Achieving Student Learning Outcomes
January 2015
Ins and Outs of Graduate Student/Program Assessment (lunch invitation)
Faculty are invited to a lunch discussion of graduate student/program assessment on January 13 at noon
in Student Center 236. Discussion topics may include:
This session will address the following:
 Why are we doing this (graduate student/program assessment)?
 What are the expectations?
 What are some best practices?
 What resources are available to assist faculty?
 What is the “Getting Started Guide” and how can it assist my department?
 What are the benefits of assessment to students and faculty?
 How is assessment of graduate students/programs different than the assessment of undergraduate
students/programs?
 How do I complete the annual assessment report?
 And any other topics that faculty would like to discuss.
Please RSVP to Kay Schneider.
How do I write measurable course outcomes? (lunch invitation)
Faculty are invited to a workshop to discuss how to write SMART outcomes for a single class session, a
course, a program, or for Undergraduate Council/Graduate Council course applications. We will review
and revise learning outcomes so that they are specific and measurable. The session will be held on
Thursday, January 29, 2015 at noon in Student Center Ballroom D. Lunch will be provided; please RSVP
to Kay Schneider.
A Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig
The National Institute for Learning Outcomes Assessment (NILOA) recently published a report titled “A
Simple Model for Learning Improvement: Weigh Pig, Feed Pig, Weigh Pig.” While the animal analogy is
somewhat strange, the point of the article is that universities are generally proficient at gathering evidence
regarding achievement of outcomes, but less successful at using the insights gained to make measurable
improvements to student learning. In response, the authors recommend the following assessment
process:
1. Gather evidence regarding students’ achievement of learning outcomes (or weigh the pig, in the
NILOA example.)
2. Make changes to advising, curricula, assignments, etc. based on the evidence gathered (feed the
pig.)
3. Re-assess students’ achievement of the learning outcomes to determine the impact of the
changes (re-weigh the pig.)
As indicated on the Mines’ assessment website: “An effective assessment program should spend more
time and money on using data than on gathering it…providing support for making changes in response to
the evidence.” (View source.) This goal is also supported by ABET, which intentionally defines the
gathering of assessment information and the process of making changes in response to that information
as two separate concepts:
ABET defines assessment as “One or more processes that identify, collect, and prepare data to
evaluate the attainment of program educational objectives and student outcomes. Effective
assessment uses relevant direct, indirect, quantitative, and qualitative measures as appropriate to
the objective or outcome being measured…”
ABET defines evaluation as “One or more processes for interpreting the data and evidence
accumulated through assessment practices. Evaluation determines the extent to which program
educational objectives and student outcomes are being attained. Evaluation results in decisions
and actions regarding program improvement.” (Note that this is not to be confused with end of
semester course evaluations done via Blackboard.)
The visual aid below display how the assessment process is intended to operate at Mines.
Assessment Methods Used to Assess Undergraduate Programs
Below is a matrix of assessment methods in use to assess undergraduate programs. Thank you to all
programs that submitted an annual assessment report, which is the source of this information.
AMS
CBE
CH
CE
CS
X
X
X
EB
EL
ENV
GE
GP
X
X
X
X
X
X
X
X
LAIS
ME
MME
MN
PE
PH
X
X
X
X
X
X
X
X
X
X
X
Direct Methods
Client Survey
Course Assignment
X
Employer
Survey/Interview
Exam
X
X
FE Exam
Field Session Project
Final Project
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
GRE Exam
X
Lab Assignment
X
X
X
X
X
X
X
Recruiter Survey
X
X
Senior Exam
Teamwork/Peer
Feedback
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Oral Presentation
X
X
X
X
X
X
Visiting/Advisory
Committee
X
Written Report
X
X
X
X
Indirect Methods
Alumni Survey
Focus Group
X
X
X
X
X
X
X
X
X
X
Senior Interview
Senior Survey
X
Program
Applied Math and Statistics
Chemical Engineering & Chem/Biochemical Engineering
Chemistry
Civil Engineering
Computer Science
Economics and Business
Electrical Engineering
Environmental Engineering
Geology and Geological Engineering
Geophysics
Liberal Arts and International Studies
Mechanical Engineering
Metallurgical and Materials Engineering
Mining Engineering
Petroleum Engineering
Physics
Code
AMS
CBE
CH
CE
CS
EB
EL
ENV
GE
GP
LAIS
ME
MME
MN
PE
PH
X
X
X
X
X
X
X
X
X
X
X
X
X