“Developing 136 Assessments Programs in One Year: The Good, The Bad and The Ugly” Grand Valley State University, Michigan International Assessment & Retention Conference 2007 St. Louis, MO

Grand Valley State University Public Institution West Michigan Carnegie classification, Masters 1 24,000 students Enormous growth – doubled enrollment in 12 years Liberal Education Mission

CHALLENGES University climate Competing University initiatives Faculty buy-in Assessment doesn’t equal evaluation of faculty teaching Managerial model Other faculty responsibilities Faculty learning curve Forging relationships with faculty governance members Short timetable

ACTIONS Developed a collaborative model Provided internal and external assessment workshop opportunities for faculty Created assessment websites Initiated meetings with unit heads to discuss assessment Purchased an assessment data management system

Hypothetical Case - Classics – Student Learning Goals (outcome) Minimum of 2 Goals, 2 Objectives/Goal, 2 Measures/Objective Student Learning Goals CLAS Goal(s) GVSU NCA Criteria Objectives What will the student know or be able to do? Assessment Measures How will you measure each of the objectives? Collection Cycle Responsibility for Collection Classics: 1.To expose students to the foundational elements of the Ancient Western cultures and how they impact the contemporary world. 2. Goal TBA #1 To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship and professional service. Criterion #3 The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Core component 3a The organization’s goals for student learning outcomes are clearly stated for each program and make effective assessment possible. 1A. Students will read and demonstrate comprehension of Ancient Greek and/or Roman literature, history, art, or philosophy. 1B. Students will apply knowledge of the ancient world to analyze events in the contemporary world. 1A1. Faculty analysis of student portfolios in Capstone 1A2. Oral exams in CLA XXX 1B1. Writing assignments CLA XXX 1B2. Faculty analysis of student portfolios Capstone 1A1. Capstone, Fall, 1 section 1A2. CLA XXX, Winter, 1 section 1B1.CLA XXX, Fall, 1 section 1B2. Capstone, Winter, 1 section 1A1, 1B2, Dept. portfolio committee 1A2, 1B1, Faculty teaching CLA XXX

The GOOD University-wide Collaboration Engaging with faculty governance Faculty created and owned College level Initial large group meetings Small group meetings Curmudgeon effect Availability Patience

The GOOD General Education Slow, sequential, small, and sustainable Using course-embedded measures Cheery and upbeat rather than the stick We lag behind the university by one year

The BAD (not as good) University-Wide University Assessment Committee (UAC) too isolated from faculty at large and other faculty governance committees UAC members should have had more training early on Wrong people on the bus Funding - not organized process

The BAD (not as good) cont. College level Lack of sufficient training and responsible for many other areas apart from assessment Large group meetings further in the process – expertise too varied to be effective Underestimated faculty understanding in worrying about backlash Too much information early on Information not organized sufficiently to stave off confusion Minimal recognition or reward in departments for faculty who work on assessment plans

The BAD (not as good) cont. General Education New role for the GE faculty governance committee – learning curve Process of assessment not distributed early enough Lack of communication with department chairs

The UGLY Competing University and College initiatives Workload documents Benchmarking Strategic Planning Recent reorganization of University The Heavy Hammer of NCA Faculty skepticism

WHERE WE ARE TODAY - IMPLEMENTATION FACULTY DEVELOPMENT Continue to help faculty develop measures, objectives, rubrics, surveys, and course-embedded measures How to use the assessment database Continue to refine some assessment plans Continue to develop a climate of assessment – as a meaningful, integral activity

WHERE WE ARE TODAY - IMPLEMENTATION DATA COLLECTION All units collected assessment data last year General Education starts this fall

WHERE WE ARE TODAY - IMPLEMENTATION ASSESSMENT REPORTS 1/3 of the departments will prepare an assessment report for Oct. 1/3 more in May.

SUGGESTIONS Collaborate, collaborate, collaborate!!! Administrative planning is essential Small groups for training, answering questions, providing informational models Construct groups thoughtfully according to need Simplify Be available all the time Faculty owned Goal is improving student learning Meet with departments individually Obtain funding early on and distribute through transparent process

ACKNOWLEDGEMENTS Faculty governance committees – Univ. Assessment Committee, General Education Subcommittee Individual faculty Departments

CONTACTS Maria Cimitile cimitilm@gvsu.edu www.gvsu.edu/clas Julie Guevara guevaraj@gvsu.edu www.gvsu.edu/assessment www.gvsu.edu/uac www.gvsu.edu/ncaselfstudy Carol Griffin griffinc@gvsu.edu www.gvsu.edu/gened