Achieving Student Learning Outcomes
January 2012
Annual Undergraduate Assessment Reports
Thank you to the faculty who have submitted annual assessment reports and to the assessment
committee members who reviewed the reports. The review of these reports (based on a rubric) is
summarized below:
Strengths: Most programs have developed objectives and outcomes that are consistent with ABET
expectations. Many programs have implemented a variety of direct and indirect assessment methods
(view definitions) to measure attainment of these objectives and outcomes.
Opportunities for improvement: Some programs have not yet defined performance criteria (i.e. X% of
students earn a score of X or above on an assignment, X% of students earn a score that is higher than
the national average or X% of students report gains in developing a particular skill.) Some programs are
gathering quite a bit of information, but not documenting how they have used that information to improve
student learning (ABET criterion 4.)
Examples of Best Practices: University of Kentucky
While the Department of Biosystems and Agricultural Engineering is not identical to a department at
Mines, the ABET self study report for the program includes examples of achievement of ABET criterion 4.
Tables 10 and 11 describe changes made to improve student learning. A strength of the approach
described in the report is that the faculty assess these changes to determine their effectiveness over time.
Core Curriculum Survey Invitation
The Core Curriculum Committee invites you to complete a survey regarding the effectiveness of the Core
Curriculum. The survey is online. Your feedback will:
1. Enable the committee to develop an informed understanding of the strengths and potential areas
of improvement related to the Core.
2. Guide our discussions regarding strategies for strengthening the Core.
3. Supplement the information we have gathered from employers, students, and alumni.
4. Support assessment and improvement efforts, which are related to the School’s mission as well as
to our ABET and HLC re-accreditation initiatives.
Your responses are greatly appreciated.
Assessment Mini-grant Funding
The Assessment Committee, with the support of the Office of the Provost, is pleased to make available
financial resources to fund faculty members’ efforts to engage in student learning outcomes assessment.
We are launching a mini-grant process to support school-wide, multi-department, or program/department
assessment efforts. The funding can be used to support efforts related to developing new and innovative
components of a complete cycle of assessment, as described on the assessment website.
Typically, the maximum award will be $1,500 per project per fiscal year but justifications for larger
amounts will be considered. Funds do not carry over from one fiscal year to the next. All awardees are
expected to submit a final written report upon completion of the project. The Assessment Committee will
review the applications, which should be sent via email for review. Applications will be reviewed as they
are received; there is no application deadline but funding is limited. Questions may be directed to Kay
Schneider.
Complete details of the process, eligibility requirements and an application form are online.
Best Practices in Assessing Student Learning Outcomes
The Assessment Committee has developed a “Checklist of Best Practices” in assessing student learning
outcomes. This document lists best practices related to:
Developing program objectives
Developing student outcomes
Developing a strong assessment plan
Implementing assessment plans
Using results/engaging in continuous improvement
Another useful resource is the list of Nine Principles of Good Practice for Assessing Student Learning.
This newsletter is published by the assessment office:
Kay Schneider, Director
kmschnei@mines.edu or 3087
http://inside.mines.edu/assessment