Instituional Research & Assessment

An electronic publication for communication to the campus community about assessment and institutional effectiveness, the Newsletter is published by the Provost's Office.

Assessment Committee Re-established. The Provost directed reviving the University's committee on assessment but as a standing committee of the institution. For the next two years, as well, the committee will also double as a subcommittee on assessment and data for the Accreditation Steering Committee. Members of the committee are drawn from faculty in each college or school and with NCATE representation for the accreditation of teacher education programs and AASCB representation for business accreditation. Committee membership is outlined below:

Steve Barney, Psychology
John Groesbeck, Business
Debra Hill, Teacher Education
Brian Hoover, Art
Prent Klag, Teacher Education
Susan Peterson, Mathematics
Michael Richards, Provost's Office
Julie Simon, Language and Literature
Marcus Cusick, student
Annie Draper, student

Assessment and Accreditation. The University has completed its first cycle of assessment planning and reporting. Departmental reports were due June 2 and are now posted to the web. Assessment plans for 2001-2002 are due September 30. It is this cycle of planning and reporting that will demonstrate a pattern of continuous improvement to accreditation visitors, but, more importantly, will allow faculty to assess student learning and thereby improve the learning process.

Making Progress. National research is beginning to find patterns of effective assessment practice at colleges and universities. Here are some of the impacts:

What do institutions say is changing institutional culture?

Emerging understanding that the fundamental purpose of assessment is the improvement of student learning Refocusing or revising statements of institutional & departmental missions, purposes, and goals to include an emphasis on student learning and intended learning outcomes.

At SUU. . . The revised mission/vision/goals statement for the University focuses on learning and learning outcomes. Enhancing the learning process as well as student engagement in it has been emphasized in the last two years.

What do institutions say is helping develop shared responsibility for assessment?

Including information on assessment activities/results on the agenda of the governing board.
Incorporating responsibility for assessment into the job descriptions of academic administrators–including the CAO or COO.
Implementing strategies to encourage faculty involvement in assessment
Articulating program core abilities & outcomes that are determined by faculty and validated by industry, community stakeholders, and receiving institutions.

At SUU. . . A framework for shared responsibility is in place, but not yet fully engaged. Faculty are taking responsibility for assessment and are determining learning outcomes with more external input.

What do institutions say is helping develop institutional support?

Establishing a separate budget for assessment; reallocating funds from other areas to budget for assessment
Identifying assessment champions and creative leaders and providing them with the resources and time to facilitate the development and implementation of assessment
Creating assessment publications and instituting assessment days

At SUU. . . A separate budget has been established sufficient for 3-4 essential assessment activities each year. An assessment e-newsletter is published each semester to the campus community, and unit assessment plans and reports are posted to the University's home page. Assessment reviews and discussions are held with deans and dept chairs each year.

How do institutions say they are using assessment results?

To demonstrate that students have achieved published learning outcomes
To determine "value-added:"
Prior learning (status)
Formative learning (progress over time)
Summative learning (outcomes)
To document improved proficiency in workforce skills and in the competencies needed by educated adults
To plan for and implement changes (curriculum, pedagogy, student services, academic advising, instructional services)
To inform decision makers (i.e., link assessment results with planning and budgeting)
To set higher expectations and to explore appropriate benchmarks.

At SUU. . .learning outcomes are being identified and published, and through the prioritization process, academic programs and the curriculum are being updated and streamlined.

New General Education Program. The University's Deans' Council approved the new general education program. The new general education program was developed by faculty with input from student leaders and includes an explicit statement of philosophy and purpose, defined skill and knowledge areas, and focused goals and learning outcomes. Solicitation of courses for the program will begin this fall, and the 2002 catalog will introduce the program to the student body. The Deans' Council has volunteered to take the lead in developing at least one interdisciplinary course per college under the new program.

Assessing general education is the next challenge for the University. Included in the new program is a series of assessment activities–surveys, focus groups, and several system-wide evaluation mechanisms. A systematic process for determining how general education is working, whether it's achieving its goals and expected outcomes, and how it can be improved over time validates the program. So during 2002, as the new general education program is implemented, assessment activities will begin as well under the direction of the University's assessment committee.

Revised Institutional Research and Assessment Web Site. The web pages for institutional research and assessment have been revised and additional content has been added. Five years of institutional fact books are now posted on the web, as are the latest enrollment forecasts, accreditation links, assessment plans and reports, and the results of various research studies about the university and its students. Check it out!!