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 Workshop. The University Assessment Committee is announcing an assessment luncheon and workshop during Spring semester for all deans, department chairs, associate chairs, division heads, and program coordinators. The purpose of the workshop is to share information on assessment and learning outcomes and to engage in a dialog with academic administrators and faculty on specific issues of assessment: learner-centered assessment, accreditation and assessment, preparing unit assessment plans and reports, and "closing the loop" (see the next article). This will also be a time for discussion of accreditation templates. More information will be forthcoming on the date, time, and place for the workshop.

"Close the Loop." The phrase "close the loop" is unique to assessment. It refers to the idea that the assessment process is a continuous cycle of activities that are connected with the purpose of improving learning. The following graphic demonstrates the steps involved with closing the loop for assessment of student learning:

1. Facilitating Learning –The faculty provide different types of learning experiences across the campus to fulfill published goals and learning-outcomes in various disciplines. This is the essence of SUU's instructional mission.

2. Assessing Learning –The departments and the University assess learning to determine if students are developing the appropriate skills, abilities, and knowledge base. Methods of assessment are varied, as is the timing.

3. Reflecting on Learning –Reflecting on the learning or analyzing assessment results provides the University with the opportunity to determine our success or effectiveness as an institution. From this reflection, faculty can draw conclusions about what is needed to improve. Taking the time to think about what we learn through assessment is extremely improtant to the process.

4. Improving Learning –The assessment loop also deals with making adjustments to improve learning. For example, faculty make adjustments in the delivery and/or sequencing of curriculum; departments make adjustments to academic programs; and the University makes adjustments to services provided. All of this takes place because our primary purpose is learning. By participating in a continuous cycle of facilitating learning, assessing learning, reflecting on learning and improving learning, SUU is "closing the loop."

The National Survey of Student Engagement (NSSE). A key assessment tool for Southern Utah University, NSSE collects information directly from undergraduate students that can be used to improve student learning. The results of the survey provide comparative benchmarks for determining how effectively learning occurs in five areas: (1) level of academic challenge, (2) active and collaborative learning, (3) student-faculty interaction, (4) enriching educational experiences, and (5) supportive campus environment. General results of the 2001 survey are posted on SUU's institutional research home page. The benchmark report was received in November and these score results summarize SUU's performance compared to national peer institutions for both first-year and senior students.

With these scores, the relative performance and effectiveness of SUU can be gauged against master's peer institutions. Nationally, NSSE is providing a meaningful way of thinking and talking about collegiate quality. Comparisons are useful, and areas for improvement are specific.

General Education Core Course Assessment. The Utah State Board of Regents is moving ahead with uniform assessment mechanisms for general education core course requirements in mathematics (MATH 1050), English, and American Institutions. During Spring 2001, the nine public institutions of higher education in Utah participated in a pilot project to assess student learning in math and in courses meeting the state's American Institutions requirement. Results of the pilot project showed strong gains in student performance as well as plaudits for the evaluation process as a measuring device on student learning. The pilot will be refined and expanded for the future. Beginning in Fall 2002 a similar pilot project to assess student learning in English composition will be implemented. Should the pilot prove successful, these statewide tools for assessing general education core course requirements will become a formal part of our general education assessment.

Biennial Report to the Legislature. The 2002 report has been drafted by staff at the Commissioner's office. SUU's graduation efficiency ratio has improved from 1.26 in 1999-2000 to 1.23 in 2000-01. That means in 2000-01 graduates of SUU averaged 147.7 credits for their degrees, whereas in 1999-2000 they averaged 151.4 credits. The system average for 2000-01 was 142.4 credits. Also, SUU again led all nine campuses in the system in the percentage of credit hours taught by full-time faculty. The system average was 40.9%, and SUU was 77.0%. A draft of the full report is available in the Associate Provost's office.