University Assessment Committee Agenda
September 6, 1:30 – 3pm
W.A. Franke College of Business, Rm. 207
1. Call to order
2. Approval of the UAC minutes from May 3, 2013
3. University Assessment Committee
a. Meeting dates AY 2013-14: Sep 6, Oct 4, Nov 1, Dec 6, Feb 7, Mar 7, Apr 4, May 2
b. Our purpose
c. What we accomplished last year toward that purpose (see attachments)
i. Draft Charge/ Objectives
ii. Assessment Policy
iii. Seals Overview
iv. Senate Report
v. UAC responses to vision and purpose questions last spring
vi. NAU University Outcomes
4. Degree Program Student Learning Outcomes
a. Preparation for website
b. Process to obtain revisions
5. Faculty Outreach & Engagement
a. With which activities would each of you like to be engaged this year?
6. Report on Annual Assessment Reporting
a. Recommendations for Seals & Letters of Commendation
7. Summer Working Group (which emerged from responses to vision and purpose questions
last spring)
8. Future agenda items
a. Orientation to Annual Assessment Report Template & Feedback
b. Exploration of the Summer Work Group work
9. Adjournment
The purpose of the University Assessment Committee (UAC) is to create a positive culture of
assessment by guiding and supporting faculty as they collect and use evidence for the continual
improvement of student learning at the course, program and university levels. The committee’s
primary goal is to develop recommendations and mechanisms for good assessment practices to
flourish at NAU, working directly with faculty members and degree programs to support this
goal for all academic units (undergraduate, graduate, Flagstaff Mountain, and Extended
Campuses).
The objectives of the UAC are to:
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review, develop, and recommend institutional assessment policies and procedures; and
provide feedback to departments regarding
o the development of useful and meaningful assessment strategies, and
o how to use their assessment findings to celebrate curricular strengths and identify
areas for enhancement of curriculum and learning design.
The committee will maintain close communications with the Faculty Senate, the Office of
Curriculum, Learning Design & Academic Assessment, and other appropriate committees,
administrative bodies, and academic units. The committee recognizes that the charge of
enforcing programs to conduct assessment at the University resides within the jurisdiction of the
Provost of Academic Affairs. In keeping with shared governance, the committee will:
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Make recommendations and reports to the Senate and other units and officials of the
University concerning student learning outcomes assessment policy and effective
integration/linkage of learning outcomes assessment with program- and course-level
curriculum design;
Facilitate periodic evaluation of the academic assessment efforts occurring across all
areas of the University;
Set standards for good practice for academic assessment and ensure mechanisms are in
place for faculty to achieve those standards; and
Assess its internal assessment and curricular policies and processes to identify how well
they are working and identify methods for continual improvement.
In addition, the UAC carries out other duties as charged by the Faculty Senate.
The UAC bylaws address membership, terms, election process, and scope of responsibility.
The UAC works in collaboration with the Office of Curriculum, Learning Design, and Academic
Assessment, assisting in:
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Building relationships with degree programs and faculty about the value of assessment in
curriculum and learning design;
Developing and/or delivering work sessions, panels, roundtables, and other learning
approaches to develop faculty members’ knowledge and skills in assessment strategies
and using assessment to enhance curricular innovations;
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Tailoring resources (websites, workbooks, archives, etc.) to best assist faculty at NAU in
achieving assessment standards for good practice;
Cultivating the connections across assessment and curriculum within current
administrative processes (UCC, UGC, Faculty Senate, Academic Program Review, etc.); and
Soliciting proposals and awarding funding, as available, for programmatic and
department assessment activities and initiatives.
The Faculty Senate is committed to student learning outcomes assessment as a means of
understanding, documenting, and improving the quality of student learning at NAU. This policy
reaffirms the central role of faculty in the assessment process. Assessment of student learning is
expected to stimulate discussions among faculty about degree program student learning goals,
learning opportunities, program curriculum, and teaching techniques as means to improve student
learning. Academic units and programs will use assessment information, derived from multiple direct
and indirect measures, to identify both strengths and areas for improvement within their programs.
1.0
Purpose
Establishes university policies for the assessment of student learning at Northern Arizona
University
2.0
Definitions
Assessment of student learning – Assessment is the systematic collection, review, and use of
information about student achievement and performance in relation to academic goals
and academic strategic plans undertaken for the purpose of improving student learning
and development.
University Assessment Committee (UAC) – a committee of faculty, staff and students
chartered by the Faculty Senate.
