Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
I.
Introduction (Could also start with an executive summary of the chapter)
A. What the Reader Will See In this Section (summarize the chapter/section)
1. VCSU continues to ensure its institutional effectiveness (that both educational and other purposes
are fully addressed). Based in the “Levels of Implementation”, the pattern of evidence presented
will support this assertion.
2. VCSU’s academic and student services play a key role in meeting these purposes and as such, are
intimately involved in VCSU’s assessment efforts.
3. Finally, VCSU’s successes and challenges will be evaluated and summarized.
4. An action plan for addressing the challenges and building upon VCSU successes will follow.
B. Setting the Context: Assessment and “A Decade of Transformation”
1. Setting the Context
a. Rotation of VPs during last decade
b. Impact of New state-driven planning initiatives, e.g., Roundtable Report, Cornerstones, etc
c. Accountability to students, parents, public, etc.
2. Assessment and Transformation - administrative commitment to excellent teaching and effective
student learning (Les)
a. Why Assessment – Why is it important (commitment to students, quality instruction, etc)
b. VCSU – rapid change/movement away from scan skills to abilities, a quantum leap
c. Purposes of Assessment at VCSU
d. Assessment - Where VCSU will be 10 years from now
II.
Academic Organizational Structure and Curriculum
A. General Education Program
1. Changes in the last 10 years
a. General Education replaces Foundation Studies
b. Abilities and Skills
B. Current Programs/Degrees – Overview (detail in resource room or in appendix)
1. Overview of Divisions
Divisions:
The Division of Communication Arts and Social Science
Goals: The general goals of the Division are: 1) to serve the fundamental needs of all students through
courses aimed at achieving stated skills in the Communication Arts; 2) to help all students achieve a
better understanding of the common cultural heritage, beliefs, and values through the study of the
humanities; 3) to promote an understanding of social organization and interactions through the study of
history and the social sciences; and 4) to promote global awareness and appreciation of diverse cultures
through the study of language and opportunities to study in other countries.
Abilities:
Courses leading to a major in the Division of Communication Arts and Social Science will help students
develop the following abilities:
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Communication:
Excellent writing and speaking abilities
Aesthetic Engagement / Problem Solving: Sophisticated analytical skills
Problem Solving / Technology:
Competent researcher
Global Awareness:
Synthesizes language, life, and culture
Assessment Activities / Outcomes:
The Division of Communication Arts and Social Science uses a multi-faceted assessment process to
ensure high quality and promote valuable changes within its programs.
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Development of criteria and policies for admission to and continuance in the programs.
Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating instructor or employer,
and faculty mentor.
Student portfolio development.
Student evaluation of course objectives.
Digital portfolios as an exit requirement.
[Divisional improvement plan.]
Assessment of student success takes place from entry to exit:
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General education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences, internships, or study abroad.
Divisional expectations of students are high:
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The Division and its programs have specific requirements, goals, and objectives.
The requirements are linked to University abilities and skills.
Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:
 Through assessment and reflection, abilities and portfolios continue to evolve.
 Definitions and rubrics for abilities and skills reflect University program objectives.
 Employer surveys provide input regarding the changing needs of the workplace.
Exit information regarding new graduates is gathered through:


Surveys of first-year teachers conducted by the VCSU Career Planning and Placement Office.
Surveys of employers who have hired VCSU graduates conducted by the Career Planning and
Placement Office.
 Focus group discussions with graduating seniors.
Say something about how the assessment information goes back to faculty, students, programs, etc.
The Division of Education and Psychology
Goals: The broad goals of the teacher education program at Valley City State University are to prepare
entry-level teachers who: (1) are capable of teaching and guiding students of varying backgrounds,
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
strengths, and needs; (2) are competent decision makers; (3) are skilled in planning, implementing, and
evaluating learning experience for students: (4) view decision making as a reflective process; (5)
understand and are committed to the moral dimensions of teaching; (6) select and apply technology
appropriately; and (7) accept the view that professional growth and development is an on-going, neverending process.
Abilities: In addition to developing the eight General Education Abilities at a higher level, students in
the Education and Psychology Division will become proficient in the teaching abilities outlined in the
Professional Decision Making Model; Planning, Implementing, and Evaluating.
