Standard 14: Learning Assessment Subcommittee Member Introductions

1. Standard 14: Learning Assessment SubcommitteeMember Introductions • Paul Bauer, Enrollment Management • Robyn Berkley, Lally School of Management • June Deery, Language, Literature & Communication • Debbie Kaminski, MANE • Mike Kalsher, Cognitive Science • Charlie Malmborg, DSES (co-chair) • John Mitchell, Mathematical Sciences • Lee Odell, Language, Literature & Communication • David Spooner, Computer Science • Julie Stenken, Chemistry • Pamela Theroux, H&SS, CIUE (co-chair)

2. Standard 14: Learning Assessment SubcommitteeMeeting Agenda for April 29, 2004 • Introductions • Weekly Meeting Schedule: May 17 – August 23 • Wednesdays 2:00-3:00 PM? • Middle States Accreditation (Bob Conway) • Subcommittee Objectives (Pamela Theroux) • Data Resources (Jack Mahoney) • Subcommittee Webpage • Overview of RPI Degree Programs • Discussion of Fundamental Elements • Potential Questions for Baenninger Visit on 5/13

3. Standard 14: Learning Assessment SubcommitteeMeeting Agenda for April 29, 2004 Review of Materials Distributed to Date: Learning Assessment Options and Resources Handbook at a Glance Standards 1-14 at a Glance Assessment Guide (Parts I, II & III) Steering Committee Timeline St.Mary’s Standard 14 Charge Questions Materials Distributed Today Student Learning Assessment Handbook

4. Fundamental Elements • Articulated Expectations of Student Learning Consonant With the Institute’s Mission, the Standards of Higher Education and the Relevant Disciplines • Institution Level • Degree/Program Level • Course Level

5. Fundamental Elements • A Plan Describing Student Learning Assessment Activities Being Undertaken by the Institution • Specific Methods to be Used to Validate Articulated Student Learning Goals/Objectives

6. Fundamental Elements • Evidence That Student Learning Assessment Information is Used to Improve Teaching and Learning

7. Fundamental Elements • Documented Use of Student Learning Assessment Information as Part of Institutional Assessment

8. Optional Analysis and Evidence • Evidence of Assessment Approaches Deriving from the Institute’s Mission Which Incorporate Outcomes such as: • Cumulative Learning • Analytical and Information Skills • Specific Competencies • Knowledge and Cognitive Abilities • Student Attitude Development • Growth, Life Skills, Activity Involvement, • Physical Skills and Techniques

9. Optional Analysis and Evidence • Analysis of Assessment Results Including: • Basic Skill Development Programs • Subject Area Knowledge • Development of General Education and Lifelong Learning Skills • Attitudes and Values that Relate to the Mission of the Institution and the Programs of Study

10. Optional Analysis and Evidence • Analysis of Direct/Indirect Indicators of Student Achievement Including Parity of Outcomes Across Different Student Groups such as: • Persistence and Graduation Rates • Student Satisfaction and Other Evidence of Student Goal Attainment • Licensure Examination Results • Alumni Satisfaction and Achievement

11. Optional Analysis and Evidence • Analysis of Results from a Variety of Assessment Strategies Including: • Standardized Tests • Local Comprehensive Tests • Course-Embedded Assessment • Self-Reported Measures • Portfolio Assessment

12. Optional Analysis and Evidence • Analysis of Course, Department or School Reports on Classroom Based Assessment Practices and Their Outcomes Including Grading Approaches and Their Consistency

13. Optional Analysis and Evidence • Evidence Assessment Findings are Used to Assist: • Students in Improvement of Their Learning • Faculty in Curriculum Development/Instruction • Reviewing Academic Programs/Support Services • Planning/Conducting/Supporting Professional Development • Planning/Budgeting for Provision of Academic Programs and Services