Office of Curriculum, Learning Design, and Academic Assessment (OCLDAA) - administrative
unit charged with the centralized support for and reporting of assessment of student
learning and its utilization in the continual improvement of curriculum and learning design.
Academic unit - a department or unit with one or more courses of study with a prescribed set
of requirements that a student must complete (major and emphases, stand-alone
certificate)
Academic program – a prescribed set of University-level requirements that a student must
complete (e.g., Liberal Studies, Diversity)
Curricular initiative – curricular content prescribed at the University-level (e.g., Global
Learning Initiative)
3.0
Policies
3.1
NAU Policy for Assessment Governance. The University Assessment Committee, a
Faculty Senate committee, is the official institutional body responsible for creating and
recommending policies that govern academic assessment practices across the
university. The Faculty Senate, Academic Chairs Council, Academic Associate Deans
Academy, Provost’s Academic Leadership Council, and the President’s Cabinet will be
consulted about any policy changes. The approval process will include the Faculty
Senate and the Provost and Vice President for Academic Affairs.
3.1.1 The University Assessment Committee (UAC), with support from the Office of
Curriculum, Learning Design, and Academic Assessment (OCLDAA), is
3.2
responsible for developing and revising the Annual Assessment Reporting
process and feedback rubrics for alignment with NAU organization
development initiatives and best practices in assessment and reporting. The
UAC is responsible for reviewing submitted Annual Assessment Reports by
utilizing the publicized reporting and feedback rubric criteria for the purpose of
providing clear, consistent peer feedback to the academic unit, academic
program, and/or curricular initiative in a timely manner. Meaningful feedback
on assessment efforts should focus on documenting and celebrating student
success, improving student learning, and refining academic assessment
activities at NAU.
NAU Assessment of Student Learning. Each academic unit, academic program, or
curricular initiative involved in the content and delivery of curriculum is required to
engage in meaningful assessment of student learning for each of their undergraduate
and graduate programs (major and emphases, stand-alone certificate, or academic
program), regardless of delivery mode or location of study, and to submit an Annual
Assessment Report documenting their assessment and decision making activities each
academic year. See Annual Assessment Reporting process, procedures, and reporting
templates on the UAC website.
3.2.1 Efforts toward coordination and assessment of student learning outcomes at
the course level, the degree program level, and the university should be
apparent.
3.2.2 Each academic unit includes documentation (Annual Assessment Reports) of
the use of the assessment of student learning outcomes and achievement of
academic goals and long-term academic strategic plans in the Arizona Board of
Regents Academic Program Reviews and accreditation, when applicable.
Northern Arizona University
Seals of Assessment Excellence and Letters of Commendation for Assessment
Purpose
The purposes of Northern Arizona University’s assessment seals and letters are to 1)
recognize academic programs for outstanding work in assessing student learning through
meaningful assessment approaches and the application of assessment findings to
document and/or enhance curriculum, learning design and assessment practices, 2)
encourage academic programs to showcase program-level achievements in student
learning as well as innovations in curriculum, learning design, and academic assessment,
and 3) promote promising practices in assessment and its application to learning design
by sharing strategies and experiences across the disciplines.
The Seal of Assessment Excellence
The Seal of Assessment Excellence recognizes outstanding work on all three assessment
phases (Phase 1: Mission, Student Learning Outcomes, and Assessment Strategy, Phase 2:
Data Collection, and Phase 3: Summary of Findings, Interpretations, and
Recommendations) as evidenced by the annual assessment report.
Academic programs earning this recognition have carefully planned for assessment,
including developing a program mission, student learning outcomes, and a curriculum
map. Additionally, they have designed assessment measures and a strategy that facilitated
answering an assessment question of importance to the program. Finally, they have
included the majority, if not all, faculty members in developing and implementing the
assessment strategy as well as discussing and using assessment results to make
recommendations for changes to curriculum, learning design, and assessment. Following
best practices of assessment, these programs demonstrate the integral connection
between curriculum, learning design, and assessment processes.
