Assessment of Learning for Educational Improvement at Eastern: 2008-2009
Executive Summary
Eastern has implemented assessment at various levels in Academic Year 2008-2009 resulting in a wide
range of program modifications aimed at improving student learning, retention, and graduation.
Assessment and the 2008-2013 Strategic Plan
Eastern’s Strategic Plan 2008-2013 relied on extensive data collection and multivariate data analysis from
which the strategic plan goals were developed. Of critical importance were “driving forces” that
documented internal and environmental challenges and opportunities for change. Extensive analysis of
our student population characteristics, national and local trends in population and higher education, peer
institution outcomes, and the key variables that predict Eastern’s students’ success drove Eastern’s vision
and mission, and the strategic plan goals and strategies.
Assessment of student success goals, especially as related to persistence and timely graduation, became
central to the overall goals of the strategic plan and embedded within each of the eighteen strategies for
change. Each proposal to implement the strategic plan was required to link its implementation to
measures of student success, establish specific outcomes, and design a plan for assessing the efficacy of
its approach (see proposal review format). The Strategic Plan Implementation Steering Committee
(SIPS), which supported the development of the strategic plan proposals through its area chairs, and
became the first vetting committee for the proposals, evaluated each proposal and ranked its funding
priority based on four critical factors: impact on student success, the quality of the implementation plan,
the effectiveness of the assessment plan, and its support for Eastern’s overall vision and mission. All
strategic plan implementation proposals required comprehensive, mission driven planning, demonstration
of student success, integrated assessment, evidence-based analysis and best practice support to be
approved. Strategic initiatives linked most directly to student learning outcomes include:





Full Implementation of First Year Program and Liberal Arts Core Initiative
Global Citizenship Initiative
Liberal Arts Works Initiative
Electronic Portfolio Initiative
Community Engagement Initiative
Project Compass
Eastern received funding from Nellie Mae in 2008 – 2009 (continuing through 2010) to implement and
evaluate programs and practices that will promote the success of traditionally underrepresented and
underserved students. Project funds were used to identify students at risk of leaving Eastern, provide
them with intensive advising, and offer them support services, in particular tutoring through a Math
Achievement Center and a Writing Center. Effects of these services on student performance including
GPA and retention have been evaluated and are being used to modify program offerings in 2009-2010.
New England Association of Schools and Colleges (NEASC)
In response to NEASC guidelines for reporting of learning outcomes Eastern’s annual report template for
academic programs was revised in 2009. The template ensures that information is reported in a format
compatible with NEASC forms and standards. See the new form and the instructions below.
1
Eastern’s revised Academic Department Annual Report Learning Outcomes Template
Major: _________________________________________
Assessment of Student Learning in the Major: 2008 – 2009
A
Student Learning
Outcomes
Outcome 1
B
Performance Criteria
C
Courses or activities
D
Assessment methods
E
Assessment results and
interpretation
F
Program modifications
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 2
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 3
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 4
Criterion 1:
Criterion 2:
Criterion 3:
Instructions for completing Academic Department Annual Report Template
Departmental Accountability Measures on Student Learning of Majors
Each department at Eastern Connecticut State University will use the following format to provide annual data on student learning and
program improvements.
Student Learning Outcomes: List the 3–5 core or essential student learning outcomes for majors in your program(s).
Performance criteria: List 2-4 criteria for each learning outcome. The criteria must be measurable and must indicate the specific
characteristics students should exhibit in order to demonstrate desired achievement.
Courses or Activities: List the names of courses or activities where students get the opportunity to demonstrate their performance.
Assessment Methods: What assessment methods or tools did you use to measure performance criteria? When did you use it? If a
rubric was used, please attach it. It is preferred that the data is based on direct measures such as tests, writing tasks, and portfolios
rather than indirect measures such as surveys and observations. Please note if your assessment methods were externally developed
(e.g., GRE Major Field Test, Praxis II Content Knowledge Test) and being used by other peer institutions. Please note that the data
on student learning should not be based solely on course grades assigned by an individual instructor.
Assessment Results and Interpretation: What percent of your majors are achieving the learning outcomes? Attach a data table
showing the distribution of scores for each learning outcome or performance criterion. If you used an externally developed tests or
assessment methods, provide comparison data. How did the students in your department perform compared to students in a peer
institution? Did the results from this assessment meet your expectations about student learning in your department/program?
Program Modification: How are the assessment results being used? Please note changes that have been made as a result of using the
data/evidence. Also, note any future modification you have planned.
Please use the data table in the next page to provide the information from your department/program. The table is a template and it will
keep on expanding as you add in your information
2
Information reported by departments using the new template indicates that most academic departments
have clearly defined learning outcomes, performance criteria, and assessment measures and that about
half have made related program modifications.
Percentages of academic major programs at Eastern conducting selected assessment
activities: 2008-2009
100%
100%
94%
89%
90%
80%
70%
60%
54%
50%
40%
30%
20%
10%
0%
Programs that have identified
program-based student learning
outcomes
Programs that have clearly
defined assessment measures
Programs that have been
gathering and analyzing data
related to their goals for student
learning outcomes
Programs that have used
evidence on learning outcomes to
modify programs
Academic Program Review Process
NEASC requirements also call for systematic review of all academic programs. Eastern’s Academic
Program Review process satisfies this requirement and is used for program modification and resource
allocation. On a six-year rotating cycle this process requires that each academic major program complete
a self-study, undergo evaluation by external reviewers, and develop a department response to the review.
The review process includes consideration of the means by which the program assesses learning
outcomes and responds to findings. In 2007-2008 the Business Information Systems, Honors, Writing,
and Modern and Classical Languages programs completed the review process. Based on the self-study
and recommendations of external reviewers several modifications were made in the BIS program. A
significant revision of the Writing Program is part way through the curriculum approval process. Modern
and Classical Languages, which was affected by changes in the Liberal Arts Core, is still in the process of
developing program revisions. In AY 2008-2009 the Sociology, Computer Science, and Psychology
programs completed the APR process and are in various stages of responding to the external reviews.
Voluntary System of Accountability (VSA) and Collegiate Learning Assessment (CLA)
Partly in response to NEASC reporting requirements, Eastern is in the second year of participating in the
VSA. All information required including general information about assessment has been posted. The VSA
requires that one of three tests be used to measure core learning outcomes and that results be posted
within four years. The Collegiate Learning Assessment (CLA) was administered at Eastern to first year
students in the fall and to seniors in the spring of AY 2008-2009.
3
Eastern’s first year students scored in the 77th percentile for students from comparable institutions when
entering academic ability is not taken into consideration. When scores are adjusted based on entering
academic ability Eastern’s first year students scored above the 90th percentile in all categories and in the
99th percentile in two. All of the results were “Well above expected” based on entering academic ability.
Administrators and faculty members involved with administration of the CLA at Eastern and others with
expertise in testing and measurement have met to discuss the implications of the first-year student
scores. Scores of senior students will be available in late summer. In 2009-2010 the CLA will be
administered again to first year students and to seniors.
First Year Program and Liberal Arts Core
Over one third of each student’s coursework at Eastern and a similar portion of the university’s teaching
resources are allocated to the First Year Program and Liberal Arts Core. Key elements of the First Year
Program were revised in 2008-2009 based on earlier assessments of learning outcomes and the
program’s effects on student performance. To ensure that a sophisticated and thorough assessment of
these changes is conducted a faculty member with significant expertise in the area of testing and
measurement has been contracted to develop an assessment plan for the First Year Program. The plan
will be implemented beginning in 2009-2010. The same faculty member will develop a plan for assessing
the learning outcomes of the Liberal Arts Core. While assessment of learning outcomes is a critical
consideration in the approval of individual courses for inclusion in the LAC, there is no method in place to
evaluate the impact of the complete program on student learning. The CLA will be one of several
assessment methods included in the plan.
Council on Academic Standards and the Office of Student Affairs
The Division of Student Affairs has initiated new learning outcomes for 2009/2010 developed by the
Council for the Advancement of Standards (CAS) and derived from the Learning Reconsidered2 model
for higher education. The assessment plan for evaluating these outcomes will be in place for the 20102011 academic year.
Faculty development and allocation of resources to assessment
Eastern used internal and external grant funds in 2009-2010 to promote faculty expertise required for
assessment and to support innovative assessment approaches in academic programs. Additional
resources were allocated by the Offices of Planning and Institutional Research and Information
Technology to support the data and reporting needs of faculty and administrators involved in assessment.
4
Assessment of Learning for Educational Improvement at Eastern
2008-2009
Table of Contents
Executive Summary ............................................................................... 1
Table of Contents .................................................................................. 5
Institutional Level Assessment ............................................................... 6
Assessment Philosophy ............................................................. 6
Organizational Structure that Supports Assessment ................... 6
Response to Accrediting Bodies ................................................. 7
NEASC E1 ........................................................................... 8
NEASC E2 ......................................................................... 11
Option E2: I Voluntary System Accountability ............ 12
Option E2: II Program Review.................................... 12
Assessment in Degree Programs ........................................................ 15
Academic Program Review ...................................................... 15
Program Level Assessment of Learning Outcomes .................. 16
Assessment of Campus-Wide Academic Programs ............................. 22
First Year Program ................................................................... 23
First Semester Learning Communities & Course Clusters . 23
First Year Liberal Arts Colloquium ..................................... 27
Liberal Arts Core Curriculum .................................................... 28
Design of Assessment in LAC Courses ............................. 37
Collegiate Learning Assessment ....................................... 39
Developmental Math and the Math Achievement Center .......... 42
University Writing Program and Writing Center ........................ 45
General Competence of Graduates ..................................................... 46
Assessment & Eastern’s Strategic Plan………… ................................. 48
Assessment of Extra- and Co-Curricular Activities ............................... 55
Faculty Development Related to Assessment ...................................... 55
Evaluating Assessment: Closing the Loop .......................................... 55
5
Assessment of Learning for Educational Improvement at Eastern
2008-2009
Eastern has implemented assessment at various levels in Academic Year 2008-2009
resulting in a wide range of program modifications aimed at improving student learning,
retention, and graduation.
Institutional level assessment
Assessment philosophy
Eastern’s assessment philosophy was developed by the University Assessment
Committee and is published at the Committee’s web page.
Assessment at Eastern Connecticut State University is a process intended to ensure
that we are achieving the objectives that we have set for ourselves as Connecticut's
public liberal arts institution…Ultimately, assessment at Eastern serves several
purposes:
1. Improving learning and the learning environment inside and outside the
classroom
2. Ensuring the quality and integrity of an Eastern degree
3. Demonstrating accountability to our stakeholders
First and foremost, we need to ensure that our students are learning what we hope
they are learning. By establishing clear goals and evaluating success via a valid
process, departments can build upon successes and improve areas in need of
additional support…
The classroom is just one part of the learning environment at a university. Other
areas of the university, such as housing, student activities, advisement, and others
play an integral role in maintaining a positive learning environment. As such, they
also need to demonstrate that the services that they provide are integral to the
complete learning experience at the university.
The quality and integrity of an Eastern degree is critically important not only to our
students, but their parents, and others. State legislators and taxpayers also need to
know that the funds earmarked for public education are being used wisely. Effective
assessment yields the evidence that allows us to demonstrate confidently that we
are achieving our stated goals.
http://nutmeg.easternct.edu/assessment/index.htm
Organizational structure that supports assessment
Assessment of learning at Eastern occurs at several levels and in various units. Eastern
does not have one office that oversees assessment although the Office of Planning and
Institutional Research and the Office of Information Technology support the various
6
offices that assess learning by gathering data and producing reports and analysis as
requested. The University Assessment Committee provides support and guidance for
offices and academic departments that are assessing learning.

