Outcomes to be Achieved by 2008
Top Five Outcomes
Priority
1
2
Outcomes
Include
assessment in
the budget
process
Publicize
outcomes
3
All programs are
participating in
assessment
4
Faculty
Involvement
5
Define/clarify
the role of
assessment
Strategies
Assessment committee
submits budget proposal
a. Include in catalog, FYE,
brochures, syllabi, Web
site.
b. Create newsletter
a. Deans/Directors advised
by assessment committee
on achievement of
assessment time line,
matrices, and audits.
b. Presentation of same to
CASS.
a. Develop a system for
faculty & staff training on
assessment and learning.
b. Develop a recognition,
reward, and mentoring
program.
a. Continue professional
development.
b. Educate administration
Measures
Indicators
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.
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.
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
Number of faculty involved in
these programs increases over
time.
Measures are done
a. Assessment committee
becomes a standing committee.
b .IT integrated in assessment
committee and
define processes.
and board.
c. Develop assessment
flowchart.
d. Clarify role of IT in
assessment.
assessment process.
process.
Other Outcomes
Priority
Outcomes
Assess general
education across
the curriculum
Student
involvement
Educating
administration
on the
importance of
assessment
Decide yes or no
on AQIP
Strategies
GenEd faculty work with
program faculty to
develop rubrics, etc.,
supported by the
administration (deans,
etc.).
Feedback, focus groups,
student input.
Present to administration
importance of assessment.
a. Continue research.
b. Develop consensus
Administration buy-in as
necessary.
Measures
Indicators
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.
a. Curriculum change occurs.
b. Transcript reflects core
competencies.
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.
Research presented to college
community.
Assessment influences program
review.
Decision made.