FLORIDA A&M UNIVERSITY FACULTY PLANNING CONFERENCE

1. FLORIDA A&M UNIVERSITYFACULTY PLANNING CONFERENCE INSTITUTIONAL LEVEL ASSESSMENT PLAN Thursday, August 18, 2005 at 1:30pm HENRY L. WILLIAMS, Ph.D., PRESENTER ASSOCIATE PROFESSOR OF MATHEMATICS AND ASSISTANT DEAN COLLEGE OF ARTS AND SCIENCES

2. A G E N D A • WHAT IS ASSESSMENT? • FAMU ASSESSMENT INFRASTRUCTURE • FAMU ASSESSMENT METHODOLOGY • FAMU ASSESSMENT TIMELINE • SUMMARY

3. WHAT IS ASSESSMENT?FAMU DEFINITION OF ASSESSMENT FAMU chooses to define assessment as “the systematic process of documenting and analyzing the effectiveness of the teaching and learning processes to ensure that the expectations and standards are met in fulfilling the mission of FAMU. The process includes monitoring and enhancing the administrative and educational support structure that leads to the continuous quality improvement of FAMU’s faculty, staff and student programs and services”. Adopted by the Institutional Level Assessment Committee on December 15, 2004

4. WHAT IS ASSESSMENT?FAMU ASSESSMENT PHILOSOPHY STATEMENT The philosophy of assessment at FAMU is“fostering a culture of continuous improvement of program offerings and support services to ensure student success and institutional effectiveness.” A successful FAMU graduate should exhibit the following characteristics: • Has achieved the goal of higher learning and development; • Has acquired substantive knowledge in a chosen major field of study; • Is a critical thinker; • Is able to communicate effectively orally and in writing; • Is prepared for lifelong learning beyond the baccalaureate degree; • Is equipped to succeed in the chosen career field; • Is prepared to assume a leading role in the community of choice; and • Is satisfied with the quality of the educational experience provided by FAMU.

5. WHAT IS ASSESSMENT?SIGNIFICANT ASSUMPTIONS The assessment efforts of FAMU will be: • Grounded in the institutional values set forth in the mission statement; • Focused primarily on improving student learning both within and outside the classroom and functional effectiveness; • Inclusive, participatory, and collaborative; • Useful for multiple purposes that include, but are not limited to, curricular revision, teaching improvement, accreditation expectations, and public accountability; and • An evolving institutional culture.

6. WHAT IS ASSESSMENT? • SCOPE OF ASSESSMENT • INSTRUCTIONAL PROGRAMS (IP) • ADMINISTRATIVE AND EDUCATIONAL SUPPORT UNITS (ADESU) • OPERATIONAL UNITS SUPPORTING ACADEMIC PROGRAMS • CONTINUOUS SELF-IMPROVEMENT • LEVELS OF ASSESSMENT • INSTITUTIONAL-LEVEL • PROGRAM-LEVEL • COURSE-LEVEL

7. University President Provost Office of Assessment Committee for Institutional Effectiveness (CIE) Institutional Level Assessment Committee (ILAC) College/School Level Assessment Committees (CLAC) / (SLAC) Administrative and Educational Support Services Divisional Assessment Committees (AESDAC) General Education Assessment Committee (GEAC) Program/Departmental Level Assessment Committees (DLAC) FAMU ASSESSMENT INFRASTRUCTURE

8. FAMU ASSESSMENT INFRASTRUCTURE • Committee for Institutional Effectiveness (CIE) Membership consists of the President, Provost, the Director of Assessment, and other key university officials. This committee provides accountability to a number of external stakeholders, including alumni, members of the community, and State officials and to provide the necessary top-level support for the success of the assessment initiative. • Institutional Level Assessment Committee (ILAC) Membership of this university-wide committee consists of representatives drawn from all academic programs and administrative and educational support service units. Its aim is to spearhead the development and monitoring of the implementation of FAMU’s assessment processes. • General Education Assessment Committee (GEAC) Membership consists of representatives of all programs and areas that contribute to the core curriculum. Its focus is to provide oversight and leadership for the design, development and implementation of a systematic general education assessment plan. • Administrative and Educational Support Services Divisional Assessment Committees(AESDAC) Representatives from each administrative and educational support unit constitute membership in this committee. Its purpose is to provide oversight and leadership for the design, development, and implementation of a systematic plan for assessing the quality of the services and operations that support academic programs. • Program/Departmental Level Assessment Committees (DLAC) Faculty members in each instructional program will design, develop and implement a systematic program/departmental assessment plan for that program and oversee the assessment activities across the curriculum/functional areas.