Assessment of learning in individual degree programs is conducted by academic
departments with the support and guidance of the University Assessment
Committee and the Office of Planning and Institutional Research.

Assessment of learning in programs that are not housed in one academic
department is conducted through cooperation between the Office of Academic
Affairs, the University Assessment Committee, program directors and the Offices
of Planning and Institutional Research and Information Technology. This is the
case for assessment of the First Year Program, the Liberal Arts Core, the
University Writing Program and the Developmental Math program.

Assessment of learning in co-curricular and extra-curricular programs is
conducted by the Offices of Student Affairs and Academic Affairs with the
support of the Offices of Planning and Institutional Research and Information
Technology.
Response to accrediting bodies
Eastern made a significant change in 2009 to the procedures used by academic
departments to report on learning outcomes in majors in order to comply with NEASC
recommendations. In August 2008, NEASC specified that universities must document
student learning with two types of information, the E Series and the S Series. The E
Series offers four alternatives for demonstrating “a systematic and broad-based
approach to the assessment of student learning.” The S-series stipulates data that
must be provided related to retention and graduation rates and other measures of
student success appropriate to the institution’s mission. While Eastern has already been
gathering the data required for the S series, it was determined that the university should
utilize two of the alternatives for demonstrating learning outcomes for the E Series.
NEASC’s alternatives under the E Series include the following two alternatives for
assessing student learning:

E1: Inventory: In this alternative, the institution completes: Part A, an inventory
of how programs assess student learning and use the results, and, as
appropriate, Part B, an inventory of specialized accreditation. This alternative is
based on a system used by the Western Association of Schools and Colleges
(WASC).

E2: VSA: Here, the institution commits to the Voluntary System of Accountability
(VSA) plus program review. This alternative builds on the system developed by
NASULGC and AASCU; because the VSA uses institutional level data, it is
augmented for Commission purposes by information on program review. While
7
the system was developed by and for public institutions, for the Commission’s
purposes, it may be selected by any institution.
http://cihe.neasc.org/downloads/Student_Achievement_and_Success.pdf
Eastern is assessing student learning outcomes in accordance with both E1 and E2.
The University implemented a procedure for developing an inventory of how programs
assess student learning outcomes that is consistent with E1 and has also committed to
the VSA and the approaches to assessment of learning outcomes that it requires.
NEASC E1
For E1, NEASC requires that universities report information in the following format:
Option E1: Part a. Inventory of Educational Effectiveness Indicators
CATEGORY
(1)
Have formal
learning
outcomes
been
developed?
(2)
Where are these learning
outcomes published?
(please specify)
Include URLs where
appropriate.
(3)
Other than GPA, what
data/evidence is used to
determ ine that graduates
have achieved the stated
outcomes for the degree?
(e.g., capstone course,
portfolio review, licensure
exam ination)
(4)
Who interprets the
evidence? What is
the process?
(e.g. annually by the
curriculum
com mittee)
(5)
What changes have been
m ade as a result of using the
data/evidence?
(6)
Date of most
recent program
review (for
general
education and
each degree
program)
At the institutional
level:
For general education
if an undergraduate
institution:
List each degree
program:
1.
2.
3.
4.
5.
6.
To ensure that information is available in appropriate format, Eastern’s Academic
Department Annual Report Learning Outcomes template was revised. The new
template, shown below along with instructions for completion, generates the information
necessary to complete NEASC’s Option E1: Part a. Inventory of Educational
Effectiveness Indicators.
8
Eastern’s revised Academic Department Annual Report Learning Outcomes Template
Major: _________________________________________
Assessment of Student Learning in the Major: 2008 – 2009
A
Student Learning
Outcomes
Outcome 1
B
Performance Criteria
C
Courses or activities
D
Assessment methods
E
Assessment results and
interpretation
F
Program modifications
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 2
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 3
Criterion 1:
Criterion 2:
Criterion 3:
Outcome 4
Criterion 1:
Criterion 2:
Criterion 3:
Instructions for completing Academic Department Annual Report Template
Departmental Accountability Measures on Student Learning of Majors
Each department at Eastern Connecticut State University will use the following format to provide annual data on student learning and
program improvements.
Student Learning Outcomes: List the 3–5 core or essential student learning outcomes for majors in your program(s).
Performance criteria: List 2-4 criteria for each learning outcome. The criteria must be measurable and must indicate the specific
characteristics students should exhibit in order to demonstrate desired achievement.
Courses or Activities: List the names of courses or activities where students get the opportunity to demonstrate their performance.
Assessment Methods: What assessment methods or tools did you use to measure performance criteria? When did you use it? If a
rubric was used, please attach it. It is preferred that the data is based on direct measures such as tests, writing tasks, and portfolios
rather than indirect measures such as surveys and observations. Please note if your assessment methods were externally developed
(e.g., GRE Major Field Test, Praxis II Content Knowledge Test) and being used by other peer institutions. Please note that the data
on student learning should not be based solely on course grades assigned by an individual instructor.
Assessment Results and Interpretation: What percent of your majors are achieving the learning outcomes? Attach a data table
showing the distribution of scores for each learning outcome or performance criterion. If you used an externally developed tests or
assessment methods, provide comparison data. How did the students in your department perform compared to students in a peer
institution? Did the results from this assessment meet your expectations about student learning in your department/program?
Program Modification: How are the assessment results being used? Please note changes that have been made as a result of using the
data/evidence. Also, note any future modification you have planned.
Please use the data table in the next page to provide the information from your department/program. The table is a template and it will
keep on expanding as you add in your information
9
Institutions using E1 must also complete Part B for specialized and program
accreditation. Eastern has several programs with specialized accreditation including
Education, Physical Education, and Social Work. These programs will complete the
following inventory in addition to E1: Part A.
OPTION E1: PART B. INVENTORY OF SPECIALIZED AND PROGRAM
ACCREDITATION
(1)
Professional, specialized,
State, or programmatic
accreditations currently held
by the institution (by
agency or progr am name).
(2)
Date of most
recent
accreditation
action by each
listed agency.
(3)
List key issues for continuing accreditation identified in
accreditation action letter or report.
(4)
Key performance
indicators as required
by agency or selected
by program
(licensure, board, or
bar pass rates;
employment rates,
etc.). *
(6)
Date and nature of
next scheduled
review.
.
*Record results of key performance indicators in form S3.
Institutions selecting E1b should also include E1a.
10
NEASC E2
As shown below, NEASC’s E2 requires completion of the VSA template plus program
review. Eastern has posted the required information for the VSA for 2008 and for 2009
and is providing information on program review as required. Program review is
conducted through Eastern’s Academic Program Review process.
OPTION E2. VOLUNTARY SYSTEM OF ACCOUNTABILITY PLUS PROGRAM
REVIEW
I.
Institutions selecting this option should include copies of the most recent institutional template
under VSA and up to two prior templates. The templates will be available from NASULGC
and AASCU. If the institution has not completed the template, include information or plans
on: a) measures of the student experience on campus; b) measures of student learning
outcomes; c) detailed student success tables; and d) “undergraduate success and progress”
table.
II.
Complete the information on program review, below.
CATEGORY
(1)
What is the date of
the most recent
program review?
(2)
How is an “external
perspective”
incorporated into the
review?
(3)
How are the results
of the program
review considered?
(4)
What major
changes have been
made as a result of
the most recent
program review?
(5)
What is the date of
the next program
review?
List each degree
program:
1.
2.
3.
4.
5.
6.
7.
11
Option E2: I Voluntary System of Accountability
Eastern’s College Portrait template, including sections related to learning outcomes is
posted as required for participation in the VSA and will be submitted to NEASC as part
of the University’s 2010 Self-Study. VSA asks for two types of information on
assessment. General information on Assessment at Eastern Connecticut State
University is requested and in response Eastern posts the following.
Student Learning Assessment at Eastern Connecticut State University
Assessment at Eastern Connecticut State University is a process intended to ensure that we are achieving the objectives that we
have set for ourselves as Connecticut's public liberal arts institution. Ultimately, assessment at Eastern serves several purposes: 1)
Improving learning and the learning environment inside and outside the classroom; 2) Ensuring the quality and integrity of an
Eastern degree; 3) Demonstrating accountability to our stakeholders. First and foremost, we need to ensure that our students are
learning what we hope they are learning. By establishing clear goals and evaluating success via a valid process, departments can
build upon successes and improve areas in need of additional support. Our goals as a liberal arts institution are broad yet focused.
The Liberal Arts Program sets in place a foundation upon which the academic departments build. Maintaining the strength and
integrity of this foundation is also facilitated by the assessment process. The classroom is just one part of the learning environment
at a university. Other areas of the university, such as housing, student activities, advisement, and others play an integral role in
maintaining a positive learning environment. As such, they also need to demonstrate that the services that they provide are integral
to the complete learning experience at the university. The quality and integrity of an Eastern degree is critically important not only
to our students, but to their parents and others. State legislators and taxpayers also need to know that the funds earmarked for
public education are being used wisely. Effective assessment yields the evidence that allows us to demonstrate confidently that we
are achieving our stated goals.
Information about Eastern students’ performance related to Core Learning Outcomes
must be presented as scores on one of three standardized tests: Collegiate Learning
Assessment (CLA), Collegiate Assessment of Academic Proficiency (CAAP) or
Measure of Academic Proficiency and Progress (MAPP). Eastern has selected the
Collegiate Learning Assessment as the test that will be used to assess Core Learning
Outcomes. The test was administered for the first time to first-year students in the Fall
of 2008 and to seniors in the Spring of 2009. Results are presented below.
Option E2: II Program Review
Eastern’s Academic Program Review (APR) process is administered by an elected
University Senate standing committee (APRC) that developed and began implementing
a rigorous set of procedures and guidelines during AY 2007-2008 (Senate Bill SB06/077). In that year and in 2008-2009 scheduled and special program reviews were
completed. The committee’s work is guided by the following philosophy.
Committee Philosophy
The purpose of an academic program review is to assess the quality of an
academic program. The primary beneficiary of the process should be the
program itself. Self examination can be a valuable process in determining future
directions or in identifying areas that may need improvement or change.
12
While an individual program in review is responsible for preparing a report and
making program modifications as needed, the Academic Program Review
Committee (APRC) facilitates the review process by inviting program evaluators,
arranging their visit to the university, and communicating with the program, the
reviewers, and university administrators. As a means of making a formative
assessment, the APRC takes a holistic approach to the process. It should be
understood that each program has its own uniqueness and not all of the following
areas are relevant to all university programs. Considerations for each individual
program should be discussed with the committee early on in the process of
creating a report. These seven areas should serve as a starting point for these
discussions:
1.
2.
3.
4.
5.
6.
7.
Appropriateness of the required curriculum
Quality of course instruction
Quality of student recruitment, advisement, and retention
Incorporation of students into pre-professional settings
Faculty scholarship, research, and creative activity
Student learning outcomes
Adequacy of program staff, facilities, and equipment
The APRC has a posted schedule for program evaluation and utilizes the following
process, which includes external review as called for by the NEASC template.
The APR Review Process
The program review will be conducted in three phases. APRC will notify each
program/department that is scheduled for review the semester before the
process begins.
Phase 1. Program/Department Assessment
To be completed on or prior to the first week in December
At the beginning of the first semester of the review process, APRC will meet with
the program/department faculty to discuss the review process. Ways to tailor the
assessment outline to the program being reviewed will be addressed, including a
discussion of the program’s assessment methods and appropriate external
reviewers. An APRC liaison to the program will be determined at this meeting.
The program will then prepare a summary assessment report following the
approved outline and submit the report to APRC by the end of the semester with
a list of five to six possible external reviewers. Upon receipt, APRC will review
the report for completeness. Incomplete reports will be returned with a letter
indicating the necessary information that must be added in order for the report to
be accepted and the process to continue. Accepted complete reports will be
distributed to the Vice President of Academic Affairs, the appropriate Dean, and
external reviewers when selected.
13
Phase 2. External Program Review
To be completed on or prior to the first week in April
APRC will select two external reviewers for each program/department and
arrange for the reviewers to visit the campus. APRC, in consultation with the
program, prepares a one to two day schedule for the external review. A typical
external program review schedule includes:
• an initial meeting with APRC
• meeting with the program director
• tour of program facilities
• meetings with students
• meetings with program faculty
• meetings with the Dean
• meeting with the Academic Vice President
• an exit meeting with APRC
As soon as possible following the visit, the reviewers submit their report(s) to
APRC.
The report should assess the program according to the categories identified in
the Academic Program Assessment Outline of Summary Report (see p. 12.24)
as well as any additional categories believed to be appropriate. Upon receipt,
APRC will forward copies of the report to the program, the Dean, and the Vice
President of Academic Affairs. After receiving its copy of the report, the program
may prepare a written response to its contents within one month.
Phase 3. Internal Program Review
To be completed on or prior to the first week in May
APRC will arrange and conduct a meeting with the program faculty and
appropriate Dean to discuss the assessment report and external reviewers'
report (including the program’s response). Dialogue will focus on concrete
proposals to support and improve the academic program. A proposal drafted by
the program faculty and Dean will serve as a goal-commitment statement for the
program until the next program review. A copy of this statement will be forwarded
to the University Senate and the Academic Vice President.
14
Assessment in Degree Programs
Academic Program Review
As noted above, academic programs at Eastern are reviewed systematically,
incorporating external review, approximately every six years. This review examines
learning outcomes with the self-study report being required to include the following:
VI. Student Learning Outcomes
Provide a statement that explains what measures the program takes to assess
student learning. Discuss what, if any, additional activity is planned in the future
to further develop your assessment process.
Provide a summary of relevant outcome activities such as independent research,
University Honors Program, internal internships, external internships,
publications, presentations, and/or performances.
In 2007-2008 Business Information Systems, the Honors Program, the Writing Program,
and the Modern and Classical Languages Program completed the review process.
Based on reviewer recommendations the Business Information Systems Program
initiated the following changes:






Update transfer plans to ensure that CCC transfers to the BIS program
complete pre-requisite courses that promote success in Eastern’s courses
Develop a BIS Tier 3 LAC course
Expand offerings of BIS Tier 2 LAC courses.
Expand offering of BIS Tier 1 LAC course to integrate liberal arts and BIS
programs.
Develop additional assessment measures for learning outcomes.
Expand the participation of BIS students in student research and related
events
The Honors Program did not make significant changes in response to the APRC
process.
Based on reviewer recommendations the Writing Program Committee initiated the
following changes:



More faculty development for adjuncts teaching ENG 100 and ENG 100P to
ensure curricular consistency and a high quality of teaching
Reconsider the placement process to move to genuine directed selfplacement
Established a Writing Center
15

Revised the mid-career writing requirement from a portfolio review to midcareer writing course in the major (in addition to the current first year
requirement and senior level writing intensive course in the major).
The Modern and Classical Languages Program, which was affected by changes in the
Liberal Arts Core just as it went through the APR process, is in the midst of developing
program modifications that will address both the APR recommendations and the
changes in the LAC.
In AY 2008-2009 Sociology, Computer Science, and Psychology completed the APR
process.
In response to the report of the external reviewers Sociology intends to make the
following changes:


Add pre-requisite and major restrictions to required advanced courses
Consider adding concentrations in the major
The Psychology department received the external reviewer’s report and is in the
process of developing its response.
The Computer Science program was not scheduled to go through Academic Program
Review until 2009-2010 but a special review was conducted based on a department
request. Faculty in the combined Math and Computer Science departments proposed a
split into two departments. Consideration of this request by the administration was
predicated on completion of the APR process. The department has completed its selfstudy and external reviewers have completed their visit but not yet submitted their
review.
Program level assessment of learning outcomes
As noted above, in AY 2008-2009 departments completed a new template for reporting
on assessment of student learning outcomes. Their reports now provide in a systematic
way the information required to complete NEASC’s Option E1: Part a. Inventory of
Educational Effectiveness Indicators. Information on the completed templates indicates,
as shown in the chart below, that all programs have identified program-based student
learning outcomes, approximately 90% have defined assessment measures and have
been gathering and analyzing data related to learning outcomes goals, and over half
have used evidence on learning outcomes to modify programs.
16
Percentages of academic major programs at Eastern conducting selected assessment
activities: 2008-2009
100%
100%
94%
89%
90%
80%
70%
60%
54%
50%
40%
30%
20%
10%
0%
Programs that have identified
program-based student learning
outcomes
Programs that have clearly
defined assessment measures
Programs that have been
gathering and analyzing data
related to their goals for student
learning outcomes
Programs that have used
evidence on learning outcomes to
modify programs
Academic departments at Eastern are involved in a variety of assessment activities.
The list below summarizes activities in the departments. Given that different disciplines
must take different approaches to assessment, no one approach is used by everyone.
Comprehensive Exams
1) Nationally Normed Exams: Subject GREs, MCATs, LSATs, etc.
2) Internally Developed Exams: Used when the above exams do not address critical
content.
3) Common Final Exam Questions: Different sections of a common course (e.g.,
senior seminars) use shared questions.
Skills Tests
4) Lab Exercises: Students demonstrate requisite skills in exercises common
across sections of a course.
5) Embedded Assignments: A similar paper assignment or project is assigned
across sections of a course.
6) Performances (Assessed Using Rubrics): Common in the arts, particularly
Performing Arts.
7) Oral Presentations: Students present results from a project.
8) Field Work Evaluations: Supervisors provide feedback on student performance in
a field setting (e.g., internships, student teaching).
17
9) Entrance Exams & Tutorials in Course Sequence: Students who do not pass
exam within course sequence take tutorials before progressing (e.g., Math
Calculus sequence)
Writing
10) Lab Reports: Students prepare findings from in-class research projects.
11) Exit Portfolios: Students compile a collection representing work done over a
period of time.
12) Class Papers: Term papers assigned across senior-level classes.
13) Senior Seminar Papers: Papers completed as part of capstone senior course.
Surveys
14) Senior Exit Surveys: Surveys completed by graduating seniors providing
feedback on their experiences in the major.
15) Writing Intensive Course Surveys: Surveys assessing the experience in writing
intensive courses across all disciplines.
16) Teacher Dispositions: Education department specific approach to assessing
qualities of student teachers.
Graduate/Alumni Data
17) Alumni Surveys: Surveys to assess progress among alumni since graduation.
18) Employment in Chosen Field: Data collected from graduates identifying success
in obtaining jobs in their discipline.
The following paragraphs summarize program-level assessment activity in AY 20082009 as reported on Annual Report Assessment of Learning Outcomes forms.
Accounting: Accounting is currently undergoing an Academic Program Review with
plans to develop a competency exam and or major field pre-test that will be utilized in
ACC 201 and 202 classes. CPA exam results are used as an assessment method.
Using case studies, papers and presentations students demonstrate critical thinking
skills and use of technology to enhance learning. Accounting Syllabi are also under
review at this time. Common exams are being developed for Accounting 201 and 202.
Biology: Learning is assessed in the Biology program through a new version of a
Comprehensive Exam reflecting material incorporated in the first two years of
coursework. The exam is now being used in BIO 230 and assesses students earlier in
the semester with a larger proportion of lab and analytical style questions. There have
been significant increases in test scores so far with results being monitored to ensure
that adjustments to the curriculum can be made where necessary.
Biochemistry: Biochemistry majors are required to complete embedded assessments
that measure learning both written and orally as students complete lab reports,
quantitative research problems and presentations. These assessments are evaluated
using rubrics that demonstrate the student’s ability to communicate scientific concepts
in an acceptable manner. Completion of standardized examinations similar to the GRE
18
style is also required, with results showing students exceeding standards set by the
department. Department faculty continue to develop materials to collect information to
identify strengths and weaknesses related to student performance as a means of
achieving future goals. Faculty have proposed the future development of a post
graduate survey to identify areas that need improvement.
Business Administration: Business Majors are required to pass a Comprehensive
Examination the results of which are tracked each year. Results from the exam are
used to identify student learning in four functional areas for business (management,
finance, operations management, and marketing) which prompt curricular adjustments
to improve scores. This year Business Ethics was added as a required course for the
major and an LAP 130 Colloquium in Green Business was proposed and approved for
initial offering in spring 2010.
Business Information Systems: BIS faculty assess learning using detailed rubrics which
monitor student progress in written and oral communication projects as well as
performance as a member of a team. Faculty have now implemented materials to
ensure that students use and recognize effective presentation skills. There has been
significant development and use of reliable systems to evaluate student performance
with intention to deploy materials more extensively across both BIS and BUS courses.
Communication: Faculty development of a Course Assessment Grid has been carried
out over the last three years with final results to be completed by the end of the Fall
2009. The grid is used to evaluate the contribution of each course to students’
development of the following skills: critical thinking, ethical applications, technical
conceptualization, devices operated, software applications, vocabulary of the field,
ongoing issues in the field, writing in the discipline, pre-professional experience, global
or international perspectives, and diverse perspectives. A curriculum and program
modification arising from this assessment process will be implemented in 2010. The
department continues to make modifications based on findings from the ongoing
assessment process.
Computer Science: Assessment in the computer science program is based on student
performance on the GRE CS subject test and Senior Thesis/Projects. The department
reports no modifications made in AY 2008-2009 due to anticipated changes resulting
from the program review that is underway.
Economics: Department Faculty use both formative and summative assessments to
examine student understanding of fundamentals to economics and its applications to
the business world and daily life. Exploration of the TUCE (Test if Understanding in
College Economics) is currently underway as a means of comparing the performance of
Eastern’s economics students with those from around the nation. Assessment is also
based on feedback from internship supervisors indicating student performance in
compliance with goals set by the department.
19
Education: Following assessment results and student feedback, education candidates
now explicitly articulate the process in identifying possible strategies for adaptation for
anticipated student activity plans. This process allows students to ensure that their
curriculum materials adequately match the needs of their students. Increased online
collaboration and in-classroom discussions have lead to the successful sharing of
current classroom strategies. Monitoring of online discussions has also been used to
identify major concerns of teacher candidates in field experiences.
English: The English Department has changed many of requirements for portions of the
exit portfolio and for student papers based on results and interpretation by the
Assessment Committee. The department continues to examine content and pedagogy
through curriculum development strategies.
Environmental Earth Science: Using clearly defined learning goals and performance
indicators the Environmental Earth Science Department selects random papers,
laboratory reports, field reports and senior projects to evaluate student performance.
The results are reviewed by the EES faculty, who were then asked to implement
specific steps into their classes addressing the following four components: identifying
applied geoscience problems, analyzing geoscience problems, using appropriate
technology for the problem, and presenting analysis in written and oral format.
Health and Physical Education: PRAXIS II Physical Education Exams are taken by all
senior physical education teacher certification candidates. Writing assignments, class
discussions and presentations are all used to assess student learning with use of
technology to enhance learning central to these themes. Portfolios for students in the
student teaching seminar, student teacher/student internship evaluations by
supervisors, cooperating teacher assessments, work site performance assessments,
and exit/alumni surveys provide evidence used by the department chair’s Advisory
Council to make recommendations about program content, pedagogy, and modification.
The department reports no program modifications in 2008-2009.
History: The History Department has modified its curriculum to ensure that students
acquire a broader geographical foundation. Assessment of learning in history is
implemented through HIS 200 Historical Research and Writing courses in the form of an
exam including chronological questions, source identifications and map terms. The
results of the assessment were then compared according to major, transfer vs. non
transfer, and whether or not students had previously taken a survey course in both
American and European/World History or not.
Master’s in Organizational Management: Organizational Management students take a
Comprehensive Exam at the end of the program. Curricular revisions have been made
to improve students’ performance including plans to coordinate text book changes to
ensure students understand differences in treatments of theories when completing the
Comprehensive Exam.
20
Mathematics: Learning in mathematics is assessed through the use of NCATE/NCTM
Standards and Indicators in an advanced course for math majors planning on careers
as secondary teachers and through the use of a Calculus Assessment System in
calculus courses. Based on findings Math 230 will be revised and more algebra
problems will be incorporated in tutorials for students in calculus classes.
Modern and Classical Languages: Assessment of learning in MCL courses was
conducted through the use of the American Council on the Teaching of Foreign
Languages protocol for oral interviews. The reading comprehension rubric was used to
evaluate student performance on the comprehension task. Intended modifications of
this assessment include embedding assessment into the course and revising question
and answer instructions to ensure there was limited student ambiguity. Also a greater
emphasis will be placed on reading comprehension within every course so that the skill
can be developed over time.
Performing Arts: Students in theatre and music are evaluated by faculty and guest
experts, audiences, and critics. In order to improve student capabilities there is a
continuous commitment to ensuring a variety of opportunities for performance, student
level collaboration, and pre-professional experience, balanced by expectations of
growth, responsibility and professionalism inside and outside of the classroom. Using
newly developed rubrics for assignments, both oral and written, the performing arts
department has been able to give successful and more timely feedback to students. The
assignment rubrics continue to be developed and modified based upon department
goals. In the music program students will be required to pass a series of juries each
semester in order to advance through the degree.
Political Science: There are continued modifications to pre and post test assessment
methods within the Political Science Department. A rubric to assess student learning it
still being developed to ensure that students have the ability to engage with literature
within their own research. The rubric will be applied to semester research papers
completed in both research methods courses and the senior seminar.
Psychology: The Psychology Department assesses student learning on 6 goals using
several methods including Educational Testing Service Psychology Field Test and a
senior exit survey. Senior psychology majors take the ETS field test each year with
results compared to previous years. After evaluating the possible impact of student
motivation on test scores, the department is considering making a core of certain
courses requirements for all students, to ensure exposure to essential material in the
field of psychology. Recent goals also include the possibility of developing an internal
test that may better suit the current curriculum. This year the department focused on
practical applications of research findings in both Methods courses. The department
shifted one course into LAC Tier III to allow for greater focus on research findings and to
allow for more consistent reinforcement of critical thinking and analysis skills for all
majors.
21
Sociology, Anthropology and Social Work: Development of a new survey instrument to
reflect on and strengthen teaching practices has helped the department to identify
current strengths and weaknesses of the course. The results show that the Sociology
Department is achieving its goals in developing student learning if diversity.
Social Work: Student learning in Eastern’s Social Work Program is assessed using the
Baccalaureate Social Work Education Assessment Project assessment package, a
national survey covering approximately 185 BSW program and nearly 19,000 BSW
students. Scores of Eastern Students are compared to the national sample.
Visual Arts: Within the Visual Arts program assessment varies depending upon
concentration. For example, in Art History a set of rubrics for evaluating papers and
research were developed, as was a rubric for assessment of student work in
printmaking. The inclusion of a trip to a printing plant enabled more effective preparation
for students to who submitted print work. Visual Art and Design emphasizes evaluation
of a student portfolio with significant input from external reviewers. The effect of recent
curricular revision is currently being assessed through evaluation of student portfolios.
There have also been increases in development of Web Design, Digital Art and
Animation courses that help students to focus on professional practices related to their
major. An exhibition course was developed , pre-press content was incorporated in two
courses, increased attention was paid to InDesign benchmarks throughout the
curriculum
Assessment of campus-wide academic programs
Eastern’s Liberal Arts Program Committee developed learning goals for the overall
academic experience offered to our students:
ECSU's liberal arts core curriculum, major programs, campus culture and environment
are designed to help students develop the self-disciplined habits of mind, and the
knowledge and skills that allow them to successfully meet the challenges of everyday
life.
Our goal is to enable students to:








productively engage in multiple modes of thinking;
examine, organize, and synthesize information in ways appropriate to a variety of
contexts;
communicate effectively orally, visually and in writing;
use scientific methods and concepts and quantitative skills to solve problems and
make informed decisions;
understand how a person’s culture influences his/her view of the world;
act in an informed and ethical manner in our global society;
understand the human condition from an historical context; and
foster curiosity and a passion for learning.
LAPC Guiding Principles http://www.easternct.edu/lapc/LACC2006.htm
22
Campus-wide academic programs at Eastern that contribute to achieving the broad
learning goals specified above include the First Year Program and the Liberal Arts Core
Curriculum. In addition, all Eastern students participate in the University Writing
Program and in order to complete the mathematics requirement in the Liberal Arts Core
approximately half of our students participate in the Developmental Mathematics
Program. This year Eastern established a Writing Center and a Mathematics
Achievement Center to support those requirements. Assessment in these programs is
included in this section. Some of the assessment of the Writing and Math centers and
programs was conducted as part of Eastern’s participation in Project Compass, a Nellie
Mae-funded project aimed at increasing the success of traditionally underrepresented
and underserved groups of students. Assessment of these programs is discussed
below.
First Year Program
Eastern’s First Year Program has two components. In the first semester students take a
cluster of courses with a learning community. The clusters contain two three-credit
courses and a one-credit First Year Seminar. In the second semester students take a 3credit Colloquium with a different group of students.
First semester learning communities and course clusters
The goal of the First-Year Program is to ensure that every first-year student makes a
successful transition from high school to college through:






Active learning
Small classes
Working closely with full- time faculty members
Working with a peer mentor
Developing college survival skills
Getting connected to resources, people, and places on campus
Assessment of the First Year Program has been conducted through:


Annual administration of a survey completed by student participants.
Analysis of performance of students who have participated in the program
including retention, GPA, and graduation rates.
The most recent assessment was based on data from students who participated in the
program in Fall 2007. Participants felt quite strongly that the program helped them to
adjust to college life and that it had positive effects on their ability to think in new ways,
use campus services and meet the academic demands of college.
23
Survey results indicate that most participants agreed that the programs enhanced their
skills. This was not true of money management, which was not consistently addressed
in all First Year Seminars.
24
Participants responded very positively regarding being in a learning community and the
effects of the program on their level of comfort with professors and their ability to work
with other students.
25
Data on retention shows that in most years the retention rate of program participants is
higher than average.
Findings from the survey led to program modifications that were partly implemented in
AY 2008-2009 and that will be more fully implemented in 2009-2010. A more standard
curriculum for the First Year Seminar will be used and a new option for the design of the
course cluster will be offered in 2009-2010. From its inception the program has placed
all students in clusters with two three-credit courses and a one-credit First Year
Seminar. In the 2008-2009 Academic Year the University Senate approved the offering
of clusters with one three-credit course and the one-credit First Year Seminar. This
option reflects the fact that while students feel positive about the First Year Program, it
does not have a very strong effect on retention. The new program option will allow more
students to participate in the program and benefit from participation in a learning
community without unduly stressing faculty resources.
Eastern’s First Year Program also uses information from the NSSE survey for program
assessment. In 2008, Eastern’s score is higher than the respective comparison group
score for first year students on questions that address the issue, “Do your students take
advantage of complementary learning opportunities?” Our first year students provided
more favorable responses than average on this “Enriching Education Experiences”
question when compared to COPLAC schools, Carnegie Class schools, and NSSE
2008 overall scores. On three of the other four questions evaluated as benchmarks of
effective educational practice, (How challenging is your institution’s intellectual and
creative work? Are your students actively involved in their learning, individually and
26
working with others? Do your students work with faculty members inside and outside
the classroom?) Eastern’s first year students’ responses were not significantly different
from those of the comparison groups. On the question “Do your students feel the
institution is committed to their success?” Eastern’s first year students gave scores that
were significantly below those of students at COPLAC schools and below the NSSE
2008 average.
Eastern has made changes in the last year that should improve students’ responses on
the last question. The Academic Services Center (ASC) was opened with a clear
mission of promoting student success. Given the Center’s usage over the year we hope
that students develop a more favorable impression of the institution’s commitment to
their success. A qualitative study conducted by Dr. Hari Koirala to evaluate the
effectiveness of the Academic Services Center revealed very strong student responses
about the benefits of the ASC.
While there has been ongoing assessment of the first-year program, it has been based
on a survey that may not capture all of the useful information desirable for program
modification. Analysis of data related to the effect of program participation on student
outcomes has been inconsistent and limited to a few variables. In the summer of 2009,
Dr. Xing Liu, a member of the Education Department whose expertise is assessment,
will work with the Director of the First Year Program to develop a new assessment plan.
They have already begun refining learning goals. A significant consideration in
development of the assessment plan will be ensuring that it yields data that will allow
comparison of the effectiveness of various configurations of the course clusters that the
program will offer beginning Fall 2009. The new assessment plan is likely to incorporate
a number of assessment tools including continued use of a survey and a more
sophisticated and systematic analysis of data related to performance of program
participants.
First-Year Liberal Arts Colloquium
A core element of TIER I of the Liberal Arts Core, the First-Year Liberal Arts Colloquium
may be offered by faculty members from any academic discipline. Each Colloquium
represents a unique exploration of aspects of the human condition from the diverse
perspectives of the instructor, the students, and the field of inquiry. The Colloquium will
introduce students to academic standards and practices that are foundational for a
successful university career and life-long learning.
To assist first-year students in becoming engaged in the intellectual life of the university,
they will enroll in one of many discussion-oriented colloquia that explore a broad,
contemporary theme developed from the expertise and interests of the instructor. Each
colloquium consists of a group of twenty students who will become active learners
working closely with a faculty member and each other to develop the skills of good
scholarship – critical reading, logical thinking, and effective communication – that are
the keys to a successful academic career and a productive life beyond the university.
27
Upon completion of the First-Year Liberal Arts Colloquium students will be able to:
 Recognize the multiple dimensions (approaches, goals, consequences) of the
pursuit of understanding and truth in an academic environment;
 Understand the role of logic, reason, and evidence in academic pursuits;
 Effectively communicate with others, orally, visually and in writing;
 Seek, compile and effectively use accurate and relevant evidence to support a
position;
 Manage doubt and uncertainty in the pursuit of understanding;
 Know the ethical dimensions and obligations of academic endeavors;
 Demonstrate respect for others and points of view dissimilar from one’s own; and
 Demonstrate essential intellectual traits such as integrity, perseverance, fairness,
empathy and courage.
No systematic assessment of learning outcomes has been conducted across sections
of the Colloqium and there has been no analysis of its impact on student performance.
Appraisal of learning outcomes in the First Year Liberal Arts Colloquium has been
based solely on instructor-assigned grades. Dr. Xing Liu will be working this summer
with the Directors of the First Year Program and of the Liberal Arts Program to develop
a plan for assessing the effectiveness of the First Year Liberal Arts Colloquium in
achieving its goals. Of particular concern is evaluation of whether the Colloquium should
remain part of the first year or if it should become a second-year course.
LIBERAL ARTS CORE CURRICULUM
The liberal arts core curriculum has learning outcomes specified for each tier and
category of course. These are presented below:
Tier I Methods And Concepts
27 / 28 Credits
TIER I exposes students to the main branches of knowledge that ECSU faculty have
determined to be essential to a strong liberal arts education. Students will select
courses in which they will be required to master a body of introductory-level knowledge
within a particular field, and become familiar with the history, ethics, values, methods,
and academic standards of inquiry and analysis within that field. In order to achieve
these goals, it is necessary that students engage curricular material presented in TIER I
courses actively, and when possible, experientially. While modes of learning will vary in
each discipline, TIER I courses will hold as a central learning objective the development
of critical and analytical modes of thinking, and will provide ample opportunities for
students to communicate and demonstrate their acquisition of material and ideas.
A core element of TIER I is the First Year Liberal Arts Colloquium, which may be offered
by faculty members from any academic discipline. Each Colloquium represents a
unique exploration of aspects of the human condition from the diverse perspectives of
the instructor, the students, and the field of inquiry. The Colloquium will introduce
students to academic standards and practices that are foundational for a successful
university career and life-long learning.
28
Students will also complete a course in College Writing and select one course from
each of seven Tier I disciplinary categories: Arts and Humanities: Literature And
Thought; Arts and Humanities: Arts In Context; Health and Wellness; Historical
Perspectives; Mathematics; Natural Sciences; and Social Sciences.
As a result of completing TIER I, students will be able to:






Recognize and articulate the major concepts and ideas that are foundational to a
range of liberal arts disciplines;
Comprehend distinctions and similarities among fields of study;
Understand and employ multiple modes of inquiry and analysis;
Effectively communicate ideas orally, visually and in writing;
Demonstrate the value of rigorous inquiry and research, academic integrity, and
active engagement in the ECSU learning community and beyond; and
Discern the ethical dimensions of the production and acquisition of knowledge
within disciplines.
First Year Liberal Arts Colloquium
Must be completed within the first 30 credits.
4 Credits
To assist first-year students in becoming engaged in the intellectual life of the university,
they will enroll in one of many discussion-oriented colloquia that explore a broad,
contemporary theme developed from the expertise and interests of the instructor. Each
colloquium consists of a small group of students who will become active learners
working closely with a faculty mentor and each other to develop the skills of good
scholarship – critical reading, logical thinking, and effective communication – that are
the keys to a successful academic career and a productive life beyond the university.
Upon completion of the First Year Liberal Arts Colloquium students will be able to:
 Recognize the multiple dimensions (approaches, goals, consequences) of the
pursuit of understanding and truth in an academic environment;
 Understand the role of logic, reason, and evidence in academic pursuits;
 Effectively communicate with others, orally, visually and in writing;
 Seek, compile and effectively use accurate and relevant evidence to support a
position;
 Manage doubt and uncertainty in the pursuit of understanding;
 Know the ethical dimensions and obligations of academic endeavors;
 Demonstrate respect for others and points of view dissimilar from one’s own;
 Demonstrate essential intellectual traits such as integrity, perseverance, fairness,
empathy and courage.
College Writing
Must be completed within the first 30 credits
3 Credits
29
Students will be placed in an English composition class that appropriately assists them
to become better, more confident writers.
Upon completion of this requirement students will be able to:
 Write essays in several genres that are sufficiently focused, clearly and logically
organized, and fully developed so they communicate ideas clearly to their
intended audiences;
 Use various kinds of evidence and reasoning to support their judgments;
 Locate, evaluate, synthesize, and appropriately document various kinds of
information gleaned from research;
 Analyze texts or concepts;
 Analyze the strengths and weaknesses of their own writing; and
 Edit their writing according to the conventions of standard written English
Arts and Humanities: Arts in Context
3 Credits
Students learn about one or more arts disciplines, with an emphasis on general
concepts and terminology, and within historical and social contexts.
Upon completion of this requirement students will be able to:






Acquire key concepts, terminology, and methodologies regarding the study of a
particular artistic field;
Understand the function of the arts in society through history and in the present;
Be able to situate artworks within historical, social, political, and cultural contexts;
Become knowledgeable about critical approaches to the arts;
Critically assess movements, artworks, performance, and other artistic
expression; and
Develop knowledge and skills in an area of artistic, literary or other creative
activity, with an emphasis on expression.
Arts and Humanities: Literature and Thought
3 Credits
Students learn how to read situations, interpret details, evaluate competing points of
view, and form insightful questions—in other words, to develop supple and lively habits
of the mind. Readings are selected that will broaden one’s perspective on human values
and thought.
Upon completion of this requirement students will be able to:



Acquire key concepts, terminology, and methodologies regarding the study of
literature/texts;
Consider the ways ideas in literature/texts both shape and reflect society; and
Critically assess literature/texts.
Health and Wellness
Must be completed within the first 30 credits.
2 Credits
30
Students will develop scientifically-based understandings of the physiological, genetic,
behavioral, social and cultural factors that support health and wellness.
Upon completion of this requirement students will be able to:
 Understand various challenges to human health and wellness, including an
understanding of health risks;
 Describe health promotion and illness prevention through the study of nutrition,
fitness, stress management, or other action strategies;
 Demonstrate an understanding of themselves as active agents in their own
health; and
 Develop personal goals and programs for health and wellness using knowledge
based upon principles from epidemiology, nutrition, kinesiology and other health
sciences.
Historical Perspectives
3 Credits
Students will study the interrelatedness of various realms of human experience from
multiple historical perspectives. They will understand the various ways that the past is
different from the present and how the past has an impact on subsequent events and
the present. They will understand, value and use historical methods, including the use
of primary sources.
Upon completion of this requirement students will be able to:
 Critically read, discuss and write about historical issues;
 Demonstrate an understanding of how the past has an impact on subsequent
events and the present;
 Reflect on the complex, dynamic and interrelated nature of change;
 Critically evaluate claims about the past;
 Understand the influence of the temporal and geographical contexts of historical
events on human affairs.
Mathematics
Must be completed within the first 30 credits.
3 Credits
Students will be able to understand and be able to use the arithmetical and algebraic
tools needed in mathematics, in other disciplines, and in one’s life. Through the study of
mathematics students will understand it as a component of human culture and history
and appreciate that it has aesthetic dimensions.
Upon completion of this requirement students will be able to:
 Use mathematical thinking as a model of deductive reasoning;
 Understand the importance of variation – both how a single quantity can vary and
how one quantity varies in relation to another (i.e., functional relationships);
 Understand the important mathematical idea of growth (linear, quadratic,
exponential, etc.);
 Apply quantitative reasoning to problems encountered in other academic areas;
and
31

Use appropriate technology (e.g. graphing calculators, spreadsheets,
mathematical manipulation software,) to solve quantitative problems.
Natural Sciences
3-4 Credits
The natural sciences requirement includes one course in Tier I and one course in Tier II;
a student must pass a Tier I science course before enrolling in a Tier II science course.
Either the Tier I or the Tier II science course must include a one-credit laboratory or field
component. In the Tier I natural science courses students will view the natural world
with the questioning eye of a scientist. They will learn basic scientific principles and the
methods by which scientists develop and validate those principles. In the science
laboratory or field component students will gain hands-on experience in planning,
making, analyzing, and interpreting scientific observations
Upon completion of this requirement students will be able to:
 Understand basic scientific principles underlying knowledge of the natural world;
 Understand methods by which scientists observe natural phenomena, formulate
testable hypotheses, and design and perform experiments; and
 Obtain and critically evaluate scientific information from various information
sources.
Social Sciences
3 Credits
Students will develop an understanding of the complexity and diversity of human
behavior. They will explore the multiple factors and processes that shape individuals,
families, groups, organizations, communities, institutions and societies.
Upon completion of this requirement students will be able to:
 Understand the multifaceted and dynamic interactions within and between
individuals, social systems, social structures, and social institutions;
 Describe the nature of various social processes and social structures that affect
the behavior of individuals, families, groups, organizations, communities, and
societies;
 Know theories and methods of the social sciences; and
 Reflect in an informed manner on oneself and one’s location in social,
organizational, economic, cultural, historical or political contexts
Tier II Synthesis and Application
15 / 16 Credits
TIER II builds upon the rigors of students’ prior learning experiences as they apply
concepts and principles to new and more advanced sets of problems and contexts.
While TIER I emphasizes disciplinary knowledge and academic systems and methods,
TIER II fosters higher-order thinking and advanced problem-solving capabilities through
applied research, collaborative projects, creative problem-solving, and original and
innovative modes of expression. Students will apply a range of methodologies to the
production, synthesis, and communication of knowledge and inquiry into human affairs.
Upon completing certain foundational TIER I courses students will select one course
from each of the following TIER II categories: Application of Information Technology;
32
Creative Expression; Cultural Perspectives; Natural Sciences; and Individuals and
Societies. Students will generally complete TIER II courses in their Sophomore or Junior
year. Most offerings will be designated at the 200 and 300 levels.
Upon completion of all TIER II courses, students will be able to:
 Identify and apply diverse methods of inquiry and ways of knowing in making and
evaluating decisions in human affairs;
 Develop the ability to think creatively, and come to value ingenuity and originality
by engaging in multiple modes of problem solving; and
 Apply ethical principles to practical problems of life and work.
Applied Information Technology
3 Credits
Students must have passed the Tier I mathematics requirement in order to enroll in
courses in this category
Students will explore the application of information technology in one or more areas
such as information systems, networks, data analysis, model development, simulations,
graphic design, artistic creation, the impact of computers on society or the ethical use of
digital information. These courses will enable students to apply information technology
in problem-solving, the pursuit of knowledge, and the communication of ideas. Students
will recognize when information technology will assist or impede the achievement of a
goal.
Upon completion of this requirement students will be able to:
 Explain digital representation of information;
 Compare information technologies in both abstract and concrete terms;
 Employ specific information technology to manage existing information, solve
problems, and communicate or create new ideas; and
 Explain the technical and ethical limits of information technology.
Creative Expression
3 Credits
Students must have passed at least one Tier I course in Arts and Humanities in order to
enroll in courses in this category.
Students explore the creative process and enhance creative problem-solving skills
through hands-on activities and experiences in a specific medium or genre. Building
upon knowledge acquired in a foundational arts and humanities course, students will
develop analytical abilities toward the goal of individual or collaborative creative
expression.
Upon completion of this requirement students will be able to:
 Demonstrate an understanding of the creative process in a specific medium or
genre;
 Expand and apply basic techniques appropriate to a specific creative medium;
33


