ࡱ>  Ebjbj 4hh=%@@8\+@"AAA0 0 0 @@@@@@@BEN@0 0 0 0 0 @AA@(#(#(#0 AA@(#0 @(#(#<l?A?* d/>*@@0@Y>JE!6ET?E?0 0 (#0 0 0 0 0 @@R"0 0 0 @0 0 0 0 E0 0 0 0 0 0 0 0 0 @ I: 2009-2014 Data Use & Understanding Strategic Plan In addition to these assessment-focused goals described below, the UARA office will continue to play an integral role in many other university plans. UARA has continually provided data necessary to develop the Universitys Strategic Plan (e.g., enrollment trends, graduation/retention rates, students/alumni opinions, satisfaction, program cost/capacity, etc.). The 2009-2014 Strategic Planning process has been more data intensive than it has in previous years. The University values and uses important facts and figures to determine areas of strength and weakness and to develop deliberate plans for the future. As a result, the UARA office will play an imperative and continual role of providing data for strategic initiatives and evaluating University progress towards meeting defined goals no specifically identified in this document. The goals identified here are specifically focused on data use and assessment initiatives. GOAL 1 ACADEMIC PROGRAM REVIEW (APR) With the recent changes in the APR process and reporting requirements, academic programs were required to include student learning outcomes as a part of their APR. In the coming years, the UARA office hopes to streamline parts of the APR process for programs to assist them in the identification of how programs student learning outcomes relate to the Universitys student learning goals. YEAROBJECTIVE2009-10Meet with UAAC & Provosts office to discuss additions and changes to the existing guidelines and receive approval from Faculty senate and Provosts office to update the APR document and conduct pilot. Post updated guidelines, to be piloted with 2010 APRs, on the web and distribute to deans and department chairs Work with IT and the UAAC to develop a central database that can be used by faculty to extract commonly reported APR data Work with IT and the UAAC to develop a computer program that can be used by programs going through APR to create a matrix of University-level student outcomes (SLGs), program-level student learning outcomes, courses providing learning opportunities matched to these outcomes, and assessments of student proficiency with respect to the identified outcomes.2010-11Finalize IT database and matrix and pilot with 2011 APR programs. Meet with programs submitting APRs June 2011 to discuss new requirements currently being piloted and provide training on new APR guidelines, database and matrix2011-12Meet with pilot programs that submitted APRs June 2011 to discuss the new guidelines and technology. Discuss participation in an optional future periodic review of progress towards assessment goals. Share pilot results with UAAC and Provosts office; discuss next steps and or adjustments. Receive final approval of APR guidelines Adjust database and matrix based on suggestions from pilot programs, UAAC and Provosts office Meet with programs submitting APRs June 2012 to discuss new approved requirements. Provide training to 2012 programs and other interested programs. 2012-13Meet with programs that submitted APRs June 2012 to discuss APR results and provide suggestions and recommendations for future reviews. Design a schedule for future reviews of program progress. Present final results of 2012 APRs, the first programs to complete the APR process with the finalized guidelines, to the UAAC and Provosts office. Provide APR training to 2013 programs and other interested programs. 2013-14Meet with programs that submitted APRs June 2013 to discuss APR results and provide suggestions and recommendations for future reviews. Design a schedule for future reviews of program progress. Present summarized matrix of all programs completing APR process since 2011. Highlight the mapping of program-level student learning goals and learning opportunities back to the Universitys SLGs Provide APR training to 2014 programs and other interested programs. GOAL 2 STUDENT LEARNING GOALS (SLG) ASSESSMENT While efforts have been made to assess general education knowledge for some of the SLGs, additional emphasis should be placed on mapping student learning opportunities to the learning outcomes, including knowledge skills, and dispositions. With the development of additional assessment plans at the program and general education level, special attention should be placed on how these new evaluations can be used to measure the multiple knowledge, skills, and abilities identified as SLGs. Furthermore, the University should make progress toward identifying how it defines proficiency in terms of achieving the prescribed learning outcomes (i.e., what level of achievement on assessments would indicate understanding). YEAROBJECTIVE2009-10Fulton School Meet with Fulton School dean to discuss assessment strategies for the 4-credit model. What assessments/evaluations are currently in place and used when the 3-credit model was in existence? Develop program-level student learning outcomes and map them back to the SLGs, identify the courses where students develop these outcomes. Prioritize programs that provide courses that meet several General Education requirements. Target: 25% of Fulton School programs Define what it means to be proficient on the identified outcomes Assist the Fulton School in the collection and analysis of data for the 4-credit courses that focus on general education and comparing it with results from the 3-credit courses English 101 & 102 & 103 History 101 & 102 & 103 CMAT Meet with the Honors program faculty/committee to discuss how oral communication skills are learned by their students because it is not a part of the core curriculum. Quantitative Literacy Evaluate the effectiveness of the cut-off scores developed for the ALEKS assessment and learning modules and the success of students placed in alternative courses as a result of the ALEKS performance. Share results of the ALEKS assessment with UAAC and other appropriate faculty and staff Review how Quantitative literacy is attained by honors students as it is not a part of the core curriculum. Information Literacy Redefine Information Literacy to ensure that it adheres to the MSCHE requirements. Identify academic and administrative units that should assist in developing guidelines, specific learning outcomes, and assessment methods. Student Dispositions Define diversity and globalization SLGs. Identify courses that provide learning opportunities with respect to diversity and globalization development.2010-11Fulton School Share the assessment results of the Fulton school assessment efforts (3 vs 4-credit courses) with the Fulton school dean, chairs, and faculty. Share results with additional appropriate campus staff and faculty. Continue to collect assessment data. Assist the Fulton School in the development of 1 additional