University Assessment Committee
Analysis and Summary Report - Assessment of Academic Programs
For AY 2011 – 2012
Part I Academic Programs Table instructions: review the assessment reports submitted by the academic
programs in your college, division or unit and complete the table for each program using the following ratings.
Student learning outcomes:
Level 0 No reported activity
Level 1 Learning outcomes have been articulated but not all are written in terms of observable student
behavior, some are unclear or not measurable
Level 2 Learning outcomes have been created, they are clear and measureable.
Assessment measures:
Level 0 No reported activity
Level 1 A list of measures was developed to assess learning and appear appropriate for student learning
outcomes
Level 2 Measures are developed, described, aligned with learning outcomes and include multiple sources of
data, internal, external, direct and indirect
Faculty involvement and review:
Level 0 No information provided regarding the role of faculty in reviewing data
Level 1 Faculty review assessment data at the level of the individual course
Level 2 Program faculty meet as a group to review and discuss data (structured review such as curriculum or
assessment committees etc.)
Assessment results:
Level 0 No reported activity or data
Level 1 A sample of assessment results/findings is presented
Level 2 A sample of assessment results/findings is presented and the significance of the data described
Actions to improve learning:
Level 0 No reported activity
Level 1 At least one action to improve learning for the 2012 – 2013 academic year was identified
Level 2 Actions were proposed to improve learning and related to directly to data and assessment results
Communication of assessment results:
Level 0 No reported activity
Level 1 Assessment results are shared within the program and/or department, with faculty and students
Level 2 Assessment results are shared with others outside the department or program including prospective
students or at the college level
Student involvement
Level 0 No reported activity
Level 1 Assessment results indicate that student involvement is included but could be improved
Level 2 Assessment results indicate that student involvement is well defined and utilized appropriately
August 2012
Part I Academic Programs Table: rate each program using the rating levels 0, 1, 2 based on your impression of the academic program’s level of
achievement regarding the various components of the assessment process.
Student
Learning
Outcomes
Assessment
Measures
Faculty
Involvement and
Review
Assessment
Results
Actions to
Improve
Learning
Communic
ation of
Results
Student
Involvement
Notes
Dept. Access and
Success
2
1
2
1
2
2
1
This is a new entity to the College of Adult and Lifelong
Learning
Individualized
Program (IDVP)
2
2
1
2
2
2
1
Improvement noted from 2010/2011
Adult Liberal
Studies (ALS)
2
2
1
2
2
2
1
Improvement noted from 2010/2011
Program Name
August 2012
Part II instructions: after reviewing the reports submitted and completing Table I, write a brief
evaluation of your college, division or unit activity and status as requested for each of the components of
the assessment of student learning outcomes in parts 1-7 below.
II.1 Overview of the articulation and adequacy of student learning outcomes.
Description from Academic Programs form: List the student learning outcomes (SLOs) for the academic
or educational program. These must be written in terms of measurable student behavior. SLOs describe
what students will be able to do or what skills students will gain as a result of instruction.
The Student Learning Outcomes for Adult Liberal Studies are:
1. The ALS student will complete an introductory research course (ALS 2500). (See Assessment of Student
Learning for ALS)
2. The ALS student will analyze assumptions, evaluate connecting explanations and establish the relevance of
the positions taken.
3. The ALS student will use appropriate, relevant, and compelling content that illustrates integration of central
concepts.
4. The ALS student will create an original thesis based on research in one of three areas of concentration:
humanities, social sciences, or natural sciences which demonstrates their understanding of the significance and
limitations of selected data, knowledge of research methods and appropriate applications, as well as, mastery of
the subject chosen.
The Student Learning Outcomes for Individualized Programs are:
1. The IDVP student will design his/her own course of study to articulate the personal and professional goals to
be achieved. The student will also provide an explanation of how the program integrates the learning outcomes
desired by the student and an assessment of which classes best meet the determined needs.
2. The IDVP student will demonstrate mastery of the knowledge and skills learned in coursework during a field
experience and/or internship in an area related to their program of study.
3. The IDVP student will be able to relate their program of study to the larger plan they have developed for their
lives and careers. S/he will be able to demonstrate how the learning outcomes support specific objectives to be
achieved.
4. The IDVP student will be able to apply discipline-based information to larger contexts.
5. The IDVP student will demonstrate the ability to solve problems specific to their area of study.
The Student Learning Outcomes for the Department of Access and Success are:
1. The CALL student in AL 2020 (Orientation) will be able to evaluate improvement in his/her own learning.
2. The CALL student in AL 1120 (Career and Self-Evaluation) will be able to evaluate the materials on majors
and careers in light of their own knowledge, interests and abilities to be able to make an informed decision.
3. The CALL student in AL 1150 (Study Strategies and Orientation) will create a personal profile based on
learning style, and other inventories as well as productive study methods as their guide through college and the
work world.
4. The CALL student in AL 1200 (Applications of Thinking Critically) will be able to map and evaluate
arguments and decisions as well as compare reasoning across time/cultures.
August 2012
II.2 Selection and identification of a range of assessment methods.
Description from Academic Programs form: List the explicit assessment measures or methods used as a
means to confirm student learning in your program. For each measure, provide information about the
frequency of data collection and the review of this information.
The assessment methods for Adult Liberal Studies (ALS) include oral presentations, the successful completion
of the capstone Senior Thesis, successfully completing their ALS seminars, the research paper from ALS 2500
and the completion of their ALS degree.
The assessment methods for Individualized Programs (IDVP) include Oral Presentations, graduation clearance,
design of program of study, approval of program of study and completion of internship/field experience.
The assessment methods for the Department of Access and Success include reflections papers (AL 2020),
making major choice (AL 1120), compilation of results of a series of learning styles and other inventories (AL
1150) and evaluative and comparative papers (AL 1200).