Articulate and analyze the critical and aesthetic values of the medium or genre
under consideration; and
Communicate ideas through art, literature and other creative forms.
Cultural Perspectives
3 Credits
Students must have passed at least one Tier I course in Arts and Humanities, Social
Sciences or Historical Perspectives in order to enroll in courses in this category.
Students will draw from interdisciplinary perspectives in order to understand and
critically examine culture. Contemporary perspectives on the meaning, content, and
processes of cultural production will be explored.
Upon completion of this requirement students will be able to:
 Examine culture as dynamic and contested;
 Critically examine paradigm shifts in understanding culture;
 Analyze variability and heterogeneity within and across cultures; and
 Engage in reflexivity about their own culture and identity.
Individuals and Societies
3 Credits
Students must have passed a Tier I Social Science course in order to enroll in courses
in this category.
Students will examine the nature and function of individuals, social systems, social
structures and processes from interdisciplinary perspectives. Individuals, families,
groups, organizations, societies and the world will be examined from theoretical and
practical perspectives.
Upon completion of this requirement students will be able to:
 Demonstrate the ability to analyze factors that affect the behavior of individuals
and the nature of social structures and processes;
 Apply the theories and methods of the social sciences to social issues and social
contexts;
 Evaluate the role of social institutions (e.g. family, government, economic,
religion, education) in the promotion or diminution of human well-being;
 Make informed evaluations of social, economic and political phenomena and
issues.
Natural Sciences
3-4 Credits
Students must have passed a Tier I Natural Science course in order to enroll in this
category. Students who did not take a laboratory or field component in Tier I must
choose a Tier II course with a laboratory or field component.
Tier II natural science courses will build upon students’ knowledge of scientific concepts
and methodologies gained in the Tier I science course. In Tier II students will expand
their base of knowledge and consider the roles of pure, curiosity-driven, scientific
34
research and applied research in addressing societal needs. In the science laboratory
or field component students will gain hands-on experience in planning, making,
analyzing, and interpreting scientific observations.
Upon completion of this requirement students will be able to:
 Evaluate the quality of scientific data and its interpretation in published studies;
 Acquire and synthesize data needed to apply science to the needs of society;
 Apply scientific methods and knowledge in making and evaluating decisions in
human affairs; and
 Recognize the limitations of science in addressing certain societal problems.
Tier III Independent Inquiry
3 Credits
Students must have passed at least two Tier II courses prior to enrolling in a Tier III
course.
As the culminating, integrative liberal arts experience, TIER III represents a critical
component of the ECSU Liberal Arts curriculum. TIER III affords students the
opportunity to reflect on and apply knowledge and skills acquired in the first two tiers
and in their major. Departments may recommend specific options for their majors to
complete TIER III or allow students to choose from a variety of options within or outside
the major.
Upon completion of this requirement students will be able to:
 Demonstrate the ability to engage in independent inquiry;
 Apply current and critical thinking in a focused area of study;
 Reflect on the context of their independent inquiry or artistic creation; and
 Reflect on this work as an outcome of their liberal arts education.
INTEGRATION ACROSS THE LIBERAL ARTS CORE AND MAJOR CURRICULA
Communication across the Curriculum
Students must communicate clearly in order to meet the demands of the variety of
complex communications situations graduates will encounter in their workplaces and
communities
Oral, visual and written communication skills will be infused throughout the curriculum.
All courses in the liberal arts core curriculum and all majors will be encouraged to
provide content, support, and opportunities for students to achieve oral communication
competencies.
As a consequence of this integrated communication approach students will be able to:
 Write and speak effectively in their disciplines in both academic and workplace
genres;
 Write and speak effectively in a variety of genres;
 Communicate effectively in small and large groups; and
 Conduct effective technology assisted presentations.
35
Critical Thinking across the Curriculum
Critical thinking is a fundamental quality of educated persons. We seek truth in its
multiple dimensions and we employ logical, reflective and creative approaches to
discern it. The process of critical thinking develops intentionally and must be sustained
by practice and nurture.
Critical thinking will be integrated across the curriculum. It will be an element of each tier
of the liberal arts core curriculum and throughout the major curricula. An implementation
plan will be developed to recommend the manner in which this be incorporated into the
curricula.
Ethics across the Curriculum
The study of ethics should challenge students’ thinking and develop their abilities to
understand what is it to be a good human being.
Ethics content will be infused throughout the liberal arts core curriculum and the major
areas of study. Ethical theories and principles will be introduced in Tier I. The
application of ethics in academic inquiry and in disciplinary methods will be introduced
at this level. All First Year Liberal Arts Colloquia must include ethics content. Every
major program must incorporate ethical learning within their curricula. Students will be
expected to synthesize and apply ethical learning in Tier II and Tier III liberal arts core
curriculum courses.
As a consequence of this integrated ethics approach students will be able to:
 Describe ethical theories and principles of ethics;
 Apply the principles of ethics to their lives;
 Be prepared for ethical dilemmas encountered in the workplace; and
 Address ethical dilemmas in a democratic society.
Information Literacy across the Curriculum
Information Literacy enhances the pursuit of knowledge at the University by preparing
students to think critically and use information effectively in their academic, professional,
and personal lives. The information literate student determines the nature and extent of
the information needed, can locate it using a variety of media and technologies, and can
evaluate information in order to use it proficiently. Information literacy will be infused
across the curriculum in four areas within Tier I: First Year Colloquium, English 100 and
Information Literacy Tutorial, and within major designated classes.
An information-literate student at Eastern Connecticut State University will be able to:
 Define the research topic and determine the nature and extent of the information
needed;
 Develop and implement an effective search strategy appropriate for an
information need;
 Access the necessary information effectively and efficiently;
36





Evaluate information and its sources critically and incorporate selected
information into one’s knowledge base and value system;
Assess the search strategy;
Employ principles consistent with the ethical and legal uses of information;
Organize, synthesize and communicate information; and
Effectively navigate the body of knowledge within his/her major discipline.
Design of assessment in LAC courses
When a faculty member proposes that a course be included in the Liberal Arts Core, he
or she must complete a form similar to the one below that requires specification of
learning outcomes, activities and assessment methods. The form varies for each tier
and category.
EASTERN CON NEC TICUT STA TE U NIVERSITY
Libe ral Arts Program Comm ittee
Course Submi ssion Appli cation for the Liberal Arts Curriculum
Tier I: Social Sciences
Depar tment:
% of sections of this course typ ically taught by adjunct s per academic year:
Cours e Prefix and Number:
Does this course also fit a GER Category?
Cours e Title:
If yes , which GER Category ?
Contact Na me and E-mail:
Date of Su bm ission:

Descriptions of the tiers, content areas and integrated curricular elements* and narratives are at http://www.easternct.edu/depts/lapc

This form should be submitted with a course syllabus and the appropriate (two) Curriculum Committee forms.
Ye s
No
TIER I: SOCIAL SCIEN CES
Student Learning Outcomes
1.
2.
3.
4.
Emphas is
Ranking
3 C ritically Importan t
2 Im portan t
1 Le ss m
I portan t
Specific Course Activi ties
Assessment Method
Understand the multifaceted
and dynamic in teractions within
and between individuals, social
systems, social structures, and
social institutions
Describe the nature of various
social processes and social
structures that affect the
behavior of individuals,
families, groups, organizations,
commun ities, and societies
Know theories and methods of
the social sciences
Reflect in an informed manne r
on oneself and oneÕs location in
social, organizational,
economic, cultural, historical or
political contexts
37
TIER I: Methods and Con cepts (requ ired for all Tier I c ourses)
1.
2.
3.
4.
Recognize and articulate the
majo r concepts and ideas that
are foundational to a range of
liberal arts disciplines
Compre hend the relationships
among and distinctions between
disciplines and areas of study
Understand and employ
multiple modes of inquiry and
analysis
a. Eff ectively commun icate
ideas orally:*
4.
b. Eff ectively commun icate
ideas visually:*
4.
c. Effe ctively communicate
ideas in writing:*
5.
a. Understand the value of
rigorous inquiry and research
5.
b. Understand the value of
academic integrity
5.
c. Understand the value of
active engagement in the ECSU
learning commun ity and beyond
Discern the ethical dimensions
of the production and
acquisition of knowledge within
disciplines*
Ability to think critically*
6.
7.
Obtained by cumulative activities of mu ltiple requirements of
courses in Tier I
Obtained by cumulative activities of mu ltiple requirements of
courses in Tier I
Obtained by cumulative activities of mu ltiple requirements of
courses in Tier I
Course S ubmission Appl ication for the Liberal Arts Curriculum
General Information
The liberal arts curriculum is designed to achieve specific student learning outcomes.
Departments propose courses for submission into the Liberal Arts Curriculum to the Curriculum Committee and the Liberal Arts Program Committee. In submitting course proposals, departments
are indicating that the syllabus presented is representative of all sections of the proposed course and acknowledge that all syllabi will contain the LAC tier and category student learning outcomes
and other requisite components of a LAC syllabus. Departments will insure that the objectives of the LAC will be declared and taught in all sections of the proposed course. This is not to impede
academic freedom. The LAPC recognizes that there are multiple methods to achieve the student outcomes. The diversity of approaches to achieve these ends promotes creativity and enriches the
curriculum.
Outcomes
These student learning outcomes are identified as the learning outcome for a particular tier of the liberal arts curriculum and for the specific category of the tier. All courses accepted for inclusion
within the Liberal Arts Curriculum must develop the student learning outcomes for each of the outcomes for the categories and contribute to the development of learning outcomes for the tier and
for the entire curriculum.
Emphasis Ranking
Identify your intention and active effort to assist students to achieve each of the goals . All outcomes are not equally addressed in every course. The value placed on the outcomes may be evidenced
by the time, grade weight or other factors. Ranking of your emphasis assists the LAPC in understanding the focus of the course and how all courses within LAC tiers contribute to student learning.
Emphasis Ranking:
3
This outcome is critically important to the course and will be strongly emphasized
2
This outcome is important to the course and will receive some emphasis
1
This outcome is less important to the course and will be addressed but not emphasized
NA
If there is a compelling reason based on the nature of the course that precludes meeting one of these requirements, please insert the rationale in the specific course activities box.
S pecific Course Activities
How will the instructor insure that the learning objectives are met? Please provide specific course activities design ed to achieve student outcomes in each area. Your syllabus will illustrate the
overall requirements and content of your course. Please highlight specific teaching approaches, student activities, resources employed, reading a ssignments or other strategies to produce these
learning outcomes.
Active learning activities are encouraged to promote student engagement and learning at higher levels. These may include: debates, presentations, student team reports, demonstrations,
experiments, discussion, problem-solving, assessing, designing, role playing, simulation and other activities.
Assessment Methods
How will the instructor evaluate whether students in the class achieve these outcomes and at what level of achievement? How will the instructor evaluate whether the course achieved the
expectations for overall student learning of these objectives? If available, attach copies of assessment tools to your submission. There are a variety of sources of evidence of student achievement of
goals. These may include:

Embedded assessments such as papers, exams, projects, lab reports, presentations, journals

M ethods to communicate assessment such as rubrics, comments, grade reports, feedback mechanisms