The nomination process for the Seal of Assessment Excellence is conducted jointly by the
University Assessment Committee (UAC) and the Office of Curriculum, Learning Design,
and Academic Assessment (OCLDAA). UAC members review annual assessment reports
submitted during the academic year by using a detailed rubric that provides feedback to
academic programs. In addition to providing feedback, UAC review teams identify
programs to be considered for the Seal of Assessment Excellence based upon the
distinguished ratings provided by UAC members across all three phases of their
assessment reports. During the summer, OCLDAA staff review the rubric feedback and
assessment reports for all programs recommended as possible seal recipients and
determine which programs will receive a Seal of Assessment Excellence. At the first UAC
meeting each fall, the UAC reviews the list of nominated programs, prior to seeking
endorsement from the Provost and the Vice President for Academic Affairs.
The Letter of Commendation
The Letter of Commendation recognizes specific outstanding work in any of the three
assessment phases. The letter might acknowledge, for example, academic programs that
effectively used curriculum mapping for understanding and improving student learning,
developed an innovative approach to assessment design, or made improvements in the
use of assessment results over time.
Similar to the nomination process for Seals of Assessment Excellence, UAC review teams
identify programs to be considered for a Letter of Commendation as they are reviewing
Annual Assessment Reports. During the summer, the OCLDAA staff reviews the rubric
feedback for all recommended programs and compiles a list of possible recipients.
Following endorsement by the Associate Vice Provost for Curriculum and Assessment,
Letters of Commendation are sent to the academic programs early in the fall semester.
Recognition of Seal and Letter Recipients
To recognize our Seal Recipients, the Seals of Assessment Excellence are presented at a
celebration dinner during the fall semester. Additionally, an electronic seal is sent to the
program for display on their program website. Finally, program annual assessment
reports that have received the Seal of Assessment Excellence are specially designated on
the OCLDAA website in the report archives so that program faculty campus-wide can
easily find these outstanding reports and peruse them for assessment ideas.
Recipients of the Seal of Assessment Excellence or Letter of Commendation will be invited
to participate in a variety of events to share their assessment expertise with their
colleagues. As recognized leaders of assessment efforts, recipients will be invited to
share their assessment experiences with colleagues at a Café Meeting (the Café meeting is
an informal opportunity for faculty from an academic program to meet with UAC
members and OCLDAA staff over coffee and talk about assessment). Recipients will also
receive a special invitation to present their work and be recognized at the Spring NAU
Assessment Fair.
Update from the University Assessment Committee
AY 2012-13
Robert E. Till
UAC Chair
This report includes a summary of UAC accomplishments. During AY 2012-13, the UAC
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revised the NAU Assessment of Student Learning Policy (subsequently approved by Senate
and Provost)
developed and implemented a communication plan to Chairs, Colleges and Departments
about assessment so as to bolster assessment efforts on campus.
requested to have the Senate charge the UGC and UCC with collecting degree program
student learning outcomes and working toward displaying the outcomes centrally
examined the new criteria set forth for accreditation by the Higher Learning Commission
and ensured our assessment processes align with HLC requirements
developed a new web site with resources and support for annual assessment reporting
The UAC engaged in several additional activities. In particular, we
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finalized and implemented a streamlined Annual Assessment Reporting Process with clearer
standards for reporting, including a new reporting template and feedback guidelines
worked with faculty to streamline connections between specialized program accreditation
and NAU assessment reporting
developed and implemented new Seal Criteria that aligned with the streamlined reporting
process, creating a single Seal of Assessment Excellence for programs accomplishing the
entire assessment process in a distinguished fashion, and Letters of Commendation for
programs developing distinguished sections of the assessment process
identified areas for UAC outreach and engagement to bolster assessment efforts on campus
provided feedback on the new university-level learning outcomes and discussed best ways
for assessment of these to occur
directed sub-committees to review Annual Assessment Reports as they were submitted
With regard to the future of assessment efforts at NAU, the UAC generated and discussed
several questions. We considered, in particular,
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Faculty Workload concerns: How can the UAC work with college leadership to ensure
promotion of the value of strong assessment efforts for high quality academic programs and
acknowledgement of time and energy required for assessment? How can UAC encourage
and facilitate conversations about how this can be incorporated into SOEs for teaching,
research, and service?
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Relationship of curriculum and learning design to assessment: What is the relationship
between the UAC, the University Curriculum Committee, and the University Graduate
Committee? How would the connecting of assessment to curriculum and learning design
affect the relationship of the three committees? What is the role of the UCC and UGC in
programs’ assessment processes? Should the UAC, UCC, and UGC work together to review
curriculum relative to assessment findings? Most importantly, what roles and processes
should be developed among the committees to ensure that learning outcomes and student
assessment at the program level (UAC) are aligned with the learning outcomes and student
assessment at the course level (UCC/ UGC)?
