Undergraduate Assessment Program
The undergraduate assessment program includes assessment of the: 1) Basic skills in
English, mathematics, and reading of all entering students, 2) General education courses,
3) Performance in the majors and 4) Academic support services. Over the years, our
faculty members have incorporated a number of measures and methods to assess
students’ acquisition of knowledge, skills, and attitudes. These include but are not
limited to: capstone course and projects; oral examination; internships; portfolio
collections of student work; theses, senior papers and projects; standardized national
exams; faculty development tests; performance on licensure, certification or surveys;
graduates follow-up studies; job placement data. These assessments are closely linked to
outcomes and expectations for which faculty have designed learning to improve
instructions and student learning. Refer to Criterion 3 and the individual academic
departments for assessment results on the live text.
Support for professional development of faculty, administrators and staff is one way of
promoting life of learning and inquiry. Professional development of faculty is fostered by
the personnel process implemented by the university. The process includes the periodic
review of all faculty members as well as an in-depth review of their eligibility for
retention, promotion, and tenure. Quality education and a positive student learning
outcome are fostered through effective teaching that is based on rigorous intellectual
inquiry. The teaching effectiveness of faculty at CSU is assessed by peers, chairpersons,
other administrators, and students. To promote effective teaching, positive learning
outcomes and scholarship, the following assessment procedures are implemented at the
department level:
 Course Evaluations: Each semester, all courses and faculty are evaluated by
students. Students rate both the course content and faculty instruction, thus
providing useful feedback. Faculty members are expected to develop increasing
skills in teaching as well as research. The Department Application of Criteria
(DAC’s) requirements reflect this expectation by providing increasing standards
for the results of student ratings as the faculty member’s years of service at CSU
increase. Both the quantitative and qualitative data supplied by these evaluations
are used for course revisions and for guiding faculty development.
 Classroom Assessments of Faculty by Peers and Department Chairperson: All
faculty members are evaluated each semester by a peer and once a year by the
department chairperson. The DAC provides criteria for acceptable levels of
instructional performance. Faculty members are expected to increase their skills
in teaching over time. The DAC’s criteria reflect this expectation by requiring
increased levels of instructional performance and research as the faculty
member’s years of teaching experience at CSU increase. Individual faculty
members in collaboration with the chairperson analyze pertinent data (students’
course evaluations, classroom teaching evaluations by peers and chairperson)
relating to their teaching effectiveness. Finally, instructional, research and service
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activities of faculty members are evaluated annually by a committee of peers as
part of the merit review procedure for promotion.
Formative Classroom Assessments: The evaluation of student achievement is a
multi-level process integrating the responsibilities of the individual student, the
student’s academic advisor, the student’s program (concentration), faculty and
office of student services. Taken together, they provide an overlapping framework
that permits continuous assessment of the student’s progress/achievement. This
framework provides a mechanism for monitoring the effectiveness of educational
programs (i.e., curriculum and instruction) in achieving their objectives.
Monitoring of student achievement is through mid-term and final examinations,
term projects, and verbal and written reports as required within the structure of
individual courses. The outcome data are monitored at the department level and
reported and reflected in the annual report submitted to the University Assessment
Committee.
Student Evaluation of Fieldwork (Practicum) Sites: In professional programs
students are given the opportunity to evaluate the practicum site and its
effectiveness in addressing curriculum objectives by providing both quantitative
and qualitative feedback. Students input are taken into consideration during
contract renewal and guides the practicum coordinator in determining how to
structure the subsequent use of the sites for instruction.
Satisfaction Surveys and Exit Interview: In the professional programs, all
graduating students complete a satisfaction survey at the end of the program.
In addition, they complete an exit interview with the faculty advisor which will
occur before graduation. The exit interview provides the department with
information on the students’ opinions on the relative weaknesses and strengths
of their academic program. The information gathered influence curriculum and
administrative decisions about the program.
These assessment indicators are used to refine the department/program’s strategic plan,
faculty development and curriculum revision. Performance measures for student learning
and program outcomes are regularly shared with the program’s key constituents: students,
faculty, university administration, program advisory board, and alumni. Any measure
found to fall below the established criteria is addressed by developing an action plan.