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Drake Curriculum Assessment Wabash Memo NSSE 2013 Results + Senior Focus Groups

Drake Curriculum Assessment Wabash Memo NSSE 2013 Results + Senior Focus Groups. Report to Faculty Senate February 19, 2014 Kevin Saunders Stephanie Majeran. Wabash Memo Recommendations. Investigate important aspects of Drake’s teaching and learning environment that may require improvement

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Drake Curriculum Assessment Wabash Memo NSSE 2013 Results + Senior Focus Groups

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  1. Drake Curriculum AssessmentWabash MemoNSSE 2013 Results +Senior Focus Groups Report to Faculty Senate February 19, 2014 Kevin Saunders Stephanie Majeran

  2. Wabash Memo Recommendations • Investigate important aspects of Drake’s teaching and learning environment that may require improvement • Continue to build the connection between faculty/staff development and assessment • Consider a different approach to assessing the Drake Curriculum and Areas of Inquiry (AOI)

  3. NSSE Background • Historical Participation: • 2000-2006 • 2008 • 2010 • 2013: New questions and configuration • Plan to continue on 3-year cycle • Administered during the Spring via web • Only First-years and Seniors

  4. Administration Summary *Number of respondents divided by total number of Drake students in the respective class

  5. Comparison Groups • Drake Peers 2013: • Butler University • Elon University • Loyola University New Orleans • Mercer University • Saint Mary’s College of California • Seattle University • Valparaiso University • Carnegie Class: Master’s Universities--Private, not-for-profit only • NSSE 2013: All NSSE participating institutions

  6. Strategic Plan- Goal I • Reshape Drake University’s exceptional living, working and learning environment to embrace the challenges and opportunities of the diverse and global 21st Century.

  7. Engagement Indicators

  8. Reflective & Integrative Learning • Both Drake first-year students and Drake seniors responded with a lower percentage to: • Combined ideas from different courses when completing assignments • Included diverse perspectives (political, religious, racial/ethnic, gender, etc.) in course discussions or assignments • Examined the strengths and weaknesses of your own views on a topic or issue • Tried to better understand someone else's views by imagining how an issue looks from his or her perspective • Learned something that changed the way you understand an issue or concept • Supports the findings from the Critical Thinking and Information Literacy AOI review

  9. Campus Engagement – Who Should Know? • Dean’s Council • Academic Affairs Council • Drake Curriculum Analysis Committee • University Curriculum Committee • Colleges and Schools • Student Life • Faculty Senate • Library • Students • CAAD • FYS • Strategic Plan groups (e.g., DUCEE) • Quality Initiative • College/School Curriculum Committees

  10. Connecting Development and Assessment – Taking Action • Noted consistent areas of challenge and need to develop action • Call for broad and shared engagement – systems approach • Importance of intentionality to achieve Strategic Plan Goal 1

  11. Taking Action– School of Education • Student focus groups to probe for details • Review results with Dean’s Advisory Council • Present NSSE and focus group results to faculty and staff • Align data with NTASC standards • Share presentation with field supervisors

  12. Different Assessment Approach • Expanded perspectives and experiences beyond major/program • Drake Curriculum is different and attractive • AOI curriculum is not integrated • Purpose of AOIs not always explicit • Sometimes check-the-box mentality

  13. Next Steps • Who else should be a part of the conversation? • What actionable steps should be taken with the data?

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