1. University Plan for the Assessment of Student Learning Spring 2006 Revisions Include: -Addition of Graduate School Learning Goals -Incorporation of recommendations from the North Central Association's site visit -Reconfiguration of the plan to parallel format of departmental plans

2. EIU’s Student Learning Goals University Undergraduate Goals University Undergraduate Goals EIU graduates will: 1. Write effectively 2. Speak effectively 3. Think critically 4. Function as responsible global citizens University Graduate Goals University Graduate Goals EIU graduates will demonstrate : 1. A depth of content knowledge including effective technology and ethical behaviors 2. Critical thinking and problem solving skills 3. Effective oral and written communication skills 4. Evidence of scholarship through research and/or creative activity Program Learning Goals Program Learning Goals 1. Departmental Specific Goals

3. NCA Self Study & NCA Report SELF STUDY SELF STUDY –Challenges & Future Considerations within Criterion 3 Departmental Assessment Plateau Departmental Assessment Plateau Degree programs do not necessarily address students’ development of attitudes and skills requisite to a life of learning in a diverse society Need to assess non-credit and certificate programs Need to assess non-credit and certificate programs Increasing faculty engagement in assessment Increasing faculty engagement in assessment Need graduate assessment related to grad education goals Need graduate assessment related to grad education goals NCA REPORT NCA REPORT –Component within Criterion 3 that needs organizational attention The Departmental Assessment Plans appear uneven in their collection and use of relevant data to improve student learning The Departmental Assessment Plans appear uneven in their collection and use of relevant data to improve student learning General Education Assessment might be better served if it is performed by individual units at the time annual assessment reports are due General Education Assessment might be better served if it is performed by individual units at the time annual assessment reports are due

4. University Assessment Plan Student Learning Goal: EIU graduates will demonstrate the ability to speak effectively. Student Learning Goal: EIU graduates will demonstrate the ability to speak effectively. –Assessed with EIU-developed rubric in CMN 1310 and senior seminars

5. Results

6. Speaking Plan of Action Continued training on the use of the speaking rubric Continued training on the use of the speaking rubric –Sept. 26, 9:30-11:30, SAC Workshop Continued promotion of the speaking website—on-line anchoring of speeches, student samples & expert explanation Continued promotion of the speaking website—on-line anchoring of speeches, student samples & expert explanation

7. EIU Graduates will Demonstrate the Ability to Think Critically Watson-Glaser Critical Thinking Appraisal Watson-Glaser Critical Thinking Appraisal Watson-Glaser administered in Senior seminars Watson-Glaser administered in Senior seminars –No college-level norms –Subtest analysis has limited validity –Total Composite Score can be compared across majors and time

8. Results

9. Critical Thinking Plan of Action Based on several semesters of data, the current measure does not adequately assess critical thinking as defined by this plan. Based on several semesters of data, the current measure does not adequately assess critical thinking as defined by this plan. In Spring 2006, a survey was administered to determine how critical thinking is formally assessed in general education courses. In Spring 2006, a survey was administered to determine how critical thinking is formally assessed in general education courses. –Results from this survey will be analyzed with findings incorporated. The option of assessing critical thinking in the EWP will be further explored. Findings will be shared with the campus community. The option of assessing critical thinking in the EWP will be further explored. Findings will be shared with the campus community.

10. EIU graduates will demonstrate the ability to function as responsible global citizens An EIU-developed survey is given on- line to freshman students at Debut and to students in senior seminar

11. Results 80-90% of both Freshman and Seniors answer Agree or Strongly agree to items such as: 80-90% of both Freshman and Seniors answer Agree or Strongly agree to items such as: –An understanding of American history helps one function as a responsible global citizen –Important to participate in community programs –Important to help people in need –Important to understand events in other parts of the world Some increase from Freshman to Seniors: Some increase from Freshman to Seniors: –Numbers registered to vote –Percent watching/reading news

12. Global Citizenship Plan of Action Given that the current survey indicates no gain in skills from the freshman to senior level, the global citizenship subcommittee is currently re-designing the survey. Given that the current survey indicates no gain in skills from the freshman to senior level, the global citizenship subcommittee is currently re-designing the survey. Once the new survey is developed, it will be piloted with expectations set at that time. The process of administration will not be changed. Once the new survey is developed, it will be piloted with expectations set at that time. The process of administration will not be changed. More direct measures of assessing this goal will be explored. More direct measures of assessing this goal will be explored.