Planning: While planning, the teacher must make decisions regarding areas such as goals and
objectives, the degree of background building required, and specific materials and methods to use.
Implementation: The implementation function requires the teacher to carry out the plans that have been
made. During the actual teaching phase numerous decisions need to be made. Often times, they need to
be made quickly as the teacher responds to students reactions, comments, and instructional needs. As a
result, modification of prepared plans becomes the rule rather than the exception.
Evaluation: During the evaluation phase of decision making the teacher determines the degree to which
the instructional objectives were attained. Determining the degree of re-teaching that is needed,
recording information, and reporting progress are some of the areas within the evaluation phase of
decision making.
Reflection: The teacher plans, implements, and evaluates by using feedback in a reflective manner.
During the entire process it is essential the teacher realizes that professional growth and development is
continuous.
Assessment Activities / Outcomes: In its reaccreditation visit to VCSU, the 1996 visitation team from
the National Council for Accreditation of Teacher Education recognized Valley City State University for
Exemplary Practice and noted:
Valley City State University through its collaborative work with the Center for Innovation in
Instruction (CII) and the Kathryn Center, and through the initiative of its faculty in pursuing grants,
has achieved a synergy of vision and mission in action which would not normally be possible for
an institution of its size and financial resources. In this case, the whole is greater than the sum of
its parts. Noting that institutional culture is notoriously resistant to change, VCSU has achieved
virtual transformation of the culture of the entire institution…these multiple efforts have worked in
concert, focusing philosophy, and broad range of human and financial resources, to create
institution-wide movement toward their long range vision to be a leader in technology in
education.
While the entire campus community is credited for the commendable NCATE review, the unit faculty
members and teacher education students played a critical leadership role and they continue to exert their
influence as key players in the transformation of teaching and learning.
The Division of Education and Psychology at Valley City State University has met the
accreditation standards of the National Council for the Accreditation of Teacher Education since
1964. Building on a tradition of excellence and committed to continuous improvement, it uses a
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
multi-faceted feedback loop to ensure high quality and promote effective changes within the
program:
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Regular analysis of criteria and policies for admission to and continuance in the program.
Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating instructor, and faculty
mentor.
Student portfolio development.
Continuous student evaluation of course objectives.
First and third year teacher education graduates complete the General Knowledge Survey to
determine the degree of satisfaction related to preparation. Principal and teacher evaluation
surveys accompany this survey to assess the performance of those graduates.
Digital portfolios as an exit requirement.
Divisional improvement plan.
Assessment of student success takes place from entry to exit:

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General Education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences.
Departmental expectations of students are high:



The Teacher Education program has specific requirements, goals, and objectives.
Teacher Education program objectives are linked to specified abilities of planning, implementing
and evaluation.
Specified course projects are linked to University abilities and skills.
The Division builds systems for change through the following:

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

Through assessment and reflection, abilities and portfolios continue to evolve.
Definitions and rubrics for abilities and skills reflect University program objectives.
Field site visitations identify skills of effective teachers in today’s changing classrooms.
A PT3 grant application was awarded based on technology needs in today’s schools.
Exit information regarding new teachers is gathered through:


Surveys of first year teachers conducted by the VCSU Career Planning and Placement Office.
Surveys of administrators who have hired VCSU first year teachers conducted by the VCSU
Career Planning and Placement Office.
The Division of Education and Psychology is committed to meeting the needs of all learners and
ensuring their success. Assessment and evaluation are critical components of that commitment.
The Division of Fine Arts
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Goals: The Division of Fine Arts provides opportunities for all students to develop aesthetic
responsiveness, cultural and global awareness, and historical and contemporary perspective. Students
pursuing a comprehensive education in art or music develop a deeper understanding of these
fundamental abilities. The Fine Arts Division:
(1) encourages individual expression through nonverbal communication and active collaboration in
creative endeavor;
(2) provides elementary and secondary art and music education students with the essential
knowledge and skills to become successful classroom teachers; and
(3) prepares the student for professional study in Fine Arts. The Division supports the institutional
mission in instructional technology while recognizing the divisional role in enriching human
experience and cultivating a sense of community.
