A Perspective on Student Learning at ECU

It’s working!

Marilyn SheererProvost and Senior Vice Chancellor

Introduction • Policymakers, Accrediting Bodies, and

Association Leaders continue to focus on assessing student learning outcomes

• What is happening on the ground at ECU?– Where does it rank in importance on our action

agenda? – To what extent are faculty involved in assessment

activities?– To what extent are faculty using the results for

improving student learning?

Themes of this Conversation

• Assessment has taken root at ECU – we can demonstrate Best Practices

• Planning and assessment are complementary work – demonstrating that we are effectively accomplishing our mission

• The UNC Performance Funding Initiative and Strategic Goals

Best Practices of Assessment

Best Practices of Assessment

• Review of Report Components

– Biology Foundations: “This meeting came to the conclusion that we needed to: 1) re-examine our assessment instrument to ensure that the data collected was meaningful and could be used for effective course redesign, and 2) come up with a method to ensure higher completion rates of the assessment tools.”

Best Practices of Assessment

• Review of Report Components- (Cont’d)

– Counseling & Student Development: “The center created therapy groups that focus on the top presenting issues. Knowing the usage patterns has enabled the center to be more prepared during peak times with back up services and support. This data has influenced how crisis counselor rotations are assigned.”

Best Practices of Assessment

• Dissemination of Results

– Economics Foundations: “Results were reported to instructors in courses surveyed and to the department faculty for use to improve course content and presentation.”

Best Practices of Assessment

• Dissemination of Results - (Cont’d)

– Academic Advising (Starfish Outcome): “Results of the surveys have been communicated to administrators and faculty. Individual meetings with departmental chairs were scheduled for the purpose of sharing survey results, receiving feedback for improvements to Starfish and training, and inquiring about faculty interest in collaborative research using Starfish.”

Assessment Best Practices

• Data-Driven Decisions

– CON Dean’s Office: “Reorganized business office to more efficiently administer grants. Frequent meetings with PIs to review budget progress. Continue to utilized university systems to ensure compliance with internal controls.”

Assessment Best Practices

• Data-Driven Decisions - (Cont’d.)

– COE Center for Science, Math & Technology (Professional Development Outcome): The data collected from the meeting helped to direct the summer professional offerings from the Center. Based on the requests, the sessions mainly addressed short-term need for teachers in mathematics and science. Over 20 sessions were offered and over 60 teachers trained in the summer in areas varying from Algebra 1 and discrete mathematics to scientific assessment and digital literacy.

Assessment Best Practices

• Data-Driven Decisions - (Cont’d)

– Office of Grants & Contracts (Training Outcome): “As requested on the survey, the training schedule was revamped to provide more meeting, webinar and on-line style sessions.  Additional training PowerPoint presentations were developed and posted to OGC website.”

Our growth in assessment!

Improvements in Institutional Effectiveness (IE) reported from SACS

Working Groups

Improvements in IE

Importance of this Work

Assessment of student learning is the centerpiece of SACS accreditation.

Authentic assessment is our top priority.

Expect close scrutiny of DE, how we monitor quality, training of faculty, peer review of instruction.

Not simply seeking SACS reaffirmation:

Importance of this Work

“We are committed to changing the way in which we assess our teaching and learning, and thus, to continuous improvement of our entire educational paradigm.”

Provost’s Update

January 11, 2011 on ECU Official

Assessment Cycle2012-2013

Tying Planning to Assessment• Alignment of learning

outcomes with the institutional mission

• Reduce the duplication of efforts

• Strategic Directions are evaluated using assessment techniques

• Assure congruent linking to optimize the accomplishment of annual and long-term goals.

• Integrate planning and assessment into existing organizational reporting efforts and timelines.

• Provide assessment and planning training to the university and implement a communication plan.

• Build a culture of continuous improvement that is centralized and based on data and the use of results.

UNC: Our Time, Our Future (DRAFT - 2012)

1. Set Degree Attainment Goals Responsive to State Needs

2. Strengthen Academic Quality

3. Serve the People of North Carolina

4. Maximize Efficiencies

5. Ensure an Accessible and Financially Stable University

• ECU Performance Based Funding Metrics – Freshmen-to-Sophomore Retention Rate– Six-Year Graduation Rate– NCCCS Transfer Student Retention Rate– Degrees Awarded to Pell Recipients– Degrees Awarded in STEM and Health

Disciplines

UNC Model For Access & Student SuccessPerformance Based Funding Metrics

United States Department of EducationStrengthening Institutions Program: Title III

• Student Learning Outcomes– development of department specific and

University-wide written, comprehensive plans for utilizing institutional effectiveness planning and assessment mechanisms to enhance student learning

• Think, Value, Communicate & Lead (TVCL) Framework– Tool to assist a faculty driven approach to

defining what an ECU graduate should look like