STRATEGIC PLANNING AND ASSESSMENT PLANNING Presentation to CLAS Unit Heads Nov. 16, 2005 Maria Cimitile Julie Guevara Carol Griffin

ASSESSMENT AND STRATEGIC PLANNING  Assessment is a component of Strategic Planning  Assessment Plans will follow the University Assessment Committee format  The assessment plan is “designed to improve student learning”

Assessment Plan Components 1. Schedule for periodic unit-wide faculty assessment discussions 2. Goals that reflect mission and values 3. Objectives that are measurable (derived from goals) 4. List of strategies (measures) to evaluate student learning outcomes 5. Procedure for data collection and analysis 6. Anticipated use of findings, including curriculum/program revisions

1. Schedule for periodic unit-wide faculty assessment discussions  Consider convening a subcommittee to write the plan  Report back to department and get feedback  Edit plan if needed  Submit to UAC

2. Goals that reflect mission and values A. Student Learning Goals – required B. Other Goals – optional  Student goals that are not learning related - high graduation rate in 4 years, employment rate  Faculty goals –opportunities for scholarship development  Programmatic goals –new major emphasis

3. Objectives are measurable (derived from goals) o Student Learning Objectives (required) Students will be able to evaluate the ethics of behavior in the discipline o Student Objectives The graduation rate will be 80% or higher o Faculty Objectives The unit will provide release time for scholarship projects that exceed normal expectations o Programmatic Objectives The unit will develop a preliminary plan for a new major

Student Learning Outcomes (Objectives) o Cognitive and skill outcomes What do students know that they didn’t know before, and what can they do that they couldn’t do before? Demonstrable knowledge and skills. o Affective outcomes How has their college experience impacted students’ values, goals, attitudes, self-concepts, world views, and behaviors. How has it developed students’ many potentials? Enhanced their value to themselves, families and communities.

Outcomes are detailed and specific statements Outcomes typically use active verbs such as (see handouts on Blooms Taxonomy): demonstratearticulate illustrateconduct definedescribe applycompose analyzeintegrate comparecomprehend createplan synthesizeevaluate This is not an exhaustive list.

4. List of strategies (measures) to evaluate student learning outcomes Direct measures - evaluation of exams, papers, projects, national exams, interaction with client/internship, artistic performances, etc. Best if done using a rubric (scoring guide). Indirect measures - student surveys, alumni surveys, grad school or job placement, etc.

5. Procedure for data collection and analysis  From which class(es) will you collect assignments for evaluation?  If you’re using a test, how will you administer it (which students, when)?  Who will do the evaluation?  Where will you get other data from?  Who will summarize the findings?  What do the findings mean?

6. Anticipated use of findings, including curriculum/program revisions How will you use information to improve curriculum/program by:  changing curriculum if appropriate  providing faculty development resources  making budgetary requests  informing strategic plans and self study

Example of report statement Remember you don’t want the findings to just sit on a shelf; you want to make them useful to you! Department (subcommittee) will evaluate the assessment findings to:  determine if and what programmatic changes are necessary  determine if and what curriculum changes are necessary  etc.

Example of Table showing the entire process

GoalWhat will the student know or be able to do? Student learning outcomes (objectives) How will you help students learn it? Activities How would you measure each of the behaviors in column two? Assessment Measures What are the assessment findings? What changes have been made based on assessment findings Collection CycleResponsibility for collection To prepare students to be proficient in (scientific) oral and written communication Students will communicate scientific observations, analyses, and arguments in a format typically required by a professional biology journal. Students will communicate scientific observations, analyses, and arguments through group interactions, student presentations, and/or audience of biologist. Lectures Readings Journals Group discussions Visual instruction Oral presentations Field experiences, Field notes Written and other course assignments Student portfolios Faculty and student analysis of student portfolios Senior exit interviews Alumni survey Employer survey Tests Writing assignments Portfolio grading inconsistent among instructors Exit interviews indicate that students feel they had exposure to theoretical perspectives in most classes and felt that they had obtained breadth and depth within the discipline Employer data not available Alumni data not available Rubric for grading portfolios was developed based on discussion of portfolio grading Continued review of Bio curriculum Develop and implement employer survey to evaluate graduates preparedness for employment Develop and implement alumni survey to discern graduates perception of preparedness for employment Writing assignment for BIO 210 was revised based on course evaluation Based partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals. End of Capstone course Ongoing Begin Fall 06 and collect every two years End of each semester Ongoing review of course evals Capstone instructors w/ Chair of BIO Biology curriculum committee Director of Assessment Individual faculty teaching specific course BIO Curriculum committees Biology Department

