Lyon College. Assessment Plan

Transcription

1 Lyon College Assessment Plan Revised Spring 2010

2 Lyon College Assessment Plan Revised Spring 2010 The assessment plan for Lyon College is arranged in four parts. Part I consists of institutional guidelines for assessment activities. Parts II and III contain the assessment plans of the academic and student life components of the College. Part IV is composed of supplemental guidance for the designing and conducting of assessment activities. Part I: College Assessment Guidelines A. Purposes of Assessment Lyon College engages in a comprehensive, systematic, and regular process of assessment to ensure the offering of curricular and cocurricular programs and support services of superior quality in a personalized setting. Accordingly, the institution s assessment process is designed to support informed decision-making though the collection, storage, and distribution of data on key programmatic and institutional performance indicators related to the achievement of its mission. The assessment process thereby allows the institution to evaluate the achievement of learning outcomes and other objectives as well as to frame institutional actions in accordance with its commitment to continuous quality improvement. B. Assessment Process Assessment processes will vary somewhat from program to program, but will normally be conducted in accordance with the following guidance. Scheduling: All curricular and co-curricular programs and services of the college will be reviewed at least every five years. Component heads (cabinet level officers) will determine the scheduling of the reviews. The director of institutional research will maintain an assessment master

3 schedule. Component heads are responsible for notifying program heads of upcoming reviews. Units will be notified in early spring of the fiscal year proceeding the fiscal year in which the reviews are to be conducted. Participants: The component head will ensure that all full-time and continuing part-time employees (faculty and staff) engaged in the area under review are aware of and involved in the review process. The head of the component in which the review is being conducted may recommend to the president that an outside consultant be involved in the review process. The president must approve the participation of an outside consultant; it is the responsibility of the component head to budget for an outside consultant if approved. Alternatively, one or more peers from other program areas may be invited to participate in the program review. 2 Planning and Assessment Portfolios: The process will result in the submission of a planning and assessment portfolio composed of the following primary and supporting materials. Primary Materials: Mission statement of the program or service. Primary learning outcomes and/or other goals of the program/service. Description of assessment instruments and process.* Summary of assessment findings since last review.** Statement of the area s strengths and weaknesses and of potential threats and opportunities. Multi-year plan for improving the area s strategic position. Supporting Documentation: Copies of assessment instruments. Assessment data. Other supporting materials designated by component head. *Assessment activities will normally include surveys and/or focus groups of the constituents served as well as faculty/staff associated with the program. **The results of initiatives taken since the previous review to improve outcomes are to be included in this section of the report or in an attached follow-up report. C. Reporting Process

4 Planning and assessment portfolios are to be submitted to appropriate component heads no later than the last working day in May of the year in which the reviews are scheduled. Component heads will review the portfolios with representatives of the area evaluated. After this review, components heads will attach to the portfolios an executive summary, including comments on the assessment process and resulting recommendations. The portfolios will then be forwarded to the president for review. An executive summary of the findings of the assessment will also be presented to the cabinet and to the appropriate committee of the Board of Trustees. Follow-up Reports: Component heads may require progress reports on the area s efforts to follow-up on assessment findings. Follow-up reports will be due no later than one-year intervals from the due date of the original reports. Copies of follow-up reports are to be added to copies of the original reports. D. Documentation Three copies of the original program review and any follow-up reports will be maintained: one for the component head, one for the area director, and one for the institutional resource room (submitted to the vice president for academic services). The first two copies may be in an electronic format. The vice president for academic services is responsible for ensuring that copies of assessment documents are available in the institutional resources room. Part II: Assessment Plan for Academic Services A. Purpose The academic services component of Lyon College engages in a comprehensive, systematic, and regular process of assessment to ensure the offering of curricular and athletic programs, learning resources, and other academic support services of superior quality in a personalized setting. B. Goals The assessment process of academic services will promote informed decision-making through the collection, analysis, storage, and distribution