Student self-evaluation tools
Syllabus
Course syllabi for the Liberal Arts Curriculum (LAC) must include the learning outcomes for the appropriate tier and category of the LAC.
Curriculum Committee Forms
All courses submitted for the LACC for the first time will be treated as new courses to be approved by the Curriculum Committee.
38
Assessment is given careful consideration in the development of courses for the LAC
but there is at present no systematic means of reviewing the results across courses. Dr.
Liu’s work in the summer of 2009 will include development of a plan for assessing
learning in the various tiers and across courses. Several faculty members wrote and
received a CSU Assessment grant for assessing learning in one category of Tier I.
Another group applied for and received an in-house grant to work on a similar activity
for Tier II. Implementation of these strategies is expected to progress slowly as the LAC
is fully implemented as called for in the Strategic Plan.
Collegiate Learning Assessment (CLA)
To assess the effectiveness of the overall educational program at Eastern, and in
particular of the LAC, and to support Eastern’s participation in the VSA, the university
administered the CLA for the first time in the 2008-2009 academic year. Results for
seniors who took the test in April are not available but the results for first year students,
who took the test in September, are summarized below.
Eastern’s first year students scored in the 77th percentile for students from comparable
institutions when entering academic ability is not taken into consideration (see below).
When scores are adjusted based on entering academic ability Eastern’s first year
students scored above the 90th percentile in all categories and in the 99th percentile in
two. All of the results were “Well above expected” based on entering academic ability.
While this is a positive finding, it creates a challenge since the purpose of the test is to
show how much students gain relative to their expected score as they move from firstyear to senior status. With these scores for first-year students it will be difficult for
Eastern students to show significant improvement from first to senior years.
Administrators and faculty members involved with administration of the CLA at Eastern
and others with expertise in testing and measurement have met to discuss the
implications of the first-year student scores. There is more research to be done to
develop a full understanding of these first year student scores and the scores of senior
students are eagerly awaited. Eastern will participate in the CLA in the 2009-2010
academic year.
39
40
The orange square indicates that Eastern first year students earned CLA scores much
higher than expected based on their entering academic ability. Having been on campus
for only a few weeks when they took the test, the results are not considered a
meaningful gauge of student learning at Eastern. Several possibilities are being
considered to explain the strong performance, including sampling and motivation.
41
Developmental Mathematics and the Mathematics Achievement Center
Mathematics
The focus for mathematics for fall semester 2008 was on developmental mathematics
courses. A vast majority of these courses are taught by part-time instructors. Two major
changes were instituted that we hope will have an impact on retention in developmental
mathematics courses:
1. During the summer a workshop was held with part-time faculty assigned to
developmental mathematics courses. For the first time, faculty used a standard
syllabus. In addition, homework assignments were to be restricted to a selected
list of problems and a group of technology assignments (requiring the use of a TI83/84 graphing calculator) were to be common to all sections.
2. The Mathematics Achievement Center (MAC) was opened during the first week
of fall semester. Weekly attendance at the MAC was required for all students
enrolled in Elementary Algebra, MAT 098, or Intermediate Algebra with
Workshop, MAT 101W. In addition, students enrolled in Intermediate Algebra,
MAT 101 were encouraged to go to the MAC for help and practice.
Statistics on pass rates and success rates in developmental mathematics courses
follows:
Pass Percent = 100%(number D or above + number of CR)/(Class size)
Success Percent = 100%(number of C- or above + number of CR)/(Class size)
The reason for computing the Success Percent with D grades omitted is that Ds lower
students grade point average and may affect funding for students on financial aid. Even
though a C- is below the 2.0 required for good standing, it is easily offset by a C+ in
another course. Hence, even a student who earns all grades in the C range can recover
from a C-.
Overall baseline statistics as well as fall/spring baseline statistics were calculated for all
developmental mathematics courses. The rationale for the fall/spring calculations was to
pick up trends in lower or higher pass rates depending on whether the course was taken
fall or spring semester. Information on the baseline statistics follow.
Fall/Spring Baseline: Average spring and fall semesters for three years – Fall
2005 through Spring 2008. Separate Fall and Spring baselines are also
computed.
42
MAT 098, Elementary Algebra
Fall/Spring Baseline
Pass_Percent
Success_Percent
Pass_Percent
Success_Percent
Number of
sections
18
18
Mean
72.2163
60.2315
Fall Baseline
Spring Baseline
Number
Number
of
of
sections Mean sections
Mean
13 69.5497
6
75.1469
13 60.4268
6
58.9919
It should be noted that a sizable proportion of students who enroll in MAT 098 spring
semester have failed the course the previous fall. While many of these students will
pass the course the second time, their grade is often at the low end of the scale.
Next, we compare the outcomes for students who were enrolled in MAT 098 fall
semester 2008. For these students MAC attendance was required. The table with pass
rates is shown below.
Pass_Percent
Success_Percent
Number
of
sections
Mean
5 88.7023
5 84.9619
The pass rate and success rate for fall semester 2008 was substantially higher than the
Fall/Spring baseline means and also for the Fall baseline means.
43
MAT 101W, Intermediate Algebra with Workshop
Fall/Spring Baseline
Pass_Percent
Success_Percent
Number
of
sections
Mean
27 77.1638
27 67.1500
Pass_Percent
Success_Percent
Fall Baseline
Number
of
sections
Mean
18
79.2377
18
68.5039
Spring Baseline
Number
of
sections
Mean
6
76.3838
6
70.4798
Fall 2008 – MAC Attendance Required
Pass_Percent
Success_Percent
Valid N (listwise)
Number
of
sections Mean
6 85.9081
6 75.6560
6
MAT 101
Fall/Spring Baseline
Number
of
sections Mean
Pass_Percent
52 72.6454
Success_Perc
52 59.4984
ent
44
Fall Baseline
N
Pass_Percent
Success_Percent
Mean
40 76.2442
40 65.5695
Spring Baseline
N
Pass_Percent
Success_Percent
25
25
Mean
69.2959
53.8817
Fall 2008—MAC Attendance Recommended /Not Required
N
Pass_Percent
Success_Percent
14
14
Mean
76.7835
64.9768
Mandatory attendance at the MAC was correlated with higher mean pass and success
rates. The Developmental Math faculty modified the requirement that students attend
the MAC in spring 2009. An analysis of pass and success rates for the spring semester
will be conducted to evaluate whether the high fall pass and success rates resulted from
mandatory MAC attendance or from the availability of tutoring and other support for
mathematics students available in the MAC for those who seek help.
University Writing Program and Writing Center
University Writing Program: Assessment methods for the University Writing Program
include evaluating random samples of student portfolios using a rubric. Criteria for the
rubric are consistent with those laid out in the National Council of Writing Program
Administrators’ Outcomes Statement for First-Year Composition. Modifications to the
program based upon assessment results and on the Academic Program Review
process will be presented to the University Senate in Fall 2009.
Writing Center: While students flocked to the MAC as soon as it opened in Fall 2008,
this was not the case for the Writing Center. As a result there is insufficient data to
assess its impact on student performance. A qualitative assessment of the Center was
conducted for Project Compass, which provided much of the funding for the Center and
as a result several changes will be implemented. The qualitative study indicated that
part-time instructors felt that students who visited the Writing Center had, as one of
them put it, “an increased awareness of their writing,” and were able to pick out and
address issues on their own. Student tutors from the Center will visit ENG 100 and
45
ENG 100P classes to encourage students to make use of the tutoring services. ENG
100 faculty will be more strongly encouraged to direct students to the Center. Some
Center procedures will be revised based on faculty recommendations about how tutors
do or do not work with students on grammar. Tutor narratives also generated
recommendations that faculty should make assignments more clear to students,
students should bring copies of their assignments to the Center, recruiting tutors from
across disciplines would be a good idea, and tutors should continue to be carefully
vetted by the English Department. A session about the Writing Center will be conducted
as a faculty development opportunity in September 2009.
General competence of graduates
General competence of graduates is assessed through indirect measures of two types:
those related to the percentage of Eastern students who participated in “high impact”
learning experiences as measured by NSSE and those related to post-graduation
success.
While Eastern’s results from first year students on NSSE questions related to Effective
Educational Practice were generally equal to or above those of comparison groups,
Eastern’s responses for seniors in 2008, as in 2007, were weaker. In 2008 Eastern
students gave scores that were below those of COPLAC schools for four of the five
questions and on the fifth the scores were comparable. Eastern’s seniors provided no
responses that were above those of comparison schools. Several changes have been
implemented that should improve seniors’ responses: the ASC is available and
promoted to all students and the LAC, now that it almost fully implemented, should have
a positive effect. Implementation of several initiatives generated by the strategic
planning process should have positive effects in the next few years: more students will
study abroad; more will participate in applied learning experiences; more students will
work closely with faculty members on research or creative projects.
Eastern students fare relatively well after graduation. As shown below, the percentage
of Eastern’s 2006-2007 graduates employed in Connecticut in the 3rd quarter after
graduation is 78.1% compared to 69.6% for all of Connecticut Higher Education. On the
pre-graduation survey of May 2007 graduates, 15% indicated that they expected to be
in a full-time graduate program three months after graduation. Five percent indicated
that they had no job and were not looking for a job. Given that approximately 20% did
not intend to be employed three months after graduation, the 78.1% in-state
employment rate is positive.
46
Connecticut Higher Education System
Eastern Connecticut State University
47
While the employment rates of Eastern graduates are higher than those for the
Connecticut Higher Education System as a whole, average quarterly earnings are
lower. This is likely the result of lower average earnings in the northeastern corner of
the state and the fact that Eastern does not offer several majors with high expected
starting salaries including pharmacy, engineering, and nursing.
Connecticut Higher Education System
Eastern Connecticut State University
Assessment and Eastern’s Strategic Plan
Eastern’s Strategic Plan 2008-2013 relied on extensive data collection and multivariate
data analysis from which the strategic plan goals were developed. Of critical importance
were “driving forces” that documented internal and environmental challenges and
opportunities for change. Extensive analysis of our student population characteristics,
national and local trends in population and higher education, peer institution outcomes,
and the key variables that predict Eastern’s students’ success drove Eastern’s vision
and mission, and the strategic plan goals and strategies.
Assessment of student success goals, especially as related to persistence and timely
graduation, became central to the overall goals of the strategic plan and embedded
within each of the eighteen strategies for change. Each proposal to implement the
strategic plan was required to link its implementation to measures of student success,
establish specific outcomes, and design a plan for assessing the efficacy of its approach
(see proposal form).
48
Eastern Connecticut State University
Strategic Plan Benchmark Proposal
Date
Benchmark Number:
Co-Chairs:
Contact Information:
Proposal:
I.
Goals for Student Success
a. Identify the positive student learning goals linked to this proposal
b. Identify specific measureable objectives related to each goal
II. Implementation Plan
a. Describe the methods you will employ to achieve these objectives
b. Identify critical connections to current programs and policies, to other related strategic
initiatives, or external relationships? Consider:
 Opportunities for shared or redeployed resources, new opportunities for cost savings
from changes in existing services or programs, effects on other staff, offices or programs
 Other contingences including synergies, potential risks, or impediments
c. What resources will be needed to implement this proposal and demonstrate that the
resources will be reasonable to achieve the stated goal. Consider:
 Personnel: faculty, staff, students
 Facilities
 Equipment
 Supplies
 Travel
 Other
d. Indicate the implementation timeline
III. Assessment of Effectiveness
a. Provide a plan to assess achievement of objectives
 Measureable indicators relevant to each goal that specify the characteristics students
should exhibit to demonstrate desired achievement
b. Provide evidence of success of similar initiatives from existing literature/research
IV. Anticipated Outcomes
a. Describe how the successful implementation of the proposal will:
 be consistent with the mission of Eastern as Connecticut’s Public Liberal Arts University
and
 yield outcomes demonstrating the core University values: academic excellence,
engagement, inclusion, integrity, empowerment, and social responsibility.
The Strategic Plan Implementation Steering Committee (SIPS), which supported the
development of the strategic plan proposals through its area chairs, and became the
first vetting committee for the proposals, evaluated each proposal and ranked its
funding priority based on four critical factors: impact on student success, the quality of
the implementation plan, the effectiveness of the assessment plan, and its support for
Eastern’s overall vision and mission. All strategic plan implementation proposals
required comprehensive, mission driven planning, demonstration of student success,
49
integrated assessment, evidence-based analysis and best practice support to be
approved. See the proposal review documents, including summary of the strategic plan
assessment indicators.
Considerations for the Steering Committee in Deliberations Regarding
Strategic Initiative Proposals
Evaluation Rubric
Area
Student Success
Implementation
Plan
Assessment of
Effectiveness
Anticipated
Outcomes
High
The proposal has
demonstrated how
implementation will
have a strong,
measurable, positive,
impact on student
success.
 Methods clearly
linked to identified
goals and objectives
 Strong integration
with existing
structures and
processes
 Use of resources is
consistent with scope
and priority of goals
Moderate
Will have some positive
measurable impact on
student success
Low
Will have little
measurable, positive
impact or will have a
negative impact on
student success
 Methods not linked
to goals and
objectives
 Weak integration
with existing
structures and
processes
 Use of resources is
unrealistic
 Timeline is clearly
stated and realistic
 Provides an
assessment plan to
quantify or
demonstrate
achievement of
objectives
 Methods loosely
linked to goals and
objectives
 Moderate integration
with existing
structures and
processes
 Use of resources is
not consistent with
scope and priority of
goals
 Timeline is clear but
not realistic
 Provides a limited
assessment plan to
quantify or
demonstrate
achievement of
objectives
 Presents clear
evidence that the
strategies will
accomplish most
identified goals
Strongly promotes
Eastern’s vision and
mission
 Presents limited
evidence that the
strategies will
accomplish some
identified goals
Moderately promotes
Eastern’s vision and
mission
 Timeline is neither
clear nor realistic
 Provides an
incomplete or
insufficient
assessment plan to
quantify or
demonstrate
achievement of
objectives
 Presents insufficient
evidence that the
strategies will
accomplish
identified goals
Does not promote
Eastern’s vision and
mission
50
Priority:
1 Highest Priority
2 High Priority
3 Moderate Priority
4 Low Priority
5 Lowest Priority
Action:
Recommend to PAC
Recommend with specific
reservations
Revise and Resubmit:
Return to initiative design
team for specific modifications
Revise and Resubmit:
Return to initiative design
team for proposal revision
Summary of committee discussion
Priority Level
Summary of committee discussion
Specific or general reservations
Priority Level
 clarify – define, count, elaborate, identify
 reduce scope
 prioritize
 different start date or phase-in process
 intra-organizational coordination
Request further refinement of plan e.g. missing
elements, lack of linkage between benchmark and
outcomes, lack of evidence to support plan
51
Proposal Review Worksheet