Purpose, Stakeholders, Vision/ Goals & Process Responses: A Qualitative
Analysis
University Assessment Committee
In March of 2013, the University Assessment Committee responded to a series of questions about
its purpose, stakeholders, vision and goals, and process. Eleven of sixteen committee members
responded. Below is a summary of responses. In addition, an appendix is attached containing
the questions and responses of all participants, sorted by area.
In your opinion:
Purpose:
1.
What is the purpose of the University Assessment Committee (UAC)?
2.
Why does the UAC exist?
Purpose of the UAC:
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To promote, develop and create a culture of assessment that is positive and constructive,
yet realistic.
A positive culture is characterized as providing hope, encouragement and guidance to
faculty’s assessment efforts, particularly assessment efforts focused on the continual
enhancement of student learning.
UAC’s Perception of the Purpose of Assessment
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The primary purpose of assessment at NAU is for continuous improvement.
o All programs can be improved, no matter how good they are
o Assessment is meant to be used to determine whether and to what degree students’
learning improves, and whether program or course level curricular and learning
design changes either maintain or enhance student learning
The UAC desires assessment to be a key component in faculty reflections upon their daily
practice of teaching and learning
Assessment ensures student learning is occurring at the frequency and standard desired
o Assessment assists in defining what student learning we desire to occur, and using
information from assessment to determine if student learning is being achieved
o Creates meaningful connections between what we desire students to learn, what
they actually learn, and how our learning and curricular design affects what they
learn.
Some on the committee desire that assessment never be episodic or summative, while
others believe that sometimes summative assessment is necessary to get a “lay of the land”
of the learning occurring across the program.
The Role Reporting Plays in Continuous Improvement
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The feedback process as a key component of the continuous improvement process.
The reporting and feedback process:
o encourages annual reflection and action for the continued enhancement of student
learning, and
o engages faculty in continuous improvement by providing feedback that is meant to
support them in their enhancement processes.
Reporting is to ensure assessment is effective, provide feedback to make it more efficient
and ensure assessment is providing meaningful information to improve curriculum.
Continuous Improvement is Fundamental to Curriculum Design
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All curricular initiative should (must; oughtta) include assessment components,
preferably as a foundation.
Assessment is meant to:
o Help the faculty think about their curriculum as the vehicle for student
development and learning within the discipline;
o Help faculty through the process of creating a thoughtful, organized, purposeful
and meaningful curriculum at not only the course, but program level (and perhaps
university level);
o Improve curriculum development processes and effectiveness of curriculum;
o Engage faculty in the discussion of what creating a thoughtful, organized,
purposeful and meaningful curriculum means.
Curriculum Design must also include a re-evaluation of curriculum and re-selection of
learning design to ensure alignment with societal changes:
o We want to be supportive of encouraging continual re-evaluation of curriculum
goals and student learning outcomes, so that programs do not become stale and so
that our NAU graduates really have the skills and knowledge they need for success
in their chosen endeavors, and ensure that what students are learning is helpful to
them “in the real world.”
Stakeholders:
3.
In relation to the UAC, what are our long-term objectives for faculty, for programs
and for student learning?
4.
What do we want to offer to each of our faculty or departments (including students,
where applicable), that will engage them in our long-term objectives?
Building Relationships with Faculty and Administrators about the Value of Assessment
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The objective of the UAC might be to educate and recruit faculty to the view that program
assessment activities are valuable and perhaps essential for ensuring that programs
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achieve the student learning outcomes that are often bigger than those found in any one
course.
Build relationships with faculty to develop an understanding of the value of a good
assessment process in improving their academic program.
o Provide an environment in which the positive culture of assessment represents
widely-accepted values of units, departments, and the university.
o We need to incentivize collaboration, and we need to show that this work has
value to the university and to the folks we hope to do this work.
o Communicate and cooperate with other campus and University units and
committees on assessment issues
Vision/ Goals:
5.
What do we want to create? If we could be exactly what we want to be in five years,
what would that be?
6.
How will we know it when we get to that place? How would our reality be different
if we achieve this?
Long term object may be to provide a foundation for building and expanding the best practices in
education.
Finding ways to unite committees toward a single goal:
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Perhaps we could be a single committee combining the current objectives of the UCC and
UGC along with our current UAC focus on program assessment. Sub-committees might
divide up particular tasks but a process would be developed so that curriculum change
and program assessment would routinely be considered together.