13. Student Learning Goal: EIU graduates will demonstrate the ability to write effectively. Results from Fall 2005 Completed EWP Readings Results from Fall 2005 Completed EWP Readings # of Readers: 23; Portfolios: 312; Papers: 973

14. EWP Portfolio Results SkillStrongAdequateWeak Focus/Purpose26%53%21% Organization25%54%21% Development27%42%32% Style16%63%20% Audience20%66%13% Mechanics31%52%17% Sources30%52%18% Overall26%53%21%

15. Readers’ Insights Stronger Papers from freshman & sophomore submissions – weakest/shortest papers from Senior Sem Stronger Papers from freshman & sophomore submissions – weakest/shortest papers from Senior Sem Only weak-adequate organization overall Only weak-adequate organization overall Lacked formal/ professional tone/vocabulary Lacked formal/ professional tone/vocabulary Fewer concerns w/ mechanics Fewer concerns w/ mechanics Concern about citing information & lack of reference pages Concern about citing information & lack of reference pages

16. Readers Suggested Changes to EWP Type of papers Type of papers –No poems, listings, or non-English papers –Set minimal page requirement – short submissions difficult to evaluate Include reference pages Include reference pages Possibly gather assignment information and number of revisions from the instructor Possibly gather assignment information and number of revisions from the instructor Require one submission be a research paper Require one submission be a research paper Consider having reflection piece take the place of Senior Seminar paper or add self analysis component Consider having reflection piece take the place of Senior Seminar paper or add self analysis component

17. Writing Plan of Action Share EWP Results Share EWP Results –CAA, Faculty Senate, Deans Council, College/Dept Faculty Meetings Consider changes to content Consider changes to content –Add letter to WI instructors re: acceptable submissions (e.g. no lists. Poems, foreign language) –Survey instructors of WI courses and ask for feedback from university community –Keep initial assignment from 1000 level writing centered course (Eng1001,1002) –Explore use of EWP to evaluate critical thinking, global citizenship –Discuss if all submissions must be from WI courses or if submissions could be from the major or other upper division courses which give opportunities to demonstrate effective/mature writing –Discuss addition of a reflective piece to the portfolio

18. Writing Plan of Action (cont.) Consider Changes to Process Consider Changes to Process –Pilot online version of EWP with Banner –Examine effectiveness and use of the current rubric –Reassess submission/hold policies Faculty Development Faculty Development –How to structure writing assignments –For senior seminar instructors re: assessment pieces

19. Program Student Learning Assessment Develop Program Student Learning Objectives Develop Program Student Learning Objectives Identifying Measures Identifying Measures Setting Expectations Setting Expectations Gathering Results Gathering Results Using Results to Make Systematic Changes Using Results to Make Systematic Changes

21. CASL Goals for 2006-2007 WRITING WRITING –Further examine the EWP process and ask for feedback from University community, including a survey of instructors teaching writing-intensive courses. SPEAKING SPEAKING –Continue to facilitate SAC online training. CRITICAL THINKING CRITICAL THINKING –Continue to explore alternative methods of assessing critical thinking. GLOBAL CITIZENSHIP GLOBAL CITIZENSHIP –Investigate direct methods to assess global citizenship. Explore the possibility of using data collected from departmental Assessment Plans on the progress towards university student learning goals Explore the possibility of using data collected from departmental Assessment Plans on the progress towards university student learning goals

22. CASL Goals cont. GRADUATE ASSESSMENT GRADUATE ASSESSMENT –Continue to partner with the Graduate School to create a vital assessment plan at the graduate level. PROGRAM STUDENT LEARNING GOALS PROGRAM STUDENT LEARNING GOALS –Collaborate with department representatives in the fine tuning of their Assessment Plans CASL STRUCTURE –Develop a writing subcommittee of CASL. –Investigate the possibility of adding five more members to CASL: one more from each college and one more at-large.