The Division of Fine Arts is comprised of the Department of Art and the Department of Music. Information
about Fine Arts degree programs and courses appears in the 2000-2002 VCSU Bulletin, pages 57-62, 72-74, and
91-93.
Department of Art
Goals: The primary functions of the Department of Art are: (1) providing superior training for public
school art teachers; (2) providing excellent studio training for artists; and (3) contributing to the cultural
environment of the campus and the community. The Department supports the institutional mission in
instructional technology while recognizing the departmental role in encouraging individual expression,
enriching the human experience, and cultivating an artistic community.
Department of Music
Goals: The goals of the Department of Music are to: (1) provide superior training for future public
school music teachers; (2) assist musicians to perform at their highest possible level of ability; (3)
develop in students a broad understanding of music within the context of a liberal arts education; and (4)
contribute to the cultural environment of campus and community.
The Abilities: The department recently applied for and received a Bush Grant entitled The Mapping
and Assessing of Music Department Abilities/Skills Requirements and Student Portfolios. The purpose
of this grant is to develop a comprehensive and cohesive departmental plan for Abilities and Assessment
in order to:
(1) Determine the specific skills and levels of the Abilities requirements for the VCSU
Music Department
(2) Develop language for the skill levels which better reflects the expectations and
achievements of the music students at VCSU
(3) Map the music courses which fulfill these requirements
(4) Develop an assessment plan for the VCSU Abilities and Skills within the
Music Department; to incorporate that plan into the department’s present, working
assessment model
(5) Develop a plan for assessing student portfolios within the department
(6) Insure that all of the above areas of Abilities, mapping and assessment form a cohesive
plan for future assessment
Assessment Activities / Outcomes:
Department of Art: Program quality is measured by internal evaluation at the department level and by
comparison with state program standards. The Department meets all requirements in teacher preparation
established the State Department of Public Instruction and NCATE.
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
The Art Department has developed a portfolio review process. A small minority of students entering the art
program has fairly developed art-making skills. Those students enter the program through an entrance portfolio
review. The faculty members use this review to assess the student’s development and place them in the
appropriate classes. The majority of the students entering the Department have limited verbal communication
skills. Those students take a foundations course in order that the faculty can better assess the student’s skills and
guide their development. The students, generally, follow a direct path of studio skill building courses. Each
course in the program has been developed to build on the previous one. The Foundations course leads to Design,
Design to Drawing I, Printmaking I, Painting I, and Ceramics I. The first level studio courses lead to the second
level studio courses, and the second level to the third. If the student is not successful in fulfilling the requirements
of any of the courses they work closely with the faculty, through tutoring, to accomplish the criteria of the course.
The student receives the same guidance through the art history sequence. From the beginning of their art program
experience the student is preparing for their senior portfolio. The senior portfolio is a screening for the senior
exhibition. The student will present a professional exhibition, complete with a written artist’s statement before
they qualify for graduation. The student will graduate with a completed professional portfolio that demonstrates
the student’s course criteria accomplishment.
The art education students also need to accomplish the professional education track for their degree.
This track includes a successful PRAXIS / PPST test, the professional education sequence, the student
teaching review, student teaching, and the education portfolio. The art faculty members work closely
with both the student and the Education Division through this track.
The Department is in the process of developing and integrating ability language assessment into the
existing portfolio assessment process. The Art Department has mapped the abilities in the program and
is working on the assessment as it relates to the abilities portfolio.
Department of Music:
Assessment: Evidence of quality in the educational programs is provided through the Department’s
accreditation by the National Association of Schools of Music, through placement records of graduates,
and through the Department’s Plan for Assessment of Music Student Achievement accompanied by
documentation of that achievement. The Department’s assessment plan had its origins in the 1985 visit
of the BUSH consultant. Over the last fifteen years it has been continuously refined, through faculty
observation of test results, through additional input from the 1994 NASM consultant and the 1997
NASM evaluation team, and through recommendations made by the chair of the department who serves
as an NCA consultant-evaluator and a member of the NCA Accreditation Review Council. The
assessment mechanism has become a seamless part of the departmental operation, so that assessment,
documentation of student achievement, review of results, adjustment of the curricula, and improvements
in instruction have become a natural and ongoing part of departmental life. The department prioritizes
operational and library funds to strengthen the necessary instructional areas. The Plan is understood by
faculty and students alike and provides a practical and thorough system for identification of program
strengths and areas for improvement, as well as for evaluation and documentation of student
achievement. The Division conducts assessment in the following areas, and details regarding the
assessments are available in the Divisional Narrative:
Assessment of Ability to Read Musical Notation
Assessment of Functional Piano Skill.
