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Samford University

Samford University. Plan. Goals. Actions. Tools. Assessment. Results. Aims.

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Samford University

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  1. Samford University • Plan • Goals • Actions • Tools • Assessment • Results • Aims

  2. Assessment is the systematic collection of information about student learning [and/or services], using the time, knowledge, expertise, and resources available, in order to inform decisions about how to improve learning [and/or services] (Walvoord, 2004, p.2). • Plan • Goals • Actions • Tools • Assessment • Results • Aims

  3. SACS Comprehensive Standard 3.3.1 • The institution: • identifies expected outcomes for educational programs, administrative and educational support services • assesses achievement of these outcomes; • and provides evidence of improvement based on analysis of those results.

  4. Timeline

  5. Assessment Worksheet Division/School: _______ Department: _________ Annual Report: Provide a brief description of your departmental achievements for the year. Key Challenges: Describe any major challenges that prevented you from achieving your goals from the previous year.

  6. Assessment Worksheet2008-2009 Revisions Academic & Administrative Departmental Goals. List 3 goals.

  7. Assessment Worksheet2008-2009 Revisions Degree Program Learning Outcomes. List 5 Outcomes. Undergraduate Programs need to address at least one TLA.

  8. Assessment Worksheet2009 – 2010 Plan Academic & Administrative Departmental Goals. List 3 goals. Degree Program Learning Outcomes . List 5 outcomes. • TLAs

  9. Student Learning Outcomes • Student learning outcomes should include: • • Knowledge that students acquire • • Skills that students demonstrate • • Attitudes that students develop

  10. Examples Outcome: A graduate of civil engineering will design a component of a civil engineering system, incorporating social, economic, ethical, and contractual considerations. Assessment Means & Criteria for Achievement: Course work and end-of-course memos from: TCC 401, TCC 402, CE 490; Department thesis assessment and exit surveys. Goal is that 90% of the students agree or strongly agree that they can design a CE system component; score above the national average on the related section of the FE exam; and exit surveys determine whether students felt confident that they could design a civil engineering system component.

  11. Examples Assessment Results: End-of-course memos and student course performance indicated that this outcome was achieved. Student achievement went from 2% below national average to 12% above national average following implementation of capstone. Use of Results: All assessment results were reviewed by the faculty and changes to the curriculum discussed. Faculty explored ways to improve design part of curriculum. The capstone course, CE 490, has evolved to utilize the expertise of highly experienced and practicing design engineers.

  12. Resources • University of Virginia (2005). Assessment guide: Seven steps to developing and implementing a student learning outcome assessment plan. http://www.web.virginia.edu/iaas/assessment/Assessment%20guide.pdf • University of Nebraska-Lincoln (2008). Program excellence through assessment research and learning (PEARL) guidebook. http://www.unl.edu/ous/pearl/PEARLGuidebook2008.pdf • University of Central Florida (2008). The administrative unit assessment handbook.http://oeas.ucf.edu/doc/adm_assess_handbook.pdf

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