9. FAMU ASSESSMENT METHODOLOGYINSTITUTIONAL LEVEL ASSESSMENT The institution, through the Offices of Assessment and Institutional Research, will plan and coordinate the following institutional-wide projects: • Student Profile – high school gpa, ACT/SAT scores, and placement test and demographic data, etc. • The Freshman Survey - The NSSE/BEAM and/or CIRP Freshman Survey will provide the institution with a campus profile as well as nationally normed data regarding college freshmen. • Alumni Satisfaction Survey –The survey will focus on the perceptions of alumni concerning the efficacy of their educational experience at FAMU and in their degree program(s) as well as facts about their employment. • Employer Satisfaction Survey – A survey will be designed and administered to frequent employers of FAMU graduates. Academic programs will also be encouraged to gather data from employers of their graduates. • Student Satisfaction/Exit Survey – Work will be accomplished with the Division of Student Affairs and Career Center to gather the perceptions of current including graduating students on their campus experiences. • Campus Audit – With the assistance of the Division of Student Affairs, a campus audit of the learning environment will be conducted. The audit will provide recommendations for enhancing student learning consistent with University mission and goals. • Faculty Survey - Every three years, the nationally normed HERI Faculty Survey will be administered. In addition to biographic and demographic data, the questionnaire focuses heavily on such issues as how faculty members spend their time; how they interact with students; their preferred methods of teaching and assessment; perceptions of institutional climate; and primary sources of stress and satisfaction.

10. FAMU ASSESSMENT METHODOLOGYPROGRAM LEVEL ASSESSMENT The academic programs, guided by the Divisional Office of Academic Affairs and the Office of Assessment, will coordinate assessment activities pertaining to program review, specialized accreditation, and student outcomes. All assessment information will be synthesized and shared in order to maintain an institutional focus on the assessment. A more in-depth discussion of these activities follows: • Program Review • Course Evaluation • Specialized Accreditation • Core Learning Outcomes – Working with the General Education Assessment and Curriculum Committees and the general faculty, expected learning outcomes for graduates will be identified based on the General Education mission and core curriculum. • Instructional Program Learning Outcomes - The faculty in each degree program and certification area will identify expected learning outcomes. • Licensure/Certification - Data pertaining to pass rates on licensure and certification will be maintained by each academic program in which the respective profession requires or offers such examination.

11. FAMU ASSESSMENT METHODOLOGYTHE FAMOUS APPROACH • THE ASSESSMENT PROCESS AT FAMU FOLLOWS THE FAMOUS METHODOLOGY CONSISTING OF SIX STEPS. (THE FAMOUS LINK: www.famu.edu/assessment/famous/approach.doc) • Step 1: Formulate statements of outcomes. • Step 2: Ascertain criteria for success. • Step 3: Measure performance. • Step 4: Observe and analyze results. • Step 5: Use results to effect improvement. • Step 6: Strengthen programs and services. • FAMU ASSESSMENT WEBSITE:www.famu.edu/assessment

12. FLORIDA A&M UNIVERSITYTHE FAMU ASSESSMENT PLANNING FORMS • THE INSTRUCTIONAL PROGRAMS LINK :www.famu.edu/assessment/ip.doc • THE ADMINISTRATIVE UNITS LINK :www.famu.edu/assessment/adesu.doc • THE ASSESSMENT PLANNING FORM – THE MAIN TOOL • SECTION I: General Information (College, School, Degree Program, Contact Person, and Dates of Submission) • SECTION II: INSTITUTIONAL MISSION/Goals Connection ROW 1: University Mission Statement and Goals, Program Mission and Goals Program Expected Outcomes (and competencies) (5 or more) • SECTION III: EXPECTED EDUCATIONAL OUTCOMES ROW 2: Expected Program Outcome #1 ROW 3: Criteria for Success and Methods of Assessment ROW 4: Summary of Results (ACTUAL RESULTS) ROW 5: Use of Results (Implemented) ROW 6: Strengthening Program Action Plan • ADESU has “Expected Functional Objectives”. • IP has “Expected Learning Outcomes”.

13. FAMU ASSESSMENT TIMELINE • ASSESSMENT AT FAMU • ANNUAL CYCLES (SEPTEMBER TO MAY) • WORKSHOPS ON ASSESSMENT TOPICS CONDUCTED THROUGHOUT THE YEAR • BEGINNING OF CYCLE (ROWS 1-3) STARTING IN SEPTEMBER OF EACH YEAR • PREPARE AND SUBMIT THE ASSESSMENT PLANNING FORMS (IP AND ADESU). • COLLECT DATA RELATING TO THE SUBMITTED ASSESSMENT METHODS. • ANALYZE DATA RELATING TO THE ASSESSMENT METHODS. • DEVELOP ACTION PLANS FOR PROGRAM IMPROVEMENTS. • INITIATE THE PLANNED IMPROVEMENTS AND RECOMMENDATIONS. • END OF CYCLE (ROWS 4-6) STARTING IN OCTOBER (OF FOLLOWING YEAR) • PREPARE THE INTERIM INSTITUTIONAL ASSESSMENT REPORT. (FEBRUARY) • PREPARE/SUBMIT ANNUAL ASSESSMENT REPORTS BY PROGRAMS AND UNITS. (MAY) • PREPARE THE GENERAL EDUCATION ASSESSMENT REPORT. • PREPARE THE ANNUAL INSTITUTIONAL ASSESSMENT REPORT. (MAY)

14. S U M M A R Y ASSESSMENT AT FAMU • MANDATED • STRUCTURED • ON-GOING (“HERE TO STAY!”) • COMPREHENSIVE • THE END RESULT – CONTINUOUS SELF-IMPROVEMENT