Perhaps the UAC and CoLT should seek Senate endorsement of a plan to combine the
purpose or objectives of the UAC, the UCC, and the UGC under a single committee’s charge.
o We would need support from the Provost’s office and supportive data from other
universities (who have taken this direction) to change the longstanding division of
labor currently seen in the separate objectives of the UAC, UCC, and UGC.
UAC members may need to expand into thinking about instructional practices that best
accomplish what faculty have identified as what they want students to learn as well as the
curricular issues we are currently working with (alignment, goals, assessment).
Create a committee name that reflects language supporting student learning, such as:
University Student Learning Outcomes Assessment Committee
Long term changes members would like to see in faculty behaviors:
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Changes would appear in how faculty perceive assessment and curriculum:
o Faculty will view improvement of curriculum as a continuous process to support
student learning.
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o Faculty might see individual courses as a means to an end (defined in terms of
program-level student outcomes) rather than as separate “territorial” challenges
for students or as opportunities for faculty to advertise their specializations.
o Faculty are involved in assessment for its usefulness to them and not because the
administration or accreditation requires it.
Changes would appear in department reporting behaviors
o The ideal would be that in 5 years most if not all degree programs have a “culture
of assessment” where each has assessment plans that are useful to them and guide
curricular decisions.
Changes in behavior from being passive or reactive to being proactive:
o Reactive behaviors: People move from a process of “getting the boxes checked”
and passively waiting for feedback of the next cycle
o Proactive Behaviors: People seek us out for our expertise, help and suggestions AS
they build curriculum, and AS they do their assessment reporting, as much or more
than simply
Process:
7.
What do we need to provide to the UAC to achieve this?
8.
What support do we need from the institution to achieve this?
Following are areas of oversight that the committee believed it should engage:
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Facilitating periodic review and evaluation of the academic assessment effort at NAU
Identifying important issues in program assessment
Setting standards for assessment
Promoting assessment as a faculty-led process
Make recommendations and reports to the Senate and other units and officials of the
campus and University concerning student learning outcomes assessment policy and
effective integration/linkage of learning outcomes assessment with strategic planning,
budgeting, and resource allocation
Areas of “oversight” that the committee does not desire to engage in are enforcing assessment at
NAU rather than providing support to faculty for assessment.
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We are a support committee, not a judgment committee.
We play a supportive role rather than an enforcing role.
Providing Support for UAC Endeavors, including:
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General support of assessment of student learning
Providing a constructive framework to help faculty members improve curriculum and
pedagogy
Types of resources and support the UAC would like to provide:
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Guidelines for Best Practices in Assessment: Develop best practice guidelines, policies and
procedures that promote effective integration of learning outcomes assessment practices
at course, program, and campus levels and that help achieve the University's mission and
strategic goals
Providing Examples from NAU experience: To be a clearing house for experience,
transferring promising practices in assessment from one campus unit (or from outside
NAU) to less experienced units
Providing Encouragement, particularly through awards (mini grants to assist stagnating
programs in moving forward with assessment) and rewards (money for excellence in
assessment), with the purpose of providing encouragement to continue in the process.
Providing interactive support: Offer coaching, advice, examples, general help, training
seminars, and work sessions
Providing Publicity about Assessment: Visible information, processes and resources that
support faculty, departments and programs assessment efforts, and more dissemination
of what assessment does for students, faculty and programs.
Mentoring non-UAC Faculty
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As we have discussed on various occasions, department and faculty mentorship is key.
Our long term objectives might include on-going, continuous mentorship from UAC
members to departments and faculty to support and guide the departmental process of
identifying and measuring student learning.
Perhaps it would be less ambiguous and more time efficient for departments to have a
UAC subcommittee that is “assigned” to them. This way the on-going and continuous
mentorship could really take shape and include department driven goal setting for
examining student learning.
Time and Effort of Faculty, SOEs, and increasing the efficiency and effectiveness of the process:
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For each program to involve faculty, students, and stakeholders in the assessment process
in a way that is effort effective.
An additional visionary goal would be to have assessment related tasks incorporated into
SOEs for all departments across campus and some sort of released time, whether it be
from courses, other committee work, or research expectancies, credited to the people
who are taking on these tasks.
The Provost might be more vocally supportive of encouraging support for Assessment
activities in SOEs.
The UAC
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We want to be a dynamic group that optimizes resources to support university
assessment efforts with transparency and a culture that encourages assessment efforts.