5 of data on key programmatic and component performance indicators. To advance this goal, the assessment process of academic services will: Ensure the alignment of the missions of the component s programs and services with the mission of the College. Facilitate the definition of mission-driven learning outcomes and the development of other component goals. Provide guidance in the development of relevant and effective assessment instruments and processes. Promote appropriate standardization of assessment instruments to ensure adequate levels of longitudinal and comparative data across the component and with comparable programs and services at peer institutions. Support data analysis and the presentation of assessment findings to appropriate academic services personnel and other college constituencies. Facilitate intra- and inter-component collaboration in assessment activities to further the most effective use of institutional resources and assessment findings. Ensure storage and distribution practices that maximize access of academic services personnel and other appropriate members of the campus community to relevant data. Promote data reporting practices best suited to the needs of the constituencies to which the reports are addressed. Support the development of program and component action plans that respond to assessment findings and advance the mission of the program, component and College. Facilitate the implementation of program, component, and institutional action plans. C. Process Scheduling: All programs and services offered by academic services will be reviewed at least every five years. The head of academic services in consultation with the heads of the academic and administrative units of the component will determine the need to modify the review schedule presented below. The director of institutional research will be advised of any changes to the schedule. The head of academic services will notify the units to be reviewed in early spring of the fiscal year proceeding the fiscal year in which reviews are to be conducted.

6 Participants: All full-time and continuing part-time faculty and staff engaged in the area under review are to participate in the review process. Student and alumni participation is also encouraged. The head of the service or the unit programs under review may recommend the participation of an outside consultant in the process. The head of academic services and the president must approve the participation of an outside consultant. Planning and Assessment Portfolios: The process will result in the submission to the head of academic services of planning and assessment portfolios composed of the following primary and supporting information. (See Part IV for additional guidance.) Primary Materials: Mission statement of the program or service. Primary learning outcomes or other goals of the program/service. Description of assessment methodology and instruments. Summary of assessment findings since last review. Progress report on areas of needed improvement noted in last review. Statement of the area s strengths and weaknesses and of potential threats and opportunities. Multi-year plan for improving the area s strategic position. Supporting Documentation: Copies of assessment instruments. Assessment data. Other supporting materials designated by component head. Note: Assessment data will include the findings of alumni, student, and faculty surveys and/or focus groups as appropriate. Reporting: Planning and assessment portfolios are due no later than the last working day in May of the year in which the reviews are scheduled. The head of academic services will review the portfolios with representatives of the areas evaluated. The head of academic services will present summaries of assessment findings and related action plans to the cabinet and president. Executive summaries will also be presented to the education committee of the board of trustee. Three copies of planning and assessment portfolios will be maintained:

7 one for the unit, one for the office of academic services, and one for the institutional resource room maintained by the head of academic services. The first two copies may be maintained in electronic form. The head of academic services may require progress reports on unit efforts to follow-up on assessment findings. Follow-up reports will be due no later than one-year intervals from the due date of the original reports. Copies of follow-up reports are to be added to copies of the original reports. 5 D. Review Schedule The academic programs and administrative units of academic services will be reviewed at least every five years beginning in the academic years indicated below. Year of Review Academic Programs Support Services Art Regional Studies Music Summer Programs (08-09) Theatre Biology Biochemistry (Starting 0809) Chemistry Environmental Studies Computer Science Registrar Mathematics Study Abroad Physics Academic Support Services (Starting 09-10) English Creative Writing

8 Advising Education Journalism Academic Anthropology General Psychology Education Library Accounting Learning Center Bus. Adm./Human Resource Mgt. Intramural Sports Economics Japanese/Russian French (Starting 11-12) Spanish International Studies Varsity Athletics History Physical Education Political Science Religion and Philosophy First-Year Exp. (Core 100) Same as (minus Regional Studies & Environmental St.)* Same as Same as Same as (minus Human Resources Management)* Same as *Programs discontinued. Part III. Student Life Assessment Plan The Student Life component utilizes a comprehensive process of assessment to ensure a high-quality co-curricular experience as one element of the Lyon College Assessment Plan. A. Student Life Mission

9 Student Life provides supportive professional staff, creates engaging learning experiences, and sponsors stimulating social activities in order to intentionally guide, challenge, and support holistic student learning and growth and foster a lively campus environment. The Student Life Staff assist students in their efforts to achieve the following intended learning outcomes - communication skills, intellectual openness, personal selfdiscovery, leadership, civic engagement, and life-long learning skills. Members of the Student Life Staff facilitate the process in which students weave choices into the fabric of their lives as they develop their potential in learning what it means to be a person of honor and integrity. B. Assessment Guidelines Each program in Student Life will develop, administer, and interpret assessment tools specific to their mission, goals, and needs consistent with the mission and strategic objectives of the College. It is important to assess student learning on the institutional, component, and programs levels to evaluate and improve the effectiveness of our efforts. In doing this, the following five fundamental questions will serve as prompts for conversation. How are your stated student learning outcomes appropriate to your mission, programs, and degrees? What evidence do you have that students achieve your stated learning outcomes? In what ways do you analyze and use evidence of student learning? How do you ensure shared responsibility for student learning? How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning? C. Assessment Tools The assessment tools utilized by each program in the component should reflect the following items necessary for comprehensive assessment as described by Upcraft and Schuh (1996): Maintaining records of individuals who participate in Student Life programs and who utilize Student Life professional staff or Student Life facilities. (i.e. logs of appointments and what they were there for, program attendance, etc.; noting any patterns that

10 would indicate a need to make a change/improvement) Determine student needs. (i.e. pen and paper needs assessments; CORE Alcohol, CIRP, and NSSE surveys; personal observations) Assessing student satisfaction. (i.e. Student program evaluations, satisfaction surveys, etc.) Assessing campus environments and student cultures. (i.e. CIRP data provides insights into student culture, as does the CORE Alcohol survey, community evaluation section of Residence Life quality of life surveys, and NSSE) Assessing outcomes. (i.e. Clarify desired outcomes and then determine actual outcomes. CIRP offers beginning of freshman year and end of senior year assessment instruments where comparisons can be drawn) Comparing assessment results against comparable institutions when applicable and useful. (i.e. CIRP data for categories of institutions (selective 4-year); CORE Alcohol survey; NSSE) D. Learning Outcomes Each program will determine the learning outcomes appropriate to their work from the list provided below. The learning outcomes are defined below. Communication skills - speaking, writing, organization of thoughts in writing and discussion, understanding social dynamics of different situations Intellectual openness - open to ideas, intellectual curiosity, ability to deal with ambiguity and complex information, appreciation of diversity Personal self-discovery - knowing one s own talents, interests, values, strengths, weaknesses, uniqueness, healthy lifestyle development, balance Leadership - win confidence of others, assumes responsibility, organized, decisive Civic engagement - aware of social issues, willingness to participate in community/civic work, ability to deal with bureaucracy, law abiding Life-long learning skills - love of learning, knowing how to learn, continual pursuit of knowledge

11 As a component, we assess programs in order to (1) measure quality, (2) assess levels of goal achievement, (3) utilize assessment outcomes in planning, and (4) strive for continuous improvements in quality. To support the above objectives, the assessment process will: Ensure program missions support Student Life and Lyon College missions; Facilitate the development of mission-driven learning outcomes and/or goals reflective of the Student Life and Lyon College missions; Provide direction and assistance to any program that needs help in the development of effective assessment instruments and processes; Support data interpretation and its presentation to appropriate constituencies; Ensure assessment results are maintained for longitudinal use; Result in the development of action plans in response to assessment findings E. Process The Vice President for Student Life annually designates a member of the Student Life Staff to serve as the Student Life Assessment Coordinator. This staff member will review component wide assessment progress and prepare the component for the institutional self-study and accreditation visit. In addition, the Assessment Coordinator will be available for assistance in the assessment process. The Assessment Coordinator will collect copies of all program assessment reports and related documentation. The Administrative Coordinator for Student Life will maintain assessment materials on file. Copies of all reports and assessment documentation will be provided annually to the Vice President for Student Life and Dean of Students who will disseminate this information in a timely fashion to the Institutional Assessment Committee and other constituencies as described in the College Assessment Plan. Each Student Life program, as well as the Student Life component, will collect data annually and submit a brief annual assessment report including the following pieces of information, as appropriate to the program or component: Mission statement and program goals/objectives linked to student learning outcomes, as well as the Student Life and Lyon College

12 mission statements; Program specific assessment strategies; Narrative summarizing assessment activities during the year Copies of assessment instruments used; Results compiled during the year; Interpretation of the results in relation to the learning outcomes selected for assessment; Impact of program changes implemented due to previous or current assessment results; Additional program changes yet to be implemented; Proposals for modification to the program as necessary; Goals for the coming year. During scheduled review years, each program will utilize a review panel comprised of individuals in the Lyon community with appropriate knowledge of the program under review. Alternatively, in selected reviews, the program will employ an expert external consultant. The use of a consultant must be justified and recommended by the Vice President for Student Life and approved by the College President. In program review years, each program head will work with the Vice President for Student Life to conduct a self study; ordinarily, this will include a survey of students served by the program. In addition, the program head will recommend members of the review panel (or recommend an outside consultant) to the Vice President. Upon approval by the Vice President, the program head will coordinate the schedule for the program review. It is the program head s responsibility to ensure that appropriate College community members are involved. 9 When an external consultant is used, a copy of the consultant s report will be sent directly to the President by the consultant. It is the Vice President for Student Life s responsibility to budget for and compensate the external consultant. Upon receiving the review panel s report (or consultant s report), the program head will develop an assessment report based upon the selfstudy, surveys, and report. This assessment report will be transmitted to the Vice President for Student Life. The Vice President will add his/her

13 comments and send the assessment along with an executive summary to the President and the Assessment Coordinator. The Vice President s Executive Summary will outline possible follow up actions. The complete report will be maintained in the Student Life Office; a copy will be provided to the Vice President for Academic Services for the institutional resource room and distributed to other persons/sites as outlined in the College Assessment Plan. F. Schedule Each year at least two programs within the Student Life component will be assessed. The following timeline has been established for comprehensive reviews. The schedule may be changed in consultation with the Vice President for Student Life and the approval of the President. The review will be conducted during the fall semester of the given cycle year; however, the surveys of students served and self-study will ordinarily be conducted during the preceding spring semester APPLE Social System Health and Wellness International Student Advising Residence Life Counseling Greek Life Career Development Student Government Association Student Life Component House System Honor System Student Activities and Organizations Campus Ministry

14 Upward Bound Math-Science Program directors should submit their reports of annual reviews to the Assessment Coordinator by May 30 th of each year and be prepared to report their findings at a Student Life component meeting during the following fall semester. The report deadline may be adjusted in consultation with the Vice President for Student Life who will coordinate with the President. After review of each assessment report, each program director will have an opportunity to meet with the Vice President for Student Life and the Assessment Coordinator to receive feedback. These meetings will be scheduled and completed before the beginning of the following fall semester. Part IV: Supplemental Assessment Guidelines The following guidelines are designed to assist faculty and staff in the conducting of reviews. The guidelines are organized in accordance with the required planning and assessment portfolios. Mission Statements All academic programs and administrative components under review will have mission statements that concisely present their primary purposes. The wording and audience of these statements are often comparable to the introductory statements found in college catalogs and other promotional materials on specific programs. The relationship between these mission statements and the mission statements of the component and the institution should be consistent and easily discernable. Goals and Learning Outcomes Programmatic goals naturally range from the general to the specific. Preparing students for graduate school is an example of a general goal. General goals may also convey students destination within a particular curriculum, encompassing what we wish graduates to know, do and value,

15 for example, the ability to reason critically or the desire to serve their community. Such general goals may be included in mission statements or listed separately. The latter is usually preferable. Since the mastery of specific skills contribute to the achievement of more general goals, assessment of programmatic outcomes must take place at several levels. In other words, it is necessary to identify the component parts of general goals. For example, the goal of preparing students for graduate school may imply further development of one s ability to formulate and defend an original thesis. These more specific formulations of what we want students to know, do and value are often referred to as learning outcomes. The focus of assessment activities should be on the achievement of fairly specific learning outcomes. It is important to communicate desired goals and learning outcomes to students, if we are to maximize their prospect of meeting these expectations. Thus planning and assessment portfolios should show that this information is being effectively conveyed to students, for example, through syllabi, assignments, evaluation criteria, and catalog descriptions. Assessment Instruments and Processes Assessment instruments and processes should be designed to demonstrate that intended goals and learning outcomes are being achieved. Assessment of student satisfaction is also appropriate, but does not substitute for outcomes assessment. Outcomes assessment takes two forms: benchmarking and valued-added. The former places performance in terms of some preset objective, such as sixty percent of the graduates of program X will be admitted to graduate school. The latter form of assessment involves measurement prior to and subsequent to programmatic efforts to enhance a specified skill or attribute (i.e., the use of pre-tests and post-tests). While benchmarking is the most common form of outcomes assessment, valuedadded assessments should be used when appropriate and practical. The effectiveness of any assessment activity is closely related to measurability of the intended outcomes. Measurability is often a function

16 of the specificity of the intended outcomes. This does not mean that the evidence presented must be quantitative in nature. Qualitative evidence is an equally appropriate means of demonstrating the achievement of programmatic goals and learning outcomes. Evidence demonstrating achievement of intended outcomes should be gathered from a variety of sources. The data used to assess student learning should include direct evidence such as coursework. A capstone course in the major may provide a logical focus for identifying what students achieve by the end of their program. It may also be helpful to collect student work over time in a portfolio, comparing their work at the beginning and end of their program so as to demonstrate their learning. Standardized test scores also constitute direct evidence of learning. In addition, it is desirable to include indirect evidence of learning, such as senior and alumni survey results. Assessment data should also include when practical the evaluation of learning outcomes by the employers of recent graduates. Assessment Findings The assessment process is intended in part to demonstrate to internal and external constituents the quality of existing programs and services and the commitment of faculty and staff to enhancement of these programs and services when appropriate. Therefore, planning and assessment portfolios should present a balanced representation of the strengths and areas of needed improvement suggested by the data collected. Assessment findings should be summarized in the narrative of planning and assessment portfolios. A full compilation of the data collected should be included in an appendix to the portfolios. Action Plans The assessment process is incomplete without serious consideration of how to build on the strengths of current practices and address areas of concern. In fact, action plans are the most important component of planning and assessment portfolios. In other words, the portfolios must demonstrate the closing of the assessment loop by translating findings into actions. Detailed action plans are not required as part of the planning and assessment portfolio, but the document must present the general nature of the action required, parties responsible for undertaking the action, an estimate of resource requirements, and anticipated completion

17 date. 13 Preparation of Portfolios Effective assessment is an ongoing process that contributes to continual improvement in the programs and services offered by each component of the College. In other words, while planning and assessment portfolios are due at least every five years, planning and assessment are annual activities. Thus a planning and assessment process similar to the following example is expected. Year 1 - Review and revise as appropriate mission statement - Conduct senior outcomes survey - Conduct follow-up on action plan Year 2 - Review and revise as appropriate goals and learning outcomes. - Conduct senior outcomes survey - Conduct follow-up on action plan Year 3 - Review and revise as appropriate assessment instruments and processes - Conduct senior outcomes survey - Conduct alumni survey Year 4 - Analyze assessment data - Conduct senior outcomes survey - Conduct a SWOT analysis (strengths, weaknesses, opportunities, and threats) using focus groups composed of faculty, staff, and students. Year 5 - Draft planning and assessment portfolio - Conduct senior outcomes survey - Prepare to initiate action plan Year 6 Implement action plan - Prepare to assessment effect of action plan implementation - Initiate activities noted under Year 1

18 Internal and External Context The primary function of the development of planning and assessment portfolios is to enhance the decision-making of faculty and staff with professional responsibilities in the areas under review. Their efforts to ensure the quality of the programs and services they offer must additionally advance the strategic goals of the institution. Thus it is important that the action plans presented in the portfolios take into consideration the goals and initiatives contained in the institution s strategic plan. It is no less important that initiatives identified in the action plans inform the institution s periodic updating of its strategic plan. Those engaged in the planning and assessment process should additionally have a basic familiarity with the expectation of the Higher Learning Commission and NCATE as the planning and assessment portfolios will serve as critical documents in the accreditation process.