD &

REPORTS

Unfocused Reports – assessments rarely tied to learning outcomes or program goals.

Uneven Reports – from exemplary content to inadequate.

Unappreciated – widespread aversion to and avoidance of assessment.

ASSURANCE OF LEARNING INITIATIVE AT KSU

Established an Assurance of Learning (AOL) Council in Spring of 2003 with High-Level Academic Leadership (AVPAA as Chair).

Council Membership Includes Two Assessment-Oriented Faculty from each College, the Director of Excellence in Teaching & Learning, and the Director of Institutional Effectiveness.

AOL COUNCIL FUNCTIONS

The AOL Council serves as a steering committee and advisory/consultative group to academic programs as they design, implement, and improve their assessments of student learning outcomes.

The AOL Council provides common structures and good practices for learning outcomes assessment and collegial formative feedback on annual reports at the program level.

SEVEN ELEMENTS OF STUDENT LEARNING

OUTCOMES ASSESSMENT

Articulating Student Learning Outcomes Connecting Outcomes to the Curriculum Connecting Outcomes to Assessment Methods Articulating Expected Results with Respect to

Outcomes Articulating the Assessment Plan & Timetable

for Collecting Data Collecting, Analyzing, & Interpreting Data Using Results for Improvement

Year One- Establishing a Firm Foundation Focus on

Elements 1 and 2 Collaborative

Model of Faculty Assisting Other Faculty

Year One

Programs addressed elements 1 and 2

Reports due on Dec. 31, 2003 AOL Council provided formative

feedback on elements 1 and 2 of the reports during spring of 2004

Year Two- Continuing a Firm Foundation Focus on

Elements 3, 4, and 5

Collaborative Model of Faculty Assisting Other Faculty

Year Two

Programs will address elements 3, 4, and 5

Reports are due on Dec. 16, 2004 AOL Council will provide formative

feedback on elements 3, 4, and 5 of the reports during spring of 2005

Year Three- Continuing a Firm Foundation Focus on

Elements 6 and 7 Collaborative

Model of Faculty Assisting Other Faculty

Year Three

Programs will address elements 6 and 7

Reports will be due on Dec. 14, 2005

AOL Council will provide formative feedback on elements 6 and 7 of the reports during spring of 2006

Assurance of Learning from the Business College’s Perspective

Organization and Structureof the Committees

University Council

College Council

Department Committees

College Council

Identify College Outcomes Develop Processes Develop Course Timeline for

Implementation Conduct Faculty Training Develop Sampling Criteria Establish Reporting Format

Department Committees

Develop Department Specific Outcomes

Link Courses to Outcomes Identify Assessment Vehicles Select Courses and Students Administer Assessment Vehicles Tabulate Results Suggest Modifications

Getting Everyone Involved

Faculty Training Committee Members All Faculty

Reward System Support from Administration Frequent Communication/E-mail

Defining Standards Multiple Accrediting Organizations

SACS AACSB

Terminology – Identify Similarities Define Graduate and Undergraduate Work with University Committee and

Communicate College Reporting Requirements.

Simplifying the Process

Manage Components Develop Step by Step Processes with

due dates Follow-up with Faculty Be Organized Develop Templates Frequent & Electronic

Communication

Opportunity for Advancement

Faculty Workshops On-line testing Curriculum Improvement Inter-disciplinary Knowledge Paper-less Files

Assurance of Learning from the History Department’s Perspective

Organization and Structureof the Committees

University Council

College Council

Department Committees

Three Concentrations of the History Major

American History and Culture World History and Culture History of Ideas

General Learning Outcomes for the History Program General knowledge of United States and

World history, including cultural contexts and general chronology.

Knowledge of varied historical interpretations, historical context, and of historical content and chronology.

Ability to conduct historical research. Ability to read and think critically. Ability to communicate effectively both

orally and in writing.

An Example of a General and Specific Learning Outcomes (LO) for the History Program

LO 3. Ability to conduct historical research. (S)

Specific LO 3.1. Student will demonstrate familiarity with a variety of available historical sources (K, S)

Specific LO 3.2. Student will identify and distinguish primary sources from secondary sources (K, S)

Specific LO 3.3. Student will demonstrate understanding and appreciation of disciplinary conventions with regard to ethical research and use of sources (S, A)

Specific LO 3.4. Student will organize sources into bibliography (S)

QUESTIONS??