OutcomeWhat is expected of the student by student19

VIEWS: 10 PAGES: 2

									        Maintaining Coherence in Assessment
                          Jack Livingston, Julie Snow, Michael Zieg
                   Department of Geography, Geology, and the Environment


        In our department, we decided to analyze the relationships between course, program, and
university-level outcomes. In doing so, we produced an assessment plan in which each outcome
(or group of outcomes) is linked up with SRU university outcomes, with Liberal Studies courses
and/or blocks, and with departmental or other required courses that address the outcome. This
format is advantageous because it puts our program-level assessment plans in the larger context
of University outcomes, and also ensures that the University outcomes are addressed in a
concrete manner within our curriculum.

       On the reverse is an example from the Geography, Geology, and the Environment
departmental assessment plan, in which one of our program outcomes is placed in the context of
university and course outcomes.

       While maintaining coherence is important within a curriculum, we also want to ensure
that we are “closing the loop” on our assessment activity, and therefore we include a section on
the methods that are used to assess our program, the performance indicators we are aiming to
achieve, the results of assessments already carried out, and any applications of our results.
Outcome: What is expected of the student?
     1c. Each graduate will actively participate in a collaborative project and in academic
     field trips

Coherence: How does this outcome fit into university outcomes, major course requirements,
general education requirements, and related course requirements?

       University Outcome 2. Locate, analyze, synthesize, and evaluate information and ideas
       from multiple perspectives - mathematical, scientific, and humanistic. Apply this
       information literacy to contemporary challenges.

       University Outcome 3. Demonstrate an understanding of how the values of personal
       integrity, cooperative action, and respect for diversity influence one's own behavior and
       the individual and group behavior of others.

       University Outcome 4. Use knowledge of evolving human institutions and of diverse
       cultural and historical perspectives to interact effectively in a variety of social and
       political contexts.

       Major Course Requirements. Collaborative projects are also important components of
       102, 281, 340, 362, 451, and 453. Field trips are required in the following courses: 102,
       110, 112, 131, 241, 271, 272, 303, 327, 360, 362, 453, 460, 482, and some sections of
       111. The department also runs open field trips most fall semesters. Field Camp, required
       of BS – Geology Track majors, involves a series of collaborative field investigations.

       Liberal Studies Requirements. Human Institutions and Interpersonal Relationships.


       Assessment Methods                              Performance Indicators
   What techniques will be used?          What criteria will indicate successful completion?
  Periodic surveys of departmental       Several required courses in each track should include
               faculty                     required collaborative exercises and/or field trips
                                         Any shortcomings noted by instructors to be used for
         Instructor feedback
                                                 evaluating course offerings, activities

        Assessment Results                                   Action Taken
                                            How has department used this data to improve
   What data has been collected?
                                                               program(s)?
                                            Development of departmental field trips in fall,
           Faculty survey
                                            addition of field trips into survey-level courses
Pre-and post field trip questionnaires                        Informational
                                            Recognized need for standardization, explicitly
           Exit interviews
                                                    addressing program outcomes

								
To top