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Building on Success in Assessment in the Arts & Sciences

Building on Success in Assessment in the Arts & Sciences. ACERT Lunchtime Seminar March 27, 2014. From Course to Program to Institutional Assessment of Student Learning. Course Scott Gentile – Mathematics Trudy Smoke & Wendy Hayden – Composition Program

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Building on Success in Assessment in the Arts & Sciences

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  1. Building on Success in Assessment in theArts & Sciences ACERT Lunchtime Seminar March 27, 2014

  2. From Course to Program to Institutional Assessment of Student Learning • Course • Scott Gentile – Mathematics • Trudy Smoke & Wendy Hayden – Composition • Program • Donna Haverty-Stacke – History • Charles Tien – Political Science • Institutional • Meredith Reitman – Director of Assessment • Andy Polsky – Dean of A&S

  3. And a brief excursion into assessment of institutional effectiveness • Ed Barboni – Assessment to inform advising and the importance of identifying at-risk students

  4. Andy PolskyA quick snapshot of where we were in 2008

  5. Meredith ReitmanHow we’ve progressed fromthen to now

  6. ScottGentileMathematics Gateway Courses

  7. Trudy Smoke & Wendy HaydenEnglish 120 & 220

  8. • Spring 2009: CLOs on all syllabi • Summer/Fall 2009: Assessment of the History 300 Capstone and “Closing the Loop” • 2012 – 2013: Department KLOs and the Curriculum Map • Current and future plans: exploring the implications of the curriculum map The History of Assessment in the History DepartmentDonna Haverty-Stacke

  9. Assessment in Political ScienceCharles Tien Learning outcomes through Writing Transfer Students Evening Students & Adjunct Faculty

  10. Andy PolskyAssessment in the Arts & Sciences

  11. Where Do We Go from Here?Ed Barboni

  12. We Build on the success we have had as a community

  13. As we have already seen today, there is much we can learn from each other • We will create more opportunities to do so • For example, Scott, Trudy, Wendy, Donna, and Charles demonstrated the often hidden expertise that exists on our campus from which we can all learn • And, as Meredith demonstrated, there is much we can learn as a community from the annual reports & self-studies to which so many people devote their time and creative energy

  14. There is another important learning process that has been taking place in our community • 55 community members are in the midst of completing our Periodic Review Report for Middle States • We have learned a great deal about: • General Education and its Assessment • Assessment of Student Learning in the Arts and Sciences • Research and Creative Activity at Hunter, including interdisciplinary work • Graduate and Professional Education • Assessment of Administrative Effectiveness • And trends in our finances and enrollment • All of this will be shared soon with the campus via our PRR • And we will find additional ways to tap what the PRR Committee members have learned since last October

  15. And there are some important changes that have taken place recently • A newly reconstituted office of assessment that is providing support to faculty and administrators engaged in assessment • A newly reconstituted Senate Committee on Academic Assessment and Evaluation with which the office may collaborate • The new Hunter Core Requirement just went into effect this past fall with well-constructed student learning outcomes • CUNYfirst in process of implementation and is a rich source of information for conducting assessment of institutional effectiveness

  16. Assessing institutional effectiveness is a large part of most assessment office’s activities nationally • But it is not part of our tradition at Hunter • However, its use is expanding as illustrated by Charles’ work in Political Science • So, let’s take a moment to illustrate it through some additional examples that are being used to inform advising

  17. But the culture of taking at least 15 credits/semester hasn’t taken hold on campusLess than half of our native students do in any given semester Entering Cohort

  18. Yet timely graduation requires steady progress toward the degreeThat begins in the first year where we have a challengeOur retention to the 2nd year is good, but most don’t return as sophomores

  19. And the consequences of not earning 30 credits prior to starting the 2nd year are severe

  20. And it is NOT accounted for by entering high school performance or 1st semester GPA 2005-2007 Entering Cohorts Notice the leveling in the lower ranges

  21. The consequences of problems in the 1st semester are quite severeon 6-year graduation rates

  22. Next steps • Continue to build on the growing success of assessment of student learning and its use for improving programs as illustrated today by Scott, Trudy, Wendy, Donna, Charles and summarized by Meredith • Expand our assessment to include the assessment of institutional effectiveness • Expand opportunities for sharing the results of success including the use of online tools through • Expanded web-based resources, • Webinars and • Communication and collaboration tools • Collaborate with academic and administrative departments and individual faculty members and administrators • And collaborate with appropriate Senate committees, particularly the Senate Committee on Academic Assessment and Evaluation

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