Outcomes to be Achieved by 2008
Developed in 2003 by Omaha Team
Top Five Outcomes
√ indicates completion as of May 2005
Priority
Outcomes
Strategies
1√
Include
assessment in
the budget
process√
Assessment committee
submits budget
proposal√
2
Publicize
outcomes
a. Include in catalog, FYE,
brochures, syllabi√, Web
site√.
b. Create newsletter
3
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√.
Measures
Indicators
Progress/Action
Report May 2005
a. Assessment line-item included
in budget. √
b. Initiatives resulting from
assessment activities are funded.
√
a. Revise/edit publications,
catalog, web site√, syllabi√ as
needed.
b. Publish newsletter
a. Line item increases. √
b. Assessment -driven
changes are funded at
an increasing rate.√
Progress: Outcome is
completed.
Action: Eliminate from
outcomes list.
Measures are done
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.
Progress: Assessment
web site exists, course
syllabus template
includes outcomes with
assessment measures.
Action: Substitute
periodic fact sheets for
newsletter. Move to
priority #4.
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: Ongoing. Move
to priority #2.
4
Faculty
Involvement
a. Develop a system for
faculty & staff training on
assessment and learning.
b. Develop a recognition,
reward, and mentoring√.
program.
5√
Define/clarify
the role of
assessment
committee and
define
processes√..
a. Continue professional
development√..
b. Educate administration
and board√..
c. Develop assessment
flowchart√..
d. Clarify role of IT in
assessment√..
a. Participation rate in
assessment increases.
b. Numbers participating in
professional development
activities increases.
c. Training schedule/plan
developed and implemented.
d. Recognition and reward plan
developed and implemented.
e. Mentor program established
and implemented√..
a. Professional development in
assessment increases√..
b. Administration and board
endorse assessment process√..
Number of faculty
involved in these
programs increases over
time.
a. Assessment
committee becomes a
standing committee√..
b .IT integrated in
assessment process.
Progress: Assessment
Coordinator mentors
program faculty.
English Department ran
multiple workshops on
writing rubric.
Assessment presented at
professional
development days.
Action: Ongoing. Move
to priority #3.
Progress: Outcome is
(relatively) completed.
Mission and Role
Statements defined.
Action: Eliminate from
outcomes list. Continue
to work with IT to get
online assessment
reporting in place.
Other Outcomes
Priority
Outcomes
Strategies
Measures
Indicators
Progress/Action
Report May 2005
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 a
GenEd assessment mechanism.
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.
Student
involvement
Feedback, focus groups,
student input.
a. Curriculum change
occurs.
b. Transcript reflects
core competencies.
Educating
administration
on the
importance of
assessment
Present to administration
importance of
assessment.
a. Student transcript addresses
core competencies.
b. Student input modifies
curriculum (interpretation of
results).
a. Assessment is included in
program review√.
b. Assessment is included in
planning (strategic) process√.
c. Assessment budget line-item√.
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: Ongoing.
Under Measures,
eliminate portfolios for
GenEd assessment,
substitute for capstone
course assessment.
Move to priority #1.
Progress: Little to no
progress made.
Action: Move to
priority #6.
Assessment influences
program review.
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
√
Decide yes or
no on AQIP√.
a. Continue research√.
b. Develop consensus
Administration buy-in as
necessary√.
Research presented to college
community√.
Decision made√.
included in planning
process.
Action: Ongoing. Add
to Measures the
inclusion of assessment
in job description (part
d.). Move to priority #5
Progress: Outcome is
completed.
Action: Eliminate from
outcomes list.