Assessment of Applied Music
Assessment of Professional Education
Assessment of Content Knowledge and Music Teaching Competencies
Peripheral Assessment Mechanisms
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Add here a paragraph which describes how the assessment information is used by faculty, students,
program etc.
Division of Health and Physical Education
Goals: The Division of HPE will develop among its students the knowledge, skills, attitudes, and values
that come from sports and physical activity throughout one’s life. It is the primary function of the
division to: (1) prepare students for teaching and coaching; (2) promote a lifelong commitment for
physical fitness among all VCSU students; and (3) support the university’s mission to a learner-centered
caring community committed to continuous improvement through the use of instructional technologies.
Abilities: Courses leading to a major in the Division of Health, Physical Education, and Recreation will
help students develop the following abilities:
Problem Solving:
Wellness:
Technology:
Develops thoughtful and creative solutions
Manages self and others professionally, for the well-being of the team or
organization.
Researches and presents materials competently; understands the professional
potential of technological tools.
Assessment Activities / Outcomes: While the entire campus community is credited for the
commendable NCATE review, the unit faculty members and teacher education students played a critical
leadership role and they continue to exert their influence as key players in the transformation of teaching
and learning.
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Adoption of the Abilities Model.
Clinical and field-based experiences with review by student, cooperating instructor, and faculty
mentor.
Student portfolio development.
Continuous student evaluation of course objectives.
First and third year teacher education graduates complete the HPE Alumni Survey to determine
the degree of satisfaction related to preparation.
Digital portfolios as an exit requirement.
Divisional improvement plan.
Assessment of student success takes place from entry to exit:
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General Education courses are linked to the abilities.
Major courses track abilities to higher levels.
Portfolio development documents abilities.
Successful completion of field experiences.
Departmental expectations of students are high:
The VCSU Health & Physical Education graduate will be able to demonstrate:
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
a.) higher order thinking skills and the application of critical thinking skills
the ability to effectively communicate (i.e., written, verbal, presentation, etc.)
b.) concrete application of content knowledge
c.) the ability to access relevant information
d.) the ability to work cooperatively
e.) the appropriate use of technology
Is this linked to the abilities?
The divisional abilities of Communication, Problem-solving, Wellness, and Technology are four
of the eight university Abilities (see appendices). Students must complete the fourth level of five of the
eight Abilities in order to satisfy the graduation requirement. The fifth ability is the student’s choice,
probably from his/her second major or the academic minor(s).
Have you built in systems for change based on what you know? What are they?
The HPE Assessment Plan, continued use of alumni surveys (every other year), course
assessments, senior exit interviews, and the quality of the HPER students’ digitized portfolio will
provide feedback. This program review, with feedback from the outside evaluator and the VCSU
VPAA, will provide us with valuable advice on the effectiveness of the curriculum and instruction.
Curricular/program changes could then be proposed for the next bulletin (catalog) for 2002-2004.
Surveys:
One and three year (program) graduate surveys have been administered in the following
summers: 1996, 1998, & 2000 (see report in appendices by Dennis). Is there other data? Course
assessments: spring, 1999, and fall and spring, 2000; senior exit interview questions (interview results
spring, 2000).
The Division of Mathematics and Science
Goals: The Division of Mathematics and Science seeks to encourage and develop the ability of those
students interested in pursuing a career in the pure and applied sciences, mathematics, and related areas.
In the course of accomplishing these goals the Division also seeks to:
(1) provide secondary education majors with the knowledge, skills, and attitudes which enable them to teach
successfully in their chosen field of specialization;
(2) provide elementary education majors the essential knowledge, skills, and attitudes, in the areas of
Mathematics and Science, in order to plan and present learning activities for the elementary classroom;
(3) provide courses in general education for the liberal arts student;
(4) provide pre-professional students with academic counseling, courses, and programs that will prepare
them for the professional field and school of their choice; and
(5) provide all students and members of the community opportunities for learning experiences in areas
related to Mathematics and Science.