II.3 Faculty involvement in the review of assessment data.
Description from Academic Programs form: No explicit description was provided. This information is
provided in the column labeled “Person(s) responsible for reviewing data” in the Program template data
collection table.
For the Adult Liberal Studies (ALS) Program, assessment data for the senior thesis is reviewed by the
instructor, assistant dean, assistant to the dean and the curriculum committee. ALS pass rates are reviewed by
the assistant dean and the assistant to the dean. The ALS 2500 research papers are reviewed by the instructors,
assistant dean and/or curriculum committee. The completion of the degree is reviewed each semester by the
assistant dean.
For the Individualized (IDVP) Program, assessment data for the program of study is reviewed twice during the
semester by advisors and the assistant dean. The approval of the program of study is reviewed by the review
committee and the assistant dean. The completion of the internship/field experience is done by the site
supervisor, instructor and assistant dean.
In the Department of Access and Success, the part-time instructors who consistently teach the support courses
work with the department chair to develop the student learning outcomes and the corresponding assignments.
The reflections papers for AL 2020 is reviewed by course instructor, Major/career choice is reviewed by
assistant dean and course coordinator. The results from the learning styles and other inventories are reviewed
by course instructors. The evaluative and comparative papers are reviewed by the course instructors.
August 2012
II.4 Appropriateness and adequacy of reports of results for the college.
Description from Academic Programs form: Provide a sample of your findings from the 2011-2012
academic year. Report the data collected for at least three and no more than six of the measures listed in
the table above. In a brief narrative, describe the significance of these data and how these data provide
evidence to determine whether your program is meeting its student learning outcomes.
The reports shed light on program outcomes but are still limited. The focus should be on the future. There
needs to be on post-graduate/alumni data to track success in the work world and/or graduate school. There
needs to be a focus on graduation rate calculations to consider the stop-out and part-time status of many adult
students. The College continues to evolve and is researching and exploring new and innovative adult focused
degree completion and accelerated programs. As it pertains to assessment the College will develop a new
assessment plan that will identify the learning outcomes going forward.
II.5 Appropriateness and adequacy of reported actions to improve learning across the college.
Description from Academic Programs form: Describe examples of changes made in your unit in response
to the data gathered. You do not need to limit this discussion to the data presented in the assessment
results section. Explicitly describe the data that led to the changes. These changes or modification can be
at the level of an individual course, including changes in course content or educational experiences; or at
the level of the program, including addition of new course options and elective experiences.
Some actions have been taken to improve learning based on student feedback from conversations with advisors
and faculty. CALL has made a concerted effort to improve learning from semester to semester embracing new
technology and engaging in best practices for adult students. The college is in the process of transforming its
curriculum by comparing it against benchmarks to provide a quality curriculum for the adult students.
Feedback from student evaluations, classroom discussions and advisor sessions guide decisions on revising
existing courses and guiding decisions on courses to offer and delivery systems that best serve the needs of our
adult students.
II.6 Communication of assessment results.
Description from Academic Programs form: Describe how your assessment results are made known to
stakeholders. These assessment results should include the assessment data described in the assessment
measures and results sections, and the planned changes described in the section to describe actions to
improve student learning.
The College of Adult and Lifelong Learning shares the assessment results with our students, faculty, the
department and prospective students through our website. Assessment reports allow us to share our results with
the greater university and the administration. These results are also shared with the alumni at monthly
meetings. Assessment results are discussed in CALL Leadership Team meetings and used as a basis to improve
evaluation of student learning outcomes.
August 2012
II.7 Student involvement in the assessment process.
Description from Academic Programs form: Describe how students are involved in any aspect of the
assessment process for your program. This could involve input on assessment measures, methodology
and frequency of data collection, eliciting their feedback on courses or the program in general, or their
participation on curriculum or assessment committees that review data and recommend program
changes. Include any strategies used to encourage students to provide feedback that has the potential to
improve learning outcomes.
An organization of adult students has been created by students (NTSO—Non-Traditional Student Organization)
to discuss with the college the needs of adult students. Student assessment is given through evaluation of their
courses. These student evaluations are part of the decision whether to ask a faculty member to repeat their
seminar in another semester/year. With the formation of a College Assessment Committee student participation
would be incorporated.
Part III instructions: identify the strengths of your college or division related to the assessment of
student learning outcomes. You should also address any possible concerns, opportunities for faculty
development and support needed for the assessment activities.
If your college, division or unit submitted a report to summarize the assessment of service outcomes,
please indicate whether any strengths or concerns about the assessment of service outcomes had an
impact on the assessment of student learning outcomes.
The College of Adult and Lifelong Learning, by virtue of being a growing and evolving college, is assessing
and re-assessing the programs and services and how to fit these entities together to best serve our adult students.
Our chief concern is that our students’ needs for academic programs be met. We are currently updating the
Adult Liberal Studies program to be more responsive to the needs of our students. The addition of the
Department of Access and Success with its support courses meets the needs of the undecided adult student.
One of our strengths is the willingness to re-assess the student learning outcomes in our programs and courses.
Challenges to assessment are the nature of our students, non-traditional and diverse. Some students take classes
on-line only, some attending on a part-time basis, others stop out for life events such as illness of a parent or a
new addition to their family. There needs to be mechanisms for tracking these students. Another challenge is
the CALL does not have faculty which necessitates reaching out to faculty in other colleges.
The opportunities for faculty development include workshops fostering the development of ALS seminars,
faculty orienations and other adult-focused courses to meet the needs of our students. The CALL Leadership
Team needs to explore the best assessment activities for our college and institute them over the next year.
August 2012