Program Assessment Randy Richardson University of Arizona 1.Assessing Your Environment Departmental SWOT Analysis 2.Assessing a Degree Program Learning Outcomes & Your Curriculum Heads & Chairs: 15 Nov 2012

SWOT Analysis Engage dept in reflective activity to identify SWOTs –Individually put SWOTs on sticky notes, & then on poster –Build consensus, summarize Strengths: What are we good at? Weaknesses: What aren’t we doing well? Opportunities: What external changes might benefit us? Threats: What external changes/factors might hurt us? Heads & Chairs: 15 Nov 2012

SWOT: Examples from Traveling Workshops Strengths: –Group of collegial and dedicated faculty focused on the students –Opportunity/requirement for UG research experience –Great field opportunities for instruction/research Weaknesses: –Low enrollment compared to campus peers –Recruitment of grad students limited by funding Heads & Chairs: 15 Nov 2012

Opportunities: –Collaboration with other disciplines within the university and other universities to share costs –New University curriculum to maintain relevance of current events and the needs of society Threats: –“Geology” curriculum taught elsewhere on campus – Budget cuts/pressure/state support SWOT: Examples from Traveling Workshops, con’t Heads & Chairs: 15 Nov 2012

SWOT: SERC Strong Depts Time for SWOT Questions? Heads & Chairs: 15 Nov 2012

Assessing a Degree Program: I.Identifying Skills, Goals, Experiences, Content and Values II.Curriculum Maps and Matrices Heads & Chairs: 15 Nov 2012

Curricular Model: Start by Identifying: “Threshold concepts”– the central ideas from geoscience that are important to all geo students (Randy Bass, Georgetown Univ.); e.g. deep time Goals (learning outcomes) for degree programs Skills to be acquired –Geoscience Specific; e.g. geologic mapping –General; e.g. effective communication Experiences; e.g., extended field trip Values; e.g., treat each other with respect Other Content Heads & Chairs: 15 Nov 2012

1 st Fundamental Question “What do you want your (seniors, graduates, alumni) to be able to do?” For Example... –What Discipline Specific Knowledge? –Which Problem Solving Skills? –How to Communicate Effectively? Engage your faculty –Use sticky notes (one per note) to define goals, values, experiences, skills, knowledge Heads & Chairs: 15 Nov 2012

1 st Fundamental Question, con’t Example from Cal State (University at) Chico: Many more examples at: Heads & Chairs: 15 Nov 2012

2 nd Fundamental Question Where in the curriculum (or co-curriculum) do students get these skills, experiences, etc.? –A Matrix Approach: Carleton’s “Skills” Example: a = always; s = sometimes Heads & Chairs: 15 Nov 2012

3 rd Fundamental Question How will you know your students can do what you want them to do? The Scarlet Letter: ssess ment Use capstone projects –Subjects and methods / Sources and experiences Alumni / Employer Surveys Portfolios Exams useful, sometimes Heads & Chairs: 15 Nov 2012

Figure 1: A Faculty-Driven Process for Program Level Assessment of Student Outcomes Student Learning Outcomes

Program Assessment: SERC program.html program.html Time for Assessment Questions? Heads & Chairs: 15 Nov 2012