学术评估程序
In Academic Affairs, we believe in the importance of assessing student learning for the purposes of improvement. Our processes are built on the understanding and belief that faculty involvement is essential. This is evident in the faculty-led assessment committee that is responsible for overseeing theses processes for student learning assessment for the academic programs. Also, the development of assessment and improvement plans is led by faculty, which involves the development of learning outcomes, methods to measure the outcomes, and improvement plans. The assessment of student learning for academics is conducted at multiple levels including the program-level, the general education program, and in the classroom. In addition to faculty involvement, these processes include using direct, embedded assessment methods in the classroom. Below details the processes and timelines that we have developed to ensure that faculty are involved in the development and execution of assessment for academic programs and courses.
学术评估委员会
The 学术评估委员会, a subcommittee of Faculty Senate, is responsible for overseeing all aspects of assessment in the division of Academic Affairs.
以下是委员会的任务、目标和结构：
使命: The mission of the 学术评估委员会 is to provide support and direction for the assessment of student learning in the academic division that fosters a culture of evidence-based, continuous improvement.
委员会的目标和职责：
- Reviews and provides feedback to faculty for improving academic assessment plans and reports.
- Develops and makes recommendations to faculty senate on processes and procedures related to assessment and evaluation that are aligned with best practices, the needs of the students, and accreditation criteria.
- Identifies areas of opportunities based on assessment data and proposes strategies for improvement.
委员会组成:
- Chair: At-large Member of Faculty Senate (2 year term, elected in odd years by full faculty.)
- Arts and Science: 2 faculty members (2 year terms, elected in alternating years).
- Education: 2 faculty members (2 year terms, elected in alternating years).
- Professional Studies: 2 faculty members (2 year terms, elected in alternating years).
- exofficio: Director of 评估, Chair of 学者 and Curriculum, Vice President of Academic Affairs.
The faculty of each academic program are responsible for the assessment of their respective program. They work together to discuss student learning and develop goals and outcomes that articulate what students should know or be able to do as a result of the program. They need to reach a consensus on the most important knowledge and skills for the program. 他们还将共同努力制定措施和目标。 Once data has been collected, the results will be entered into Weave and the program faculty will develop an action plan on how they will make improvements. Academic program assessment follows a two-year cycle, which involves collecting data every year, but allows for two years to develop and implement the improvement plan.
以下是两年的过程和时间表：
| 2018 - 29 | 2019 - 20 | 2020 - 21 | 2021 - 22 | 2022 - 23 | 2023 - 24 | 2024 - 25 | 2025 - 26 | |
| 技术 | RRO / DMT | IA / IP | IA / IP | IA / IP | RRO* | IA / IP | ||
| 大学生技能 | RRO / DMT | IA / IP | IA / IP | IA / IP | RRO* | IA / IP | ||
| 关于价值观、思想和美学的观点 | RRO / DMT | IA / IP | IA / IP | IA / IP | RRO* | |||
| 探究方法和解释性图式 | RRO / DMT | IA / IP | IA / IP | IA / IP | RRO* | |||
| 社区、区域和全球研究 | RRO / DMT | IA / IP | IA / IP | IA / IP | ||||
|
||||||||
If assessment data is collected in both the fall and spring semesters, the results only need to be entered once. For example, if assessment results are collected from a capstone course in both the fall and spring, then aggregate the information and enter once. Ten is the minimum number of students required for reporting assessment results for undergraduate programs. Programs will continue to collect data but will wait until there are ten students to report the results in Weave. Programs still need to develop improvement plans. When a program has fewer than ten students in any given year, program faculty can still make judgments based on qualitative information.
| 2021-2022到2022-2023 | |
|---|---|
| 任务 | 2年周期截止日期 |
| 将评估结果输入Weave （2020 - 21） | 9月中旬(2021) |
| 反思发现并制定改进计划 | 11月中旬(2021) |
| 学术评估委员会完成评估反馈并返回教师 | 12月中旬(2021) |
| 如有需要，课程更改将通过学术课程委员会进行 | 春季学期结束（2022年） |
| 收集评估结果 | 春季学期结束（2022年） |
| Implement improvement plans as appropriate for assessment plan (may include curriculum changes) | 秋天(2022) |
| 将评估结果输入Weave（2021- 2022年） | 9月中旬(2022) |
| 反思调查结果 | 11月中旬(2022) |
| 审查任务、目标、成果、措施和目标，并在必要时进行修订 | 12月中旬(2022) |
| 收集评估结果 | 春季结束（2023年） |
Another level of student learning that needs to be assessed is within the General Education program. The General Studies Program is designed to support student development in the context of the goals of the College, and ultimately enhance the capacity for continued lifelong learning and effective citizenship by encouraging breadth of perspective regardless of vocation. The program is structured so that students take courses among five different component areas including :
- 大学技能（有效沟通和定量推理）。
- 技术及其应用。
- 价值观、思想和美学的观点。
- Methods of Inquiry and Explanatory Schema (Physical and Natural Science and Social Science).
- 社区、区域和全球研究。
Previously, the General Studies was primarily assessed through the Collegiate 评估 of Academic Proficiency (CAAP) test and a VALUE rubric specific to the Community, Regional, and Global Studies component. The CAAP was limited to reading, writing, and math, which was only specific to the 大学生技能 component, plus the test has been discontinued by ACT. A new plan has been created for assessing the general education program, which involves using more direct measures and applying them to specific course-work. The plan involves a group of faculty specific to the component area working together over two years to review and/or revise outcomes, develop measures and targets, and implement the plan.
Once outcomes and assessment measures have been developed by the individual teams of faculty, they will need to go through the appropriate channels for approval:
- When outcomes and measures are developed, they will be presented to the Academic 评估 Committee for review
- They will then be reviewed by the 学者 and Curriculum Committee (VPAA and 评估 Faculty Chair will be present)
- 然后，教务委员会将审查结果和措施
- 最后，它将通过VPAA和总裁的最终批准
The last level of academic assessment is at the course-level and is at the purview of each individual faculty. Each course has a set of learning outcomes that have been approved by the college. The course faculty will need to ensure that their course curriculum covers those learning outcomes and that their assessments are aligned to the SLOs. Within the syllabus, faculty are expected to list out the student learning outcomes and then identify the learning outcomes that each assessment addresses. For example:
Book Review: Student will write a 2-3 page review of an approved book relative to the material of this course. （慢1，慢3，慢4）