EDHE 839: Institutional Assessment in Higher Education Spring 2006

Transcription

1 1 EDHE 839: Institutional Assessment in Higher Education Spring 2006 I. Descriptive Information A. Course Number and Title: EDHE 839: Institutional Assessment in Higher Education B. Bulletin Description: The field of institutional research and planning in postsecondary education, with special emphasis on the community college assessment. Background preparation for post-secondary faculty, staff and administrators in measures of student learning, institutional effectiveness, planning and quality enhancement planning for accreditation. C. Course Credit: Three (3) credit hours D. Prerequisites: None E. Intended Audience: This course is appropriate for adult educators, student service professionals, administrators, managers, and other higher education professionals. F. Instructor Information: Mailing Address Instructor: Dr. Gemma K. Frock Aiken Technical College Office: Building 800, Rm 735 PO Drawer 696 Phone: (803) ext Aiken, SC Instructor: Dr. Michelle Maher Dr. Michelle Maher Office: Wardlaw 313A Wardlaw 313A Phone: (803) College of Education/EDLP University of South Carolina Columbia, SC Note: All student work is to be mailed to the attention of Dr. Maher at USC. In-Person Availability a. Dr. Frock is available to meet with you by appointment. Please contact me to arrange an appointment via conference call or in-person. b. Dr. Maher is available to meet with you in person or by phone during office hours. My office hours are Wednesday from 9:00 am to 3:00 pm and Friday from 8:30 am until 12:30 p.m. If you need to meet outside of office hours, contact me to arrange an appointment.

2 2 On-Line Availability a. Dr. Frock will check her account around 7:30 a.m. and 5:00 p.m., Monday through Friday, and will promptly respond to your messages once I read them. b. Dr. Maher will check her account (mmaher@gwm.sc.edu) around 9:00 am and 2:00 pm, Tuesday through Friday, and will promptly respond to your messages once I read them. c. Neither Dr. Maher nor Dr. Frock is available on-line on the weekends. Dr. Maher is usually not available on-line on Monday. II. Statement of Goals and Objectives A. Goals: 1. To develop an understanding of the historical elements that shaped and continue to shape the accountability and performance standards of institutional effectiveness, assessment and accreditation for higher education. 2. To gain an understanding of quality assessment methods to effectively and reliably assess student learning and specific strategies for improving existing assessment programs in the community college. 3. To develop an understanding of the role of planning in utilizing assessment data in higher education. 4. To develop an understanding of the best assessment practices demonstrated by two-year community colleges. 5. To develop an understanding of the current trends and issues affecting institutional research, planning and assessment. B. Objectives: Upon completion of this course, you should be able to: 1. Identify the historical elements of accountability and performance standards. 2. Fully describe the purpose of institutional effectiveness, assessment, planning and accountability in American higher education. 3. Fully describe the process the principles for all aspects of assessment from planning and implementing to sustaining and improving assessment efforts in a two-year community college.

3 3 4. Identify and analyze current trends and issues affecting institutional effectiveness and planning. 5. To gain experience in assessment by conducting a program review. III. Required Texts and Materials Banta, T. W. (2004). Community college assessment. San Francisco: Jossey-Bass. (Available at for approx. $15.00) Banta, T. W., and Associates. (2002). Building a scholarship of assessment. Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey Bass. (Available at for approx $40.00) Dooris, M. J., Kelley, J. M. & Trainer, J. F. (2004). Successful Strategic Planning. San Francisco: Jossey-Bass. (Available at for approx $30.00) Southern Association of colleges and Schools Commission on Colleges. (Available for no fee at Handbook on Reaffirmation of Accreditation Principles of Accreditation: Foundation for Quality Enhancement (Commission's Accreditation Standards) Additional reading and handouts as assigned by the instructor(s) and student colleagues. IV. Academic Course Requirements All assignments should be submitted on the day they are due as noted in the syllabus or through instructor communication. All written assignments are expected to conform to the guidelines and reference formats specified in the Publication Manual of the American Psychological Association (5 th ed.). All work must be word processed, double-spaced, using 12- point font (preferably Times New Roman). Because higher education professionals are expected to possess good writing skills, written assignments will be graded on their technical quality as well as content. All written assignments should be carefully proofread for spelling, grammar, and syntax. Participation in Current Application Discussion Groups (25 points) Each current application discussion group, will consist of 4-5 students who will lead minute class discussions. Each student group will locate newsworthy writings about two-year colleges relevant to the topic of discussion for their assigned class. Relevant material on which to base class discussions might be

4 4 found in local campus literature, local papers, the Chronicle of Higher Education, Change in Higher Education, Community College Times, the Community College Journal, etc. Article (Five) Summaries (5 points each; 25 points total) To familiarize yourself the body of literature focused on institutional assessment & effectiveness, prepare five article summaries on articles gathered from journals or other resources that focus on the two-year institution. Each of the five articles should come from a different publication or resource and should have been published within the last two years. The articles should be subjects representing five different chapters from the assigned texts. In your summary, include a synopsis of the article and your impressions of the source from which the article was selected. Note: you may summarize an article(s) that you used to lead a current application discussion. Note your review should be written concisely and applied to your current position, institution, the South Carolina Technical College System or community colleges. Journal (10 points) In this initial paper (journal) you are asked to think about your current level of knowledge as it relates to institutional assessment in higher education and factors that have influenced it. Use your own definition of institutional assessment and discuss any areas of your professional position and institution that seem relevant. Identify areas in which you feel you have made professional progress. Do the same with areas in which you feel you have room for improvement. What factors do you believe hold you back? Also, discuss ways your institution integrates and incorporates elements of institutional assessment. During the next ten days make a daily entry in your journal as it relates to the opening thoughts you recorded. Remember to challenge yourself with your written comments. Please use this assignment for introspection on how you view institutional assessment in higher education. This will be a private journal feel free to discuss your personal values, bias and views as they relate to institutional assessment. Also, reflect on whether your personal position is your professional position. If you were the college president what factors would you consider that might change your perspective? Program Review & Assessment of Student Learning (60 points) Additional information about this assignment will be distributed in class. Presentation: (20 points) Additional information about this assignment will be distributed in class Examinations (20 points each; 40 points total) (2 examinations during the semester) Examinations will be take-home and will consist of essay questions.

5 Case Study Analysis (20 points) Additional information about this assignment will be distributed in class. V. Administrative Course Requirements EDHE 839 Spring Attendance at all class meetings is expected. Regular attendance is a pre-requisite for class participation and involvement. Students are responsible for their attendance in accordance with the policies of the Graduate School of the University of South Carolina. VI. VI. Evaluation and Grading Grades will be determined as follows: A = points (Thorough demonstrated understanding of the subject matter; all written work is exceptionally developed and formatted.) B+ = points B = points C+ = points C = points D = points F = Below 130 points Class Schedule and Assignments All face-to-face meetings will be held on Midlands Technical College Airport Campus, CATT Training Center, Room from 1:00 to 6:00. January 11, 3:30 6:00 (On-line session) Topic: Journal Assignment January 19, Journal Due to mmaher@gwm.sc.edu by 9:00 a.m. January 20, 1:00 6:00 (Face-to-Face) Topic: Course Overview & Introduction; Historical Perspective of Higher Education Accountability; Southern Association of Colleges & Schools Readings: Banta & Associates, Chapter 1; Southern Association of colleges and Schools Commission on Colleges. Handbook on Reaffirmation of Accreditation and Principles of Accreditation: Foundation for Quality Enhancement (Commission's Accreditation Standards) January 25, 3:30 6:00 (V-Tel) Topic: Institutional Assessment; Case Study to be posted Readings: Banta & Associates, Chapters 2 6; Banta, pp. 1 6 Article Review #1 due to mmaher@gwm.sc.edu Application Group 1

6 6 February 1, 3:30 6:00 (V-Tel) Topic: Institutional Assessment Readings: Banta & Associates, Chapters 7 9; Banta, pp. 7 9 Application Group 2 February 8, 3:30 6:00 (V-Tel) Topic: Institutional Assessment Readings: Banta & Associates, Chapters 10 11; Banta, pp , 25 29, Project/Program Review topic identified to mmaher@gwm.sc.edu Application Group 3 Feb 15, 3:30 6:00 (V-Tel) Topic: Institutional Assessment Readings: Banta & Associates, Chapters 12 13; Banta, 45 58, Examination #1 posted Feb 22, 3:30 6:00(On-line group work) Article Reviews (final 4) are due to mmaher@gwm.sc.edu Examination #1 due to mmaher@gwm.sc.edu March 3, 1:00 6:00 (Face-to-Face) Topic: Institutional Planning Readings: Dooris, Chapters 1 3 Application Group 4 March 8, Spring Break, no class March 15, 3:30 6:00 (V-Tel) Topic: Institutional Planning Readings: Dooris, Chapters 6 7, 11 March 24, 1:00 6:00 (Face-to-Face) Topic: Institutional Effectiveness Readings: Dooris, Chapters 12, 13 Application Group 5 March 29, 3:30 6:00 (V-Tel) Topic: Institutional Effectiveness Readings: TBA April 5, 3:30 6:00 (V-Tel) Topic: Institutional Effectiveness Readings: Banta, pp ; Examination #2 posted

7 7 April 12, 3:30 6:00 (V-Tel) Topic: Trends & Issues Readings: Banta & Associates, Chapter 15; Banta, pp Examination #2 due to April 28, 1:00 6:00 (Face-to-Face) Topic: Course Wrap-up Student Presentations & Project Paper Due VIII. Modes of Instruction This class will meet face-to-face, on V-Tel and on-line (small group work). Formats may include lecture, small group activities, whole class discussion, guest speaker interviews, and application of the material through student presentation. This syllabus is subject to change. Advance notice will be provided of any changes made.