Outcomes to be Achieved by 2008
Developed in May 2005 by Assessment Committee
√ indicates completion as of May 2005
Priority
Outcomes
Strategies
Measures
Indicators
Progress/Action
Report May 2005
1
Assess general
education
across the
curriculum
GenEd faculty work with
program faculty to
develop rubrics, etc.,
supported by the
administration (deans,
etc.).
a. Evidence of co-designed
rubrics, guidelines, collaboration,
and projects.
b. Portfolios established as an
assessment mechanism for
capstone courses.
a. Five-column model is
completed by an
increasing number of
programs over time.
b. At least one GenEd
outcome included in
each program list of
outcomes.
2
All programs
are
participating
in assessment
a. Deans/Directors
advised by assessment
committee on
achievement of
assessment time line,
matrices, and audits√.
b. Presentation of same to
CASS√.
a. Program outcomes are clear
and appropriate.
b. Assessment proceeds
according to the time line.
c. Expectations and resources are
clarified.
Program audit includes
cycles being repeated
within time line
parameters.
3
Faculty
Involvement
a. Develop a system for
faculty & staff training on
assessment and learning.
b. Develop a recognition,
reward, and mentoring√.
program.
a. Participation rate in
assessment increases.
b. Numbers participating in
professional development
activities increases.
c. Training schedule/plan
developed and implemented.
Number of faculty
involved in these
programs increases over
time.
Progress: Speech and
writing rubrics
developed and piloted –
writing in ’04 and ’05,
speech in ’05. Used
CAAP test to pilot
critical thinking
assessment in ’05.
Action:
Progress: Programs
reported outcomes
assessment in 2003,
2004. Reports are due
for 2005. Less than
100% have closed the
loop. Area most
struggling is Arts and
Sciences division
Action:
Progress: Assessment
Coordinator mentors
program faculty.
English Department ran
multiple workshops on
writing rubric.
Assessment presented at
d. Recognition and reward plan
developed and implemented.
e. Mentor program established
and implemented√..
a. Revise/edit publications,
catalog, web site√, syllabi√ as
needed.
b. Publish periodic fact sheets.
professional
development days.
Action:
4
Publicize
outcomes
a. Include in catalog, FYE,
brochures, syllabi√, Web
site√.
b. Create periodic fact
sheets.
Measures are done
5
Educating
administration
on the
importance of
assessment
Present to administration
importance of
assessment.
a. Assessment is included in
program review√.
b. Assessment is included in
planning (strategic) process√.
c. Assessment budget line-item√.
d. Assessment is included in all
job descriptions.
Assessment influences
program review.
6
Student
involvement
Feedback, focus groups,
student input.
a. Student transcript addresses
core competencies.
b. Student input modifies
curriculum (interpretation of
results).
a. Curriculum change
occurs.
b. Transcript reflects
core competencies.
Progress: Assessment
web site exists, course
syllabus template
includes outcomes with
assessment measures.
Action:
Progress: Assessment
added as element in
program review process
and as budget line item.
Full cycle of program
review yet to be
completed. Assessment
as part of AQIP
included in planning
process.
Action:
Progress: Little to no
progress made.
Action: