James M. Sloat, Washington & Jefferson College Kathleen E. Harring, Muhlenberg College

1. Assessment 3.0 (Assessment as an Adverb)Shifting the Assessment Paradigm to Facilitate Decentralized Engagement James M. Sloat, Washington & Jefferson College Kathleen E. Harring, Muhlenberg College Robert Rand Davidson, Ursinus College 2011 AAC&U General Education and Assessment Chicago, Illinois March 4, 2011

2. Overview • Initial Dilemma • Accountability v. Zero-Sum Constraints • Defining the Model • Assessment as Noun, Verb, Adverb • The Model in Practice--Examples • Examples from Muhlenberg, Ursinus, W&J • The Model in Practice—Case Studies • Small Group Discussion • Sharing Adverbial Strategies

3. Initial Dilemma • Increasing demands for accountability through assessment • Increasing constraints on time and resources • Perceived “zero-sum” reality • Time spent on assessment v. Time spent on “real work” • Potential solution: Decentralization • Simply moves the zero-sum challenge • Proposed solution: Adverbial Assessment

4. Assessment as a Noun • What is assessment? • Evaluation • Grades • Why do we have to do assessment? • Accreditation • State/Federal regulations • Who will be in charge of assessment? • Offices • Committees

5. Assessment as a Verb • When do we do assessment? • Accreditation activities • Annual internal reports • How do we do assessment well? • Best Practices • Types of evidence: indirect and direct, embedded • What have we learned and what do we do now? • Interpretation • Closing the loop

6. Assessment as an Adverb • Not more activity (verb), but shift in approach to the activity (adverb) • Focus on efficiency within time constraints • Shifting the focus from “assessment” to Chemistry • Not “our work” v. “their work” • Honor the work of Chemistry • Thinking as Chemists about “how” we do Chemistry • Reflection in/through/about the work of Chemistry

7. Assessment as an Adverb:Information Literacy at Muhlenberg College • Goals of Assessment • To develop institutional standards for information literacy • To identify ways that the library can partner with faculty to support information literacy goals • HEDS Research Practices Survey • Assesses students' experiences with academic research, research terms and strategies, and evaluating sources • Administered Spring 2009 to FY and SR students • Collaboration with Library, FY Seminar program, Assessment Office

8. Assessment as an Adverb:Information Literacy at Muhlenberg College • Interpreting and Sharing data • Library took a leadership role • Faculty library liaisons to library • Department chairs • Closing the loop • Library and Faculty Center for Teaching program • How to create assignments to develop students’ information literacy skills? • Librarian visits to department meetings • How can the library serve department needs?

9. Assessment as an Adverb:Departmental Curricula at Ursinus College • Meaningfully Assessing • Faculty Ownership is critically important • The uniqueness of departments is respected • Focus on learning in the “Discipline” • Win – Win Situation • Responsibly Assessing • Use artifacts created in class • Reflect on relationship to departmental learning outcomes • Ongoing and evolutionary change 9

10. Assessment as an Adverb:Core Curriculum at Ursinus College • Productively Assessing • Outcome Assessment Committee Planning • Faculty Ownership • KISS Principle – Simple and Smart • Using NSSE, CLA and others • Artifacts from the classroom • Senior exit interviews • Effectively and Efficiently Bringing About Change 10

11. Assessment as an Adverb:Diversity at Washington & Jefferson College • Institutional Commitment to Diversity • Presidential support • Collaborative Teagle grant • Goal: Enhance the climate for diversity • Formation of a diversity “Home Team” • Reviewing Existing Data—Initially Distressing • NSSE results: Seniors trailed freshmen; W&J trailed partners • Business majors, Science majors lagged • Focus groups: “Culture of hushed, polite acceptance” • “Typical” W&J student: “White, rich, Republican, smart, mildly athletic, and from western PA”

12. Assessment as an Adverb:Diversity at Washington & Jefferson College • Upon Further Review . . . • Context matters • Demographic challenges—Whites, males, Greeks, athletes, 1st generation, Business majors, Science majors • Hidden diversity: SES, ideology, 1st generation • Responding to the Challenges • Myth-busting • Reaching out: Targeted conversations (Business, Greeks, etc.) • Working within preexisting offices and activities • Ripple Effects • Better understanding of demographics—effects on pedagogy

13. Case Studies • How might an “adverbial” assessment approach work in this situation? • How could you work with colleagues to implement this approach?

14. Sharing Strategies • What are some examples of “Adverbial Assessment” on your campus? • What new opportunities are gained from this model?