GoalWhat will the student know or be able to do? Student learning outcomes (objectives) How will you help students learn it? Activities How would you measure each of the behaviors in column two? Assessment Measures What are the assessment findings? What changes have been made based on assessment findings Collection CycleResponsibility for collection To prepare students to understand the relationship between biology and other disciplines Students will apply principles and techniques of other sciences to biology. Students will demonstrate an understanding of how biology influences other disciplines. Lectures Readings Journals Group discussions Visual instruction Oral presentations Field experiences, Field notes Written and other course assignments Student portfolios Faculty and student analysis of student portfolios Senior exit interviews Alumni survey Employer survey Tests Writing assignments Portfolio grading inconsistent among instructors Exit interviews indicate that students feel they had exposure to theoretical perspectives in most classes and felt that they had obtained breadth and depth within the discipline Employer data not available Alumni data not available Rubric for grading portfolios was developed based on discussion of portfolio grading Continued review of Bio curriculum Develop and implement employer survey to evaluate graduates preparedness for employment Develop and implement alumni survey to discern graduates perception of preparedness for employment Writing assignment for BIO 210 was revised based on course evaluation Based partly on student evaluations, end of semester course evals were rewritten to strengthen the relationships between course objectives and program goals. End of Capstone course Ongoing Begin Fall 06 and collect every two years End of each semester Ongoing review of course evals Capstone instructors w/ Chair of BIO Biology curriculum committee Director of Assessment Individual faculty teaching specific course BIO Curriculum committees Biology Department

Example from the GVSU Biology Dept.

Biology Department Mission Statement:  The biology department seeks to prepare students to be critical thinkers, engaged citizens and creative and competent professionals in the biological sciences through integrating meaningful practical experiences with excellent classroom teaching.

Goals and Objectives Goal #1 To prepare students for careers where they can make use of their biological education. Objectives:  Students will be admitted to further educational programs in the biological sciences or other relevant fields.  Students will be placed in jobs that require them to exploit their education in biology. Goal #2 To prepare students to be proficient in scientific oral and written communication. Objectives:  Students will communicate scientific observations, analyses, and arguments in a format typically required by biology professionals in their fields.  Students will orally communicate scientific observations, analyses, and arguments in group interactions and presentations. Goal #3 To prepare students to understand the relationship between biology and other disciplines. Objectives:  Students will apply principles and techniques of other sciences to biology.  Students will demonstrate an understanding of how biology influences other disciplines.

Goals and Objectives cont. Goal#4 To provide students with knowledge of the unifying principles and major concepts in biology. Objectives:  Students will demonstrate mastery of biological principles and concepts.  Students will investigate biological processes using diverse scientific approaches or different scales.  Students will demonstrate an understanding of how historical developments have contributed to our current understanding of biology. Goal #5 To inform students about the values and ethics that guide biologists in their profession, and encourage them to use these ethics and values to guide their own practice. Objectives:  Students will apply their understanding of biology to arrive at their positions on ethical controversies involving biology.  Students will articulate the ethical dimensions of biological research.  Students will consider the ethical dimensions of doing biological research

Goals and Objectives cont. Goal #6 To further students’ understanding of the scientific method. Objectives:  Students will demonstrate their ability to apply the scientific method  Students will select and use appropriate techniques and methodologies to do research.  Students will be able to locate and critically evaluate scientific information. Goal #7 To foster students’ ability to be engaged citizens and lifelong learners by making use of their biological education. Objectives:  Students will participate in extracurricular service activities;  Students will participate in extra-curricular professional development activities.  Students will consider the biological consequences of their personal decisions.

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