A supportive body of cross-campus faculty, that assists departments in their assessment
goals. We want to be that group that the faculty approach for help and appreciation.
University Learning Outcomes
Introduction
Many universities (e.g. Portland State, Texas A&M, Fairleigh Dickinson, Central Oklahoma,
Indiana-Purdue at Indianapolis) have created and highlight “University Level” outcomes
associated with their undergraduate students. Although some of these outcomes may be
aspirations rather than actual results, just having such goals clearly articulated nevertheless
helps define what an undergraduate degree from these institutions means in concrete terms.
One question that arises with respect to such outcomes is that of “Why?” Specifically, why do
institutions devote the time and resources to create, highlight, and (hopefully) assess student
learning outcomes?
The answer is that specific and concrete student learning outcomes focus on the benefits
institutions accrue from and for both internal and external constituencies.
For internal constituencies at NAU, university-level student learning outcomes can:
1. Create a set of common goals for NAU and its students
2. Establish tangible learning objectives for each NAU student
3. Help NAU students identify and recognize potential career options
4. Help create a common identity for the NAU campus
5. Specifically link strategic plans and goals to the NAU curriculum
6. Serve as a catalyst for clarifying discussions of NAU’s educational goals
7. Serve as a model for assessment activities across the NAU campus
8. Serve as evaluative criteria for the entire NAU curriculum
For external constituencies beyond the NAU community, the prime value for university-level
student outcomes is to strengthen NAU’s identity, by showing that NAU students have more
concrete and rigorous goals, standards, and learning outcomes than do students at other
universities.
Specifically, such detailed and demanding learning outcomes can:
1. Improve marketing to prospective students and parents
2. Increase alumni connections and support
3. Improve relationships with current and potential donors
4. Improve relationships with current and potential employers
5. Serve as clear measures of accountability to the larger non-academic community
6. Create research funding opportunities
7. Help NAU communicate to the Arizona Board of Regents and the State Legislature the
importance and relevance of the breadth and depth of what we do as a university (and the
importance of the Liberal Arts foundation to that effort)
Specific and concrete student learning outcomes highlight the importance of LEARNING to
the mission of the University. While NAU’s mission statement calls for "education," having
detailed learning outcomes makes that generalization more concrete and rigorous, and hence
more applicable to the results-oriented environments of employers and donors. Specific,
concrete, and detailed learning outcomes help students succeed both inside and outside the
University.
What does it mean to be an NAU Graduate?
NAU students participate in, and contribute to, curricular, co-curricular, and community
learning environments typified by excellent teaching, cutting-edge scholarship, inspired
expression, useful undergraduate research, engaged service learning, authentic civic
engagement, and practical experience.
Our “NAU Graduates Can” statements communicate university-level student learning
outcomes that reflect our shared educational values and articulate degree program, liberal
studies, diversity, and global learning initiative goals. Learning outcomes explicitly state what
students will know, what they will be able to do, and how they will approach problem solving
and decision-making in their disciplines after successfully completing the requirements of a
course, major, and degree. While degree program student learning outcomes vary from major
to major due to specialized disciplinary skills, knowledge, values, and dispositions, an
intentional and results-oriented curriculum simultaneously demands, builds, and supports
learning opportunities that facilitate students’ cumulative, cohesive education. When
everyone on campus works toward collective outcomes, students experience coordinated
learning experiences that increase the opportunities for enriched student learning that lasts
beyond the student’s time at the university. In a word, NAU’s learning environment is holistic.
To enhance the development of students as responsible, productive, engaged citizens of a
dramatically changing world, NAU creates learning opportunities for students to gain a
deeper understanding of the natural environment and the world’s peoples, to explore the
traditions and legacies that have created the dynamics and tensions that shape the world, to
examine their potential contributions to society, and thus to better determine their own
places in that world. Through liberal arts education, students gain a breadth of knowledge
that complements the depth of knowledge and expertise that they acquire in their specific
disciplines. Breadth and depth in education are complementary, not just in terms of acquired
disciplinary knowledge, but also for development of the skills, methods, and ways of knowing
essential for thorough exploration, understanding, and addressing of the issues that arise in
our ever-changing, global world.
