1. STRATEGIC PLANNING AND ASSESSMENT PLANNING Presentation to CoIS Dec. 14, 2005 Julie Guevara, Accreditation and Assessment Officer (Carol Griffin, General Education, Director; Maria Cimitile, Associate Dean, CLAS)

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

3. 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

4. Missions CoIS: Connecting diverse interdisciplinary communities and cultivating innovative liberal learning. GVSU: educates students to shape their lives, their professions and their societies. The university contributes to the enrichment of society through excellent teaching, active scholarship and public service.

5. CoIS/GoalsUniversity GoalsNCA Criteria for Accreditation Leverage our leadership and influence to strengthen liberal learning in the university  Effectively introduce the values of liberal learning in the First Year Experience/Claiming a Liberal Education Initiative  Be more intentional about teaching the skills students need to be able to integrate what they are learning in various courses, disciplines and experiences as they progress at GV #1 To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship and professional service. #2 To create a broad educational experience that is guided by a philosophy supporting liberal education in all academic programs. #5 To encourage a vibrant campus culture that fosters an atmosphere of inquiry and learning in all campus settings. Criterion 1 Criterion 3 Criterion 4 Become a change agent by strengthening our influence across campus and the community #7 To enhance the image and visibility of the university and its work. #3 To build partnerships and collaborations between the university and external entities that contribute to the enrichment of society in the region, the state and beyond. Criterion 2 Criterion 4 Criterion 5 Build a supportive College of Interdisciplinary Studies internal community Criterion 1 Criterion 5 Increase diversity and intercultural competence in all areas of the College community. #5 To encourage a vibrant campus culture that fosters an atmosphere of inquiry and learning in all campus settings. #4 To promote and integrate diversity in all aspects of university life. Criterion 1 Criterion 3 Criterion 4 Ensure adequate resources#6 To effectively develop and allocate financial resources with which to advance the university mission and respond to change and emerging opportunities. Criterion 2 Criterion 3 Criterion 4 Criterion 5

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

7. 2. Goals that reflect mission and values/guiding principles A.Student Learning Goals – Students will be proficient in written communication. Required by UAC (WGS, CoIS goal 1) B. Other Types of Goals Student goals – Retain students in the honors college. (honors college, CoIS goal 1) Faculty goals – Diversify the faculty within CoIS (lib studies, CoIS goal 4) Programmatic goals – Increase dissemination of information about the General Education Program (GE, CoIS goal 1)

8. 3. Objectives are measurable (derived from goals) o Student Learning Objectives (UAC required) Students will communicate observations, analyses, and arguments through group interactions, student presentations, and/or audience of WGS professionals o Student Objectives Increase the number of students who graduate from the Honors College (honors college) o Faculty Objectives Hire diverse faculty (lib studies) o Programmatic Objectives Gen Ed: Students will have access to information about the General Education Program

9. 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.

10. Bloom’s Taxonomy - Hierarchy of Learning Knowledge Comprehension Application Analysis Synthesis Evaluation

11. Bloom’s Taxonomy  Evaluation: Judge or make a decision based on appropriate criteria  Synthesis: Combine parts into a new whole  Analysis: Break material into its components, drawing comparisons  Application: Use material in new ways, apply concepts in practical situations to solve problems  Comprehension: Describe in one own's words, provide examples  Knowledge: Recognize, recall facts, principles, theories

12. Outcomes are detailed and specific statements Outcomes typically use active verbs such as: demonstratearticulate illustrateconduct definedescribe applycompose analyzeintegrate comparecomprehend createplan synthesizeevaluate This is not an exhaustive list.

13. 4. List of 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, structured focus groups, archived course records, etc.

14. 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?

15. 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

16. Example of Table showing the process

17. Goal(s)What 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? [Report] What changes have been made based on assessment findings [Report] Collection CycleResponsibility for collection CoIS # 1 Leverage our leadership and influence to strengthen liberal learning in the university experience. (WGS) 1.To prepare students to be proficient in written communica tion. 2.To prepare students to be proficient in oral communica- tion. GV goal 1 NCA 1,3,4 Students will communicate observations, analyses, and arguments in a format typically required by a professional WGS journal. Students will communicate observations, analyses, and arguments through group interactions, student presentations, and/or audience of WGS professionals Lectures Readings Journals Group discussions Visual instruction Oral presentations 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 felt they had exposure to multiple writing and oral assignments They felt they had achieved good writing skills but felt less confident in their oral comm. skills Employer data not available Alumni data not available Rubric for grading portfolios was developed based on discussion of portfolio grading Continued review of WGS 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 WGS 110 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 evaluations Capstone instructors w/ Chair of WGS curriculum committee Assessment Committee Individual faculty teaching specific course WGS Curriculum committees WGS – Student Learning Outcome

18. GoalWhat will the program know or be able to do? Program outcomes (objectives) How will you achieve the objective? Activities How would you measure each of the behaviors in column two? Assessment Measures What are the assessment findings? [Report] What changes have been made based on assessment findings [Report] Collection CycleResponsibility for collection CoIS #4 Increase diversity and intercultural competence in all areas of the College community (LIB) Diversify the faculty within CoIS GVSU 4, 5 NCA 1,3,4 Hire a diverse faculty Lib Studies will create a system that ensures there is a commitment to diversity in hiring of faculty Advertise positions in alternate publications Diversity of candidate pool Actively recruit diverse candidates from Ph.D. programs Write job description to include ABD candidates LIB STUDIES – Faculty Outcome

19. GoalWhat will the program know or be able to do? Program outcomes (objectives) How will you achieve the objective? Activities How would you measure each of the behaviors in column two? Assessment Measures What are the assessment findings? [Report] What changes have been made based on assessment findings [Reports] Collection CycleResponsibility for collection CoIS # 1 Leverage our leadership and influence to strengthen liberal learning in the university experience (GE) Increase dissemina- tion of Information about the General Education Program GVSU 1,2 NCA1, 3, 4 Students will have access to information about the General Education Program Launch and maintain a General Education website. Revise the GE handbook Number of hits on website Removal of all irrelevant/dead links Website updated within 7 days of Provost having approved changes Add Theme- specific webpages Consolidated faculty and student handbook. Listing of objectives in each of the categories in the handbook GENERAL EDUCATION – Program Outcome

20. Example of student learning outcome from the GVSU Biology Dept.

21. Goal 3 What 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? [Report] What changes have been made based on assessment findings [Report] 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

22. 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.

23. Goals and Objectives Student Learning Outcomes ( The biology department is in the process of creating faculty, program and student 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.

24. 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

25. 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.

26. If you have questions or need more resources, contact Julie. guevaraj@gvsu.eduguevaraj@gvsu.edu 331-2400 You may access more information about the UAC through the faculty governance website: www.gvsu.edu/facultygov/ www.gvsu.edu/facultygov