Graduate Assistant compiles raw data for Assessment Committee by survey (where appropriate) and by curricular objective Assessment Committee reviews compilation and discusses interesting or puzzling observations Assessment Committee notes problems to be addressed regarding survey items, curricular objectives, data compilation, courses, curriculum road map, etc. & determines appropriate person/ group to work on action items Assessment Committee prepares brief (2-3 page) summary of key findings, action items, and person/group assigned to action items Faculty/staff review summary document; possible presentation made at PIC meeting Faculty/staff work on assigned action items with assigned colleagues Faculty/staff report back to Assessment Committee when action items are completed Assessment Committee tracks action items as they are completed and prepares assessment report by due date (noting items that are pending) Closing the Loop in IST’s Curricular Assessment Process Dr. Lisa Lenze, Director of Learning Initiatives College of Information Sciences & Technology Penn State University Assessment Committee tracks evaluation of action items from year to year, to evaluate changes, and includes this in subsequent summary reports Faculty assess students’ work and complete ANGEL rubrics; PIC office, OLI, and Career Solutions collect student survey data

Graduate Assistant compiles raw data for Assessment Committee by survey (where appropriate) and by curricular objective Assessment Committee reviews compilation and discusses interesting or puzzling observations Assessment Committee makes recommendations for change in courses, surveys, curricular objectives, data compilation, curriculum road map, etc.; and assigns appropriate people/groups to specific action items Assessment Committee prepares 3-page summary of key findings, recommendations, action items, and people/groups assigned to action items Faculty review summary document Faculty discuss recommendations and designated action items at faculty meeting; also work on assigned action items with assigned colleagues Faculty report back to Assessment Committee when action items are completed Assessment Committee tracks action items as they are completed and prepares assessment report by due date (noting items that are pending) Curricular Assessment Process Dept. of Mechanical and Nuclear Engineering (contact: Dr. Laura Pauley) Assessment Committee tracks evaluation of action items from year to year, to evaluate changes, and includes this in subsequent summary reports Faculty assess students’ work

What have faculty been doing, and what more do we need them to do? DateEventActivity August 21-22, 2008Faculty RetreatCreate assessment tools for Core Courses Fall semester, 2008Committee MeetingsRefine assessment tools November, 2008All Faculty MeetingTest assessment tools; refine tools; and add documentation to ANGEL Spring semester, 09Pilot Test Tools2 faculty members in each course use tools May, 2009All Faculty MeetingReview first assessment data & refine tools August, 2009Faculty RetreatReview curricular assessment findings and amend process or tools if necessary; and begin working with non-core courses Fall 2009Data collection Individual faculty members (Core Courses) use assessment tools; create and refine tools for Non-Core Courses Spring 2010Data analysisCore Courses review and make sense of data April/May, 2010Middle States ReportWrite and submit Middle States Report

College of Information Sciences and Technology Curricular Goals for College of IST Undergraduate Students (Including both IST and SRA Majors) GOALOBJECTIVE Goal 1: Understand and apply the interdisciplinary, theoretical knowledge of the information sciences or security sciences 1a. Define and explain the core concepts, principles, processes, and theories within the academic majors of IST and/or SRA 1b. Apply the core concepts of the academic majors of IST and/or SRA to real-world problems 1c. Apply the core concepts of information and security sciences to an extended work assignment during a 300-hour internship Goal 2: Understand, apply and adapt various problem solving strategies, using appropriate technology and methods 2a. Identify information problems and/or opportunities in terms of the human, informational and technology dimensions 2b. Analyze issues surrounding the problem and/or opportunity in terms of the human, informational, and technology dimensions; and determine the requirements appropriate to understanding the situation 2c. Design systems, architectures, processes, components, or programs to meet desired needs of the human context at varying levels of analysis (e.g., individual, group, organization, society, and/or world) 2d. Deploy up-to-date and appropriate techniques, methodologies, and/or tools necessary for understanding opportunities and constraints and/or the optimal design, implementation and continuance of an information based solution