The fundamental goals of a liberal education express the most important learning outcomes
of all. They include the dispositions and competencies that students should strive to develop
over the course of their lives as they aspire to be engaged and thoughtful members of the
human community, regardless of their particular career paths. As such, the specific outcomes
listed below serve to enhance and support the basic aims and values that we seek to cultivate
in every member of our university community. NAU students will develop a robust
intellectual curiosity, appreciate the value of mutual collaboration, and develop the habits of
character and the practice of ethical reflection required for rigorous and honest inquiry and
for living well.
NAU Graduates Can……
Analyze, integrate, and synthesize concepts and theories, along with experiential knowledge,
to identify and creatively solve both theoretical and practical problems, promote lifelong
learning, and act as a catalyst for positive change in local and in global societies.
Demonstrate the depth and breadth of knowledge required to meaningfully
participate in local and in global societies.
• Analyze and articulate disciplinary and interdisciplinary theories, concepts, principles,
skills, and practices
• Synthesize and apply knowledge from discipline-based courses and other experiences in a
range of contexts to identify and creatively solve problems that inform decision making
• Integrate knowledge from general education courses, discipline-based courses, and
experiential learning experiences in a range of contexts to identify and solve problems that
inform decision making
Articulate the shared and unique contributions that result from diversity in global,
social, cultural, and environmental systems.
• Articulate the importance of equity, while recognizing the diversity of ethnic, cultural, and
ethical perspectives
• Articulate the importance of and options for environmental sustainability, both locally
and globally
• Analyze important local, national, and global issues from multiple viewpoints, with an
understanding of the interdependence of political, economic, environmental, and social
systems
• Appreciate the importance of artistic expression
Apply critical thinking, information literacy, quantitative reasoning, and scientific
reasoning.
• Develop well-reasoned positions that include ethical reflection
• Use appropriate strategies, tools, and technologies to identify, evaluate, analyze, integrate,
and represent information from a variety of sources
• Analyze and interpret quantitative information to solve problems
• Translate the use of formal reasoning in logic and math to strengthen skills in informal
reasoning in the arts, letters, and sciences
• Apply the scientific methods of inquiry as a problem-solving approach
Communicate effectively, in written, oral, and non-verbal forms of expression.
• Effectively communicate original and creative ideas
• Create essays, reports, proposals and other written documents that demonstrate
competence in any given subject matter and mastery of the grammar, mechanics, and format
that are effective for a range of purposes and audiences
• Create and deliver effective oral presentations that demonstrate competence in any given
subject matter and mastery of presentational techniques and styles that are effective for a
range of purposes and audiences
• Use non-verbal communication effectively
• Listen actively, thoughtfully, and critically
Nominations for Seals of Assessment Excellence and Letters of Commendation AY 20122013
Seals of Assessment Excellence
The Seal of Assessment Excellence recognizes outstanding work in all three assessment phases
as evidenced by the Annual Assessment Report.
MEd and Certificate in Educational Technologies
 Used assessment findings for continuous program improvement, including undertaking a
research study of the validity and reliability of program performance assessments
BSE Mechanical Engineering
 Used main assessment tools and secondary assessment processes to assess, reflect on,
and improve program student learning
Bachelor of Social Work
 Clearly and thoroughly presented assessment findings, interpretations, and
recommendations organized by program competencies
Letters of Commendation
The Letter of Commendation recognizes specific outstanding work in any of the three
assessment phases.
BS Accountancy
 Enabled meaningful faculty discussion and interpretation of assessment results by
making clear links among program student learning outcomes, assessment measures, and
standards
Business Administration Bachelor Degrees - Yuma
 Asked important assessment questions related to student learning outcomes in the
degree programs, explained why the questions were important, and identified how
faculty used assessment results to improve student learning
BSE Civil Engineering and BSE Environmental Engineering
 Recommended comprehensive improvements to curriculum, learning design, and assessment
MS Clinical Speech-Language Pathology
 Used multiple assessment measures to look at the achievement of program student
learning outcomes from a variety of perspectives
BS Computer Science
 Clearly and thoroughly summarized assessment findings and linked recommendations for
change to those findings
BS Hotel and Restaurant Management
 Encouraged faculty ownership of assessment by providing opportunities for faculty
training, discussion, and application of rubrics prior to piloting the rubrics in courses
across the curriculum
BSBA Management
 Generated new assessment questions based on assessment findings in order to
continuously improve student learning in the program
BS in Nursing; MS in Nursing; DPV Doctor of Nursing

Designed student learning outcomes for all programs to move students along a continuum
from novice to more expert levels of nursing practice