1. “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

2. 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

3. 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

4. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

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

14. 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

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

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

17. 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

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

19. CONTACTS Maria Cimitile cimitilm@gvsu.edu www.gvsu.edu/clas
Julie Guevara
Carol Griffin