Assessment in the Major

Our Assessment Plan:

1

2

3

4

5

N/A

Contains the program’s mission statement                      

N=1
5%

N=2
9%

N=2
9%

N=6
27%

N=11
50%

Shows how the program’s mission statement supports the mission of UWGB.

N=1
5%

N=3
14%

N=2
9%

N=4
18%

N=11
50%

N=1
4%

Identifies the core competencies that students should be able to demonstrate in their lives/career upon completion of the program.  [Competencies relate to what the students are actually able to do.  They are not the same as a learning outcome but rather reflect abilities/actions that an integration of the outcomes would help achieve.]

N=1
4%

N=2
9%

N=5
23%

N=14
64%

States the program’s global learning outcomes and how they support the core competencies and the program’s mission

N=1
4%

N=5
23%

N=4
18%

N=12
55%

Discusses how the broad global learning outcomes reflect the expectations of external constituents who hire program’s graduates

N=1
4%

N=3
14%

N=4
18%

N=3
14%

N=9
41%

N=2
9%

Identifies learning outcomes unique to the major/emphasis area.

N=1
4%

N=1
5%

N=18
82%

N=2
9%

Articulates how the learning outcomes for the different majors or emphasis link to the global learning outcomes for the program.

N=2
9%

N=1
4%

N=5
23%

N=4
18%

N=10
46%

Describes multiple methods of assessing how effectively students can demonstrate the learning outcomes.

N=1
5%

N=2
9%

N=3
14%

N=15
68%

N=1
4%

Contains a process to ensure that multiple sections of a course are grounded in the same global learning outcomes.

N=1
4%

N=2
9%

N=1
5%

N=4
18%

N=5
23%

N=9
41%

Contains a process for developing criteria that will be used to develop and review the content of the methods used to evaluate how well students demonstrate the program’s broad global learning outcomes.

N=1
5%

N=5
23%

N=4
18%

N=4
18%

N=6
27%

N=2
9%

Contains a process for separating evaluation of class assignments for a course grade from evaluation of questions, projects, performances, thesis, etc. for learning outcomes assessment purposes.

N=1
4%

N=1
4%

N=3
14%

N=11
50%

N=3
14%

N=3
14%

Contains a process for ensuring that there are learning outcomes established for all courses related to learning expected from that course.

N=2
9%

N=6
27%

N=5
23%

N=8
36%

N=1
5%

Contains a process for ensuring that course learning outcomes are identified on course syllabi

N=7
32%

N=4
18%

N=4
18%

N=3
14%

N=3
14%

N=1
4%

Contains a process for documenting how learning in each course will be assessed and communicated to students.

N=6
27%

N=2
9%

N=5
23%

N=1
5%

N=6
27%

N=2
9%

Contains a process for ensuring that the relationship between course learning outcomes and the program’s global learning outcomes are communicated to students.

N=3
14%

N=6
27%

N=7
32%

N=2
9%

N=1
4%

N=3
14%

Discusses the role that faculty are expected play in assessing their learning outcomes.

N=1
4%

N=1
5%

N=3
14%

N=4
18%

N=11
50%

N=2
9%

Identifies how learning outcome assessment engagement is to be used by faculty as part of their annual performance reports, renewal documents, and tenure and promotion documents.

N=9
41%

N=1
4%

N=2
9%

N=3
14%

N=4
18%

N=3
14%

Identifies learning outcomes that are clearly tied to meeting the aims of general education requirements (if the program has courses that contribute to general education.)

N=2
9%

N=3
14%

N=2
9%

N=5
23%

N=10
45%

Identifies learning outcomes that are clearly tied to meeting the aims of the writing emphasis requirement (if the program has courses that contribute to the writing requirement.

N=2
9%

N=1
4%

N=6
27%

N=10
46%

N=3
14%

Describes how the program will assess its contribution to interdisciplinary education.