The proposal has clearly
identified and defined measures
of student success that can be
unambiguously attributed to the
successful implementation of the
proposal.

The identified measures of
student success derive logically
from the proposed initiatives and
are consistent with the outcomes
described in the relevant
literature.

At least some of the identified
measures of success are unlikely,
if observed, to be the consequence
of other initiatives.
Methods clearly linked to
identified goals and objectives
Strong integration with existing
structures and processes
Use of resources is consistent with
scope and priority of goals
Timeline is clearly stated and
realistic
Student Success


Implementation
Plan




Assessment of
Effectiveness
Provides an assessment plan to
quantify or demonstrate
achievement of objectives
Presents evidence that the
strategies will accomplish most
identified goals
52
Strategic Area
Assessment Indicators
Institutional Indicators
Initiatives
1.2 Develop and implement an Expanding
Horizons requirement
Students in modern language classes
# global events
Attendance at global events
1.3 Promote community engagement and
create a Center for Community Engagement
# community partners
% students in sustained community engagement
1.4 Implement the Liberal Arts Work!
requirement
7f
Tutored or taught other students (paid or voluntary)
7b
Participated in community service or volunteer work
# students engaged in creative activity
7a
10b
# students using ASC
3.1 Implement an Advising and Support
At-risk student persistence and graudation
program and create a Student Success Center
% FT students completing 30+ credits per year
12
10d
3.2 Develop and implement a digital
portfolio/experiential transcript requirement
% students in FYP using e-portfolio
% major programs using e-portfolio
1.1 Fully implement and integrate Eastern’s
Liberal Arts Core and First- Year Program
Value added as measured by CLA
% students in FYP
1h
1b
6e
9a
1r
Innovative Academic
Programs
2.1 Develop and implement an academic plan
8b
1q
1p
2.2 Implement an Exemplary Program
process to identify and support distinctive
academic programs
Participated in study abroad
1j
7d
Student Success
NSSE / VSA
Worked on a research project with a faculty member
outside of course or program requirements
Participated in a practicum, internship, field experience,
co-op experience, or clinical assignment
Reports that the institution provides the support needed
to succeed academically
Rates the quality of academic advising as good or
excellent
Reports that this institution provides help in coping with
work, family and other non-academic responsibilities
Worked with classmates outside of class to prepare
class assignments
Made a class presentation during the last year
Reports often trying to better understand someone
else's views by imagining how an issue looks from his or
her perspective
Reports spending at least 6 hours per week preparing
for class (studying, reading, writing, doing homework or
lab work, analyzing data, rehearsing, and other
academic activities)
Worked harder than you thought you could to meet an
instructor's standards or expectations
Rates relationships with faculty members as available,
helpful or sympathetic
Reports receiving prompt written or oral feedback from
faculty on academic performance
Discussed ideas from readings or classes with faculty
members outside of class
# programs participating
2.3 Develop and implement an enrollment
management plan supportive of the Academic % students indicating Eastern as first choice
Excellence strategic direction
53
9d
3.3 Promote Eastern’s Campus Culture
8c
Learning Centered
Campus
Institutional
Enhancement
3.4 Utilize the Student Center to promote
Eastern’s culture and academic objectives
% students in residence on weekends
Student participation and satisfaction with SC
activities and environment
3.5 Expand intramural and recreation
offerings
% student particiaption in intramurals and
recreation
3.6 Establish a residential environment that
promotes Eastern's culture and supports its
emphasis on academic excellence
% of students in themed housing
4.1 Support Eastern’s Strategic Plan 20082013 through development and
implementation of a Physical Master Plan
% completion of buildings
achieve schedule
4.2 Develop and implement a plan for
Information Technology that supports
Eastern’s Strategic Plan 2008-2013
Student satisfaction with RESNET
CIT consumer satisfaction
0 loss of sensitive data
4.3 Develop and implement a plan for
Institutional Advancement to generate assets
to support Eastern’s mission
% alumni support
4.4 Develop and implement a plan for
University Relations that promotes Eastern’s
mission
Improve US News institutional reputation ranking
Increase public understanding of Eastern
8a
6e
4.5 Develop and implement a Comprehensive
Diversity Plan that supports Eastern’s
Perception of campus climate as welcoming
Strategic Plan 2008-2013
11l
1u
Overall Goals
Improve four-year graduation rate
Improve six-year graduation rate
Participating in co-curricular activities at least 6 hrs per
week (organizations, campus publications, student
government, fraternity or sorority, intercollegiate or
intramural sports, etc.)
Rates administrative personnel and offices as helpful,
considerate or flexible
Rates relationships with other students as friendly or
supportive
Reports often trying to better understand someone
else's views by imagining how an issue looks from his or
her perspective
Reports their experiences contributed to their
understanding of people of other racial and ethnic
backgrounds
Had serious conversations with students of a different
race or ethnicity than your own
14
Reports if starting over again, would go to this institution
13
Rates the entire educational experience at this institution
as good or excellent
54
Assessment of extra and co-curricular experiences
The Division of Student Affairs has initiated new learning outcomes for 2009/2010
developed by the Council for the Advancement of Standards (CAS) and derived from
the Learning Reconsidered2 model for higher education. The assessment piece for
evaluating these outcomes will be in place for the 2010-2011 academic year. The
Offices of Student Affairs and of Academic Affairs are working together on the impact of
co-curricular components of the programs that are offered on campus for First Year
students.
Faculty development related to assessment
While many faculty members are enthusiastic about systematically assessing student
learning in their programs, few at Eastern have professional background in testing and
measurement. For this reason, Eastern has focused significant time and resources on
providing related faculty development opportunities. These have been complemented
by ongoing support and activities sponsored at the System level.
The following professional development activities related to assessment were carried
out at Eastern in the academic year 2008/2009:
1. Utilizing the funds from the Davis Educational Foundation, Eastern issued a
request for proposals (RFP) in Fall 2008 from full-time, permanent faculty
members. The RFP was a competitive process in which the faculty were asked
to submit proposals to support majors/programs at Eastern in the development
and implementation of methods of assessing student learning and in preparation
for the 2009-2010 NEASC self-study and accreditation process. Funded
proposals required that department faculty submit a report on their activities by
May 15, 2009 in order to receive the $500 department stipend.
2. In April 2009, Eastern hosted the CSU assessment conference that was
highlighted by the presentation of Cliff Adelmann. Several Eastern faculty
presented posters in the conference and others attended to hear the keynote
speaker and review posters.
3. Twelve Eastern faculty submitted and received funding for CSU grant proposals
for the academic year 2009/2010.
The nature of development activities needed by faculty is shifting from general
information related to developing an assessment program to more technical information.
In 2009-2010 faculty will be assisted in developing skills related to measuring and
evaluating data on learning outcomes.
Evaluating assessment: closing the loop
Eastern has accumulated substantial evidence related to the success of its assessment
activities. It is clear that most departments have embraced assessment of student
learning outcomes but implementation of rigorous assessment and appropriate program
55
modification is uneven. Significant progress has been made in the last year with the
adoption of the revised annual report template. The Vice President will meet with all
department chairs at the beginning of the Fall 2009 semester to ensure that they all
understand that their departments are expected to complete all phases of the
assessment loop and that they will have to report their activities using the new template
as this will support reporting to NEASC.
The university assessment committee worked with the Exemplary Program committee
on development of procedures that will clearly articulate the relationships between
assessment of student outcomes and allocation of resources. Enhanced incentives to
programs to complete all phases of the assessment loop will be built into these
procedures to promote more consistent and effective program assessment. A rubric that
is currently being piloted for program evaluation in the Exemplary Program process
includes several items related to assessment of student learning outcomes.
Increased university resources are being allocated to assessment. The Offices of
Planning and Research and of Information Technology have been very cooperative in
providing data and reports to faculty members, department chairs, and program
directors who are involved in assessment. Both offices have increased the amount of
time spent by their staff on assessment activities. Project Compass has provided
support for and has required significant assessment of related initiatives including
intensive advising, the Writing Center, the Developmental Math Program and the
Mathematics Achievement Center. A faculty member in the education department is
allocating significant time during the academic year and in the summer to designing
assessment plans for the First Year and Liberal Arts Core programs.
In addition, program modifications have been designed based on evidence about
learning outcomes. Several initiatives from the strategic plan (Liberal Arts Works,
Expanding Horizons, full implementation of the First Year and Liberal Arts Core
programs, Student Success, Campus Culture) were directly linked to evidence from
NSSE and other data related to student outcomes. Changes in the First Year,
Developmental Math and University Writing programs have been made to address
findings about the effectiveness of various program components. Program level
modifications are being made in direct response to assessment of learning in most
academic majors. And extra- and co-curricular activities conducted by the Offices of
Student Affairs and of Academic Affairs are being evaluated using CAS standards to
ensure that they are contributing to goals for student outcomes.
56