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
C.
D.
E.
F.
G.
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?
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
III.
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
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”
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
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)
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
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
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
VP-Stud
Serv
?
Fac
Assoc
Aux Units??
1. Jamestown (see
p. 20 96 focused
visit report)
(when
appropriate)
96 Revised Plan says that
assessment will be
coordinated by VPAA &
APAC
(Curriculum &
Assessment)
(96 revised
plan)
Employer Survey
ACT Opinion Questionnaire
Model & Assmnt. Plan???
Feedback Loops???
96 focused visit report –
incoming freshmen survey??
Periodic surveys??
Fac
Sen
T.E.
Comm
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
Bus /
CIS
C.A &
SocSci
Ed/Psy
/Tech
HPE
Math
& Sci
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
Art
Music
Business
Commun.Arts
Social Science
Education
Psychology
Technology
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
a.
Involvement of Students – how this occurs
b.
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
c.
Assessment Cycle – timing; frequency; FEEDBACK TO STUDENTS AND FACULTY
d.
Other Institutional Assessment Information
1.
Graduate School Acceptance
2.
Graduation Rates
3.
Others
e.
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
f.
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
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes
3.
4.
5.
9.
Strategic Planning (Need Ellen to expound further, especially on the use of assessment
information)
Budgeting
Other – Policy development, decision-making, etc
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
--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
Criterion Three Outline (Draft: 12/11/00)
The Institution is Accomplishing its Educational and Other Purposes