Enhancement of the University’s Performance on Target Measures
This activity has been responsible for planning, implementing, and evaluating activities in support of the university. It used a programmatic and systematic approach to academic and student services assessment and the documentation of continuous activities to enhance student learning and student services. The activity provided leadership in the selection, design, implementation, management and reporting of academic assessment plans and projects. The activity coordinated program reviews with the Provost and the Associate Provost, provided guidance in the development of unit level plans, and identified assessment strategies, measures and production of information documents in collaboration with the Office of Institutional Research.
The activity increased capacity across the University through professional development that included SACS annual conferences.
The activity developed a framework for assessment planning that included: (a) Unit Mission (b) Organizational Chart (c) Alignment of unit mission to the University’s mission (d) Unit Vision (optional) (e) Core values of the Unit (f) Conceptual Framework (g) Goals, Objectives and Outcomes (h) Detailed Assessment Cycle of Unit (i) Results, and (j) Action Steps.
Through the administration of the CIRP survey, information was ascertained on student characteristics that included parental income and education, ethnicity, financial aid; secondary school achievement and activities; educational and career planning; values, attitudes, beliefs and self-concept.
Through the administration of the NSSE, BCSSE and FSSE, information was gained to better understand the influence of the institution on student performance in terms of educational engagement patterns students establish prior to and after enrolling. These iterations provided information on the value students place on various aspects of student engagement pertaining to the first year of college experience. Results from these assessments suggest future improvements that will (a) increase/improve the level of academic challenge (b) promote active and collaborate learning (c) promote student faculty interaction, and (d) provide a supportive campus environment.
Through iterations of the MAPP, freshmen and seniors were assessed in four general education areas (critical thinking, reading, writing, and mathematics). This direct measure established academic baseline and growth data. It provided external validity.
Through focus groups, the activity was able to triangulate with other student assessment measures, gather ideas, details, and new insights from students.
Through external examiners, the activity was able to provide impartiality (external validity) regarding assessment considerations and results. The examiners provided information insiders might not see. These examiners provided consultation for student and program evaluation. External examiners allowed the incorporation of external stakeholders and community and provided supplemental assessment.
A locally developed core curriculum survey provided information on graduating student perceptions on their learning experiences.
Activity Impact on Students, Departments and University:
The activity engaged in an institution-wide research-based planning and evaluation process that (1) incorporated a systematic review of unit missions, goals and outcomes (2) resulted in continuing improvement in institutional quality, and (3) demonstrated effectiveness in accomplishing the university mission (SACS – Core 2.5 - Institutional Effectiveness).
The activity facilitated the identification and assessment of expected outcomes, and provided evidence of improvement based on analysis of the results in: educational programs, to include student learning outcomes, administrative support services, educational support services, research within its educational mission, and community/public service within the educational mission.
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