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Abilities: Courses leading to a major in the Division of Mathematics and Science will help students
develop the following abilities:
Problem Solving / Technology:
Collaboration:
Global Awareness:
Communication:
Obtaining, organizing, and interpreting information
Ability to work with others
Recognize relationships
Ability to convey information and knowledge
Assessment Activities / Outcomes: Standardized examinations from the American Chemical Society
have been administered to Chemistry classes for the last nine years. The trend shows steady
improvement in student performance. The results are displayed in Table 44.
ACS Test Results, 1992-2000
(HAVE THEM, JUST NEED TO PUT IN)
C.
D.
E.
F.
G.
III.
Fargo and Jamestown Sites – see 1996 NCA Focused Visit Report for Jamestown
Enrollment Info – in Resource Room
Addition of Minors, but no program/degree changes since 1992
Summer School
Instructional Endeavors:
1. VCSU’s Notebook and Technology Initiatives
Project based learning - Portfolios
2. Viking eLearning Institute
3. Customized Learning Initiative
4. Others?
Student Assessment and VCSU’s Commitment to Quality Learning and Teaching
A. History of VCSU’s Assessment Initiative (Julee)(Some comments, etc by Miriam)
The initial VCSU assessment plan was developed during the 1991-92 academic year in preparation for
the last NCA comprehensive evaluation. The plan had broad faculty and staff involvement and
acceptance and flowed naturally from the institutional purposes (from 96 VCSU focused report).
Significant responsibility for implementation of the 1992 plan resided with the Curriculum Committee
for assessment of General Education (formerly Foundations Studies) and with the Institutional
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Improvement Committee (formerly the Program, Planning, and Review Committee) for program
assessment. Faculty members representing the academic divisions serve on both committees.
[Margaret will find Ellen’s charge to the IIC.] The Vice President for Academic Affairs and division
chairs serving on the Academic Policy and Affairs Council provided leadership and oversight for
assessment processes.
Forums were held during the 1991-92 academic year to acquaint faculty with the philosophy of
outcomes assessment. Working sessions with the Academic Affairs and Policy Council were used to
review key components of the final draft and the link between planning and assessment. The final
version of the assessment plan was included in the 1992 self-study prepared for submission to the North
Central Association.
The NCA evaluation team requested submission of an assessment report in June, 1994 summarizing
continuing development of institutional efforts to document student achievement (Why?). The report
outlined the evolution of the Total Quality philosophy into Continuous Improvement in Teaching and
Learning; receipt of a FIPSE grant used to build a foundation for system-wide reform of undergraduate
education; and various other assessment initiatives undertaken after the comprehensive visit. The report
was accepted by NCA. [Instructional Innovation Title III grant] 1.4 million dollar cooperative Title III
grant 1998 Title 1.7 million institutional 98-03????—purpose of this last line??
--Look at May 1994 NCA Report – CITL philosophy, etc…provides a nice explanation &
detail – this report should be examined in greater detail! Mention this report.
--Need to discuss the 1996 assessment plan and how the 1992 plan had evolved into the 96
plan (or did it?); also, discuss how the 96 plan (submitted to the NCA for a focused visit)
has not been implemented); now, we have an assessment model that has arisen from the
title III efforts
--Note: the 1996 focused visit NCA team reports that a revised VCSU assessment plan was
submitted – so it seems we should be working from this revised plan. This report talks
about evolution of “the total quality philosophy into Continuous Improvement of Teaching
and Learning”; see page 18 of the 1996 Focused Visit Report to NCA (i.e., by 1994-1995,
“fully functioning assessment program”
The receipt of significant grants, namely the FIPSE, Bush, and Title III resulted in two campus-wide
initiatives: the development of the abilities based model of student assessment and the VCSU degree
requirement of a CD-ROM portfolio to demonstrate learning and to enhance employment prospects
(Holleque p. 6 “Transforming Higher Education: Excellence within a Culture of Innovation”).
Assessment in 2000 at VCSU – VCSU’s Portfolio Project
Individual faculty members through the academic division are responsible for developing the assessment
process for the majors or program in which they teach. In addition to serving on the Curriculum
Committee and the Program, Planning and Evaluation Committee, faculty members participate in
various components of the assessment process and evaluate assessment results.
[Student Services] The assessment of the Student Services area has always been a part of
VCSU’s assessment approach and continues currently – Include as a separate chapter???
B.
VCSU Abilities – Description and Visual (Julee)(To current)
1. History (see “1995-1996 Revised VCSU Assessment Plan” - Focused Visit (pp. 18 – 19)
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
C.
Progress Since 1995-1996 VCSU Assessment Plan
D.
VCSU’s Assessment Initiative - Evaluation of Strengths and Weaknesses Using the Levels of
Implementation: 1991 – 2001 (Julee)
E.
The VCSU Assessment Plan – 2001 and Beyond
1. Vision of VCSU’s Current Assessment Initiative: “ Institutional Effectiveness” (Proposed)
a.
Data informed decision-making at all levels throughout the University, from the President to
the faculty and staff members; assessment as essential; we are engaging in assessment because
it helps our students and VCSU first with other purposes as secondary.
2. Mission of the Current VCSU Assessment Initiative (Proposed)
a.
To facilitate and coordinate the meaningful and continuous use of assessment data to improve
learning and teaching, educational support, and administration (institutional effectiveness).
1. Clearly linked to the VCSU mission statement
2. Documentation of how assessment results are used for curriculum improvement and other
campus processes is necessary.
3. VCSU Assessment Initiative Goals (Proposed)
a.
To ensure learning and teaching quality
b.
Enhance program quality
c.
To ensure that student learning outside of the classroom is of the same high quality
4. Guiding Principles of the VCSU Assessment Initiative (Proposed)(Not all-inclusive)
a.
Faculty-driven with strong administrative support
b.
Strong support for faculty (professional development, including assessment)
c.
Student involvement in assessment is essential.
d.
Assess what is most important (Angelo, 1999: “Assessing as If Learning Matters Most”
(http://www.aahe.org/Bulletin/angelomay99.htm)
e.
Seven Principles of Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
AAHE’s 9 Principles of Good Practice in Assessment
(http://www.aahe.org/assessment/principl.htm) - some refer to 10 principles
(http://www.planning.iupui.edu/aip.html)
f.
Use of multiple measures (qualitative and quantitiave)
g.
Reliability and validity of assessment measures must be demonstrated
h.
Others – limited number as appropirate
5..Program Description: Assessment Data Flow (see page 27 of “revised 1995-1995 assessment plan”)
President
Need
Affective-Social
Dimensions (96
Revised Plan))
Instit. Research??
Instit. Assmnt –- where
does this occur? (see 96)
VPAA
?
Aux Units??
1. Jamestown (see
p. 20 96 focused
visit report)
Fac
Assoc
Fac
Sen
VP-Stud
Serv
Employer Survey
ACT Opinion Questionnaire
Model & Assmnt. Plan???
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Feedback Loops???
96 focused visit report –
incoming freshmen survey??
Periodic surveys??
T.E.
Comm
(when
appropriate)
96 Revised Plan says that
assessment will be
coordinated by VPAA &
APAC
(Curriculum &
Assessment)
(96 revised
plan)
NEED: Feedback
Loops – once assmnt
data used for
planning, budgeting,
etc, how are results
communicated to the
campus?
Curriculum
Committee
General
Education SubCommittee
APAC
& VPAA
(Includes CC
Liaison during
Program Reviews)
Divisions
(96 revised
plan)
Fine
Arts
Art
Music
Bus /
CIS
Business
C.A &
SocSci
Commun.Arts
Social Science
Ed/Psy
/Tech
HPE
Education
Psychology
Technology
Math
& Sci
Math
Science
NEED TO DOCUMENT: academic advising, career services, HR/Counseling Moves
See Chapter IV (1995-1996 Focused Visit Report)(p. 24) – in relation to diagram
-Major Questions: Who coordinates campus assessment efforts? How do faculty and administration
share assessment responsibilities?
-APAC = Assessment Committee (and responsibilities of that committee are detailed on page 24)
-Curriculum Committee = Foundation Studies (consistent with model above)
-Program Planning and Evaluation Committee (PPEC) = monitors academic program assessment
(different)
-see page 25 – keep?
6.
7.
Integration of Abilities Throughout University (see “VCSU Assessment Chart”)
Institutional Assessment Activities
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
a.
b.
c.
d.
e.
f.
Involvement of Students – how this occurs
Instruments (in place & possibilities)
1.
Recent Graduate Questionnaire (in place)
2.
Employer Questionnaire (in place)
3.
Alumni Questionnaire
4.
Continuing Student Questionnaire (ACT opinion questionnaire)
5.
Entering Student Questionnaire (e.g., CIRP, locally developed??)
6.
Graduating Student Questionnaire
7.
Faculty and Staff Questionnaires
Assessment Cycle – timing; frequency; FEEDBACK TO STUDENTS AND FACULTY
Other Institutional Assessment Information
1.
Graduate School Acceptance
2.
Graduation Rates
3.
Others
Use of Institutional Assessment Results in Institutional Processes
1.
Curriculum Development
2.
Faculty Professional Development
3.
Strategic Planning (Need Ellen to expound further, especially on the use of assessment
information)
4.
Budgeting
5.
Other – Policy development, decision-making, etc
How Information Rolls Up – From Divisional and General Education to Institution
8.
General Education Assessment – how this occurs, ESP FEEDBACK TO STUDENTS AND FACULTY
a.
Senior CD Portfolio – Portfolio as Exit Requirement;
1.
Portfolio Development Process – from freshman year to graduation;
2.
Overview of Portfolio Evaluation Criteria
3.
Abilities/Skills-Course Map (give sample; full map in resource room)
4.
Storage & Access to Student Portfolio Information
b.
Involvement of Students – how this occurs; how students learn about portfolios
c.
Instruments
1.
Upon Entry - baseline
2.
Completion (e.g., Academic Profile, cBASE, etcA)
d.
Assessment Cycle – timing, frequency
e.
Use of General Education Assessment Results
1.
Curriculum Development
2.
Faculty Professional Development
3.
Strategic Planning (Need Ellen to expound further, especially on the use of assessment
information)
4.
Budgeting
5.
Other – Policy development, decision-making, etc
9.
Assessment of the Academic Major
a.
Involvement of Students – how this occurs
b.
Relationship Between General Education and Academic Major Portfolio Requirements
c.
Assessment Program Overview (matrix) – by program; include assessment cycle information
1.
Include abilities/skills-course mapping
2.
Overall or sampling of portfolio evaluation criteria development process
3.
Storage & Access to Student Portfolio Information
4.
Use of Academic Major Program Assessment Results – Program Review as major
vehicle via which program results and information use are communicated
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
--Sampling of Programs Approach? If so, a complete description of each program’s assessment approach
should be on hand in the resource room and should reflect standard format for ease of use by consultantevaluators:
-Assessment Measures Used
-How are results used to enhance the
program?
-Assessment Cycle
-Evaluation Criteria/Approach
-Responsibilities (more than just the chair)
-Feedback to students
-FEEDBACK TO FACULTY
10.
Relationship Between General Education Program Outcomes and Programmatic Outcomes
a.
Consideration For Program Improvement Purposes (MAJOR SECTION in the 1996 Focused
Visit Evaluation Team Report)
IV.
Technology and Effectiveness of Student Learning (instructional effectiveness as secondary to
learning effectiveness)(Terry) (integrate with section III? Separate Section to highlight
importance and primacy of issue and then incorporate as appropriate in Section III)
A.
Blackboard
***THE NCA Handbook specifically calls for a description of the involvement of the library (p. 46) – Not Sure Where
to Put This
V.
Student Services Assessment Efforts (Consider as A Separate Chapter – May not have enough material
for this strategy – TBD)
VI.
Usefulness of Assessment Program to Institution and Programs
VII.
How plan is routinely updated – how is the cost-effectiveness ensured? (Required)
VIII.
Summary of VCSU’s Assessment Initiative and Plans for The Future (timeline too)
Criterion Four and Assessment – Page 55