N=6
27%

N=5
23%

N=2
9%

N=7
32%

N=2
9%

Identifies a process for the regular review and revision of the program’s assessment plan, learning outcomes and competencies

N=4
18%

N=3
14%

N=4
18%

N=4
18%

N=7
32%

Identifies how information gained from the evaluation of learning outcome assessment criteria, methods, and findings will be used in programmatic decisions [for example, curriculum design, course and number of sections offered, program review, strategic planning, faculty recruitment, and faculty training and development

N=2
9%

N=2
9%

N=5
23%

N=11
50%

N=2
9%

SPAN

x

x

x

x

x

SOC WRK

x

x

x

x

SOC
C D

x

x

x

x

x

x

PUB ADM

x

x

x

POL SCI

x

x

x

x

x

PSYCH

x

PHIL

x

NURS

x

x

x

MUSIC

x

x

x

x

x

MATH

x

INFO SCI

x

x

x

x

HUM STUD

x

x

x

HUM DEV

x

x

x

x

x

HIST

x

x

x

GRMN

x

x

x

x

x

x

FREN

x

x

x

x

x

ENV SCI

x

ENV P&P

x

x

x

ENGL

x

ERTH SCI

x

x

x

x

x

COMP SCI

COMN ART

x

x

x

x

COMM

x

x

x

x

x

BUS ADM

x

x

x

x

x

x

x

ART

x

x

x

x

x

x

ACCTG

x

x

x

x

x

x

x

Course Grades

GPA in the Major/Minor

Direct Performance Measures

Embedded Assessment Activities

Faculty Professional Judgment

External Critiques

Capstone Course

GERMAN- Exit survey of program, Cultural proficiency test, Student placement in grad schools

FRENCH- Exit survey, French program survey

PHILOS- Exit interview with graduating students

ENGL- survey

SOC WRK- Field evaluation of competencies, Self evaluation of course objectives, Alumni evaluation of competencies

MUSIC- See page 3 & 4 assessment strategies from memo

HUM STUD- Exit survey in Capstone

PSYCH- Exit interviews, Course exam performance, Group project grade, Alumni interviews

HUM DEV- Graduate & Alumni surveys, Supplemental course evaluations, Graduate school acceptances, Individualized learning lists

NURS- Program assessments (self-report student proficiency survey) at end of program & 1 yr post, Unit policy that a grade of "c" or better is required in major nursing courses, Unit is in the process of implementing a direct assessment of student work by a faculty committee to discuss/evaluate the degree to which program learning outcomes are met with individual course assignments

POL SCI- Alumni surveys, Internship assessments

PUB ADM- Grad Senior survey

ENV P&P- Student survey

ART- Student juried exhibit, Scholarship awards, Senior exhibits

SPAN

x

SOC WRK

x

x

SOC C D

x

x

PUB ADM

x

x

POL SCI

x

PSYCH

x

PHIL

x

NURS

x

MUSIC

x

MATH

x

INFO SCI

x

HUM STUD

x

x

HUM DEV

x

HIST

GRMN

x

x

FREN

x

x

ENV SCI

x

ENV P&P

x

x

ENGL

x

ERTH SCI

x

COMP SCI

x

COMN ART

x

COMM

x

x

x

BUS ADM

x

ART

x

ACCTG

x

CCQ is administered in all or most classes

A form other than the CCQ is used in most or all courses

Program participates in  formal teacher observation

Faculty maintain a teaching portfolio

SPAN- Syllabi, faculty conversations and meetings

GERMAN- Mid-term evaluations occasionally, senior survey results

HIST- Some instructors use CCQ, others use SCD or HUS eval forms

FRENCH- French program survey

MUSIC- Student solo performances (jury, honors recital), ensemble performances, invitation of students to perform off campus, students accepted into grad programs

COMP SCI- Periodic meetings to discuss course content in light of changing technologies

SOC C D- Some faculty maintain a teaching portfolio

PSYCH- Number of independent study/internships, Workshops attended, Awards for teaching course innovations

HUM DEV- Individualized learning, course innovations, pedagogical workshop attendance, awards

NURS- Optional peer review of teaching (highly encouraged)

POL SCI- Each interdisp unit uses its own evaluation process.  PEA handles most of Pol Sci, but so do SCD & URS

PUB ADM- Maintain records of teaching material

ENV P & P- Course material

ART- Merit & retention reviews

Also used in the contract renewal process for untenured faculty

Chair reviews course comments, CCQs & discusses areas of concern with faculty, CCQ scores & comments from all courses are reviewed by the unit assessment & evaluation committee (AEC)