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Program Assessment Randy Richardson University of Arizona

Program Assessment Randy Richardson University of Arizona. Assessing Your Environment Departmental SWOT Analysis Assessing a Degree Program Learning Outcomes & Your Curriculum. Heads & Chairs: 15 Nov 2012. SWOT Analysis. Engage dept in reflective activity to identify SWOTs

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Program Assessment Randy Richardson University of Arizona

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  1. Program AssessmentRandy RichardsonUniversity of Arizona • Assessing Your Environment • Departmental SWOT Analysis • Assessing a Degree Program • Learning Outcomes & Your Curriculum Heads & Chairs: 15 Nov 2012

  2. SWOT Analysis • Engage dept in reflective activity to identify SWOTs • Individually put SWOTs on sticky notes, & then on poster • Build consensus, summarize • Strengths: What are we good at? • Weaknesses: What aren’t we doing well? • Opportunities: What external changes might benefit us? • Threats: What external changes/factors might hurt us? Heads & Chairs: 15 Nov 2012

  3. SWOT: Examples from Traveling Workshops • Strengths: • Group of collegial and dedicated faculty focused on the students • Opportunity/requirement for UG research experience • Great field opportunities for instruction/research • Weaknesses: • Low enrollment compared to campus peers • Recruitment of grad students limited by funding Heads & Chairs: 15 Nov 2012

  4. SWOT: Examples from Traveling Workshops, con’t • Opportunities: • Collaboration with other disciplines within the university and other universities to share costs • New University curriculum to maintain relevance of current events and the needs of society • Threats: • “Geology” curriculum taught elsewhere on campus • Budget cuts/pressure/state support Heads & Chairs: 15 Nov 2012

  5. SWOT: SERC Strong Deptshttp://serc.carleton.edu/departments/assessment/swot.html Time for SWOT Questions? Heads & Chairs: 15 Nov 2012

  6. Assessing a Degree Program: Identifying Skills, Goals, Experiences, Content and Values Curriculum Maps and Matrices Heads & Chairs: 15 Nov 2012

  7. Curricular Model: Start by Identifying: • “Threshold concepts”– the central ideas from geoscience that are important to all geo students (Randy Bass, Georgetown Univ.); e.g. deep time • Goals (learning outcomes) for degree programs • Skills to be acquired • Geoscience Specific; e.g. geologic mapping • General; e.g. effective communication • Experiences; e.g., extended field trip • Values; e.g., treat each other with respect • Other Content Heads & Chairs: 15 Nov 2012

  8. 1st Fundamental Question • “What do you want your (seniors, graduates, alumni) to be able to do?” • For Example . . . • What Discipline Specific Knowledge? • Which Problem Solving Skills? • How to Communicate Effectively? • Engage your faculty • Use sticky notes (one per note) to define goals, values, experiences, skills, knowledge Heads & Chairs: 15 Nov 2012

  9. 1st Fundamental Question, con’t • Example from Cal State (University at) Chico: http://serc.carleton.edu/departments/assessment/CSUC_geo_outcomes.html • Many more examples at: http://serc.carleton.edu/departments/assessment/ Heads & Chairs: 15 Nov 2012

  10. 2nd Fundamental Question • Where in the curriculum (or co-curriculum) do students get these skills, experiences, etc.? • A Matrix Approach: Carleton’s “Skills” Example: a= always; s = sometimes Heads & Chairs: 15 Nov 2012

  11. 3rd Fundamental Question • How will you know your students can do what you want them to do? The Scarlet Letter: ssessment • Use capstone projects • Subjects and methods / Sources and experiences • Alumni / Employer Surveys • Portfolios • Exams useful, sometimes Heads & Chairs: 15 Nov 2012

  12. A Faculty-Driven Program Assessment Process Student Learning Outcomes Figure 1: A Faculty-Driven Process for Program Level Assessment of Student Outcomes http://oia.arizona.edu/

  13. Program Assessment: SERChttp://serc.carleton.edu/departments/program_assessment/program.html Time for Assessment Questions? Heads & Chairs: 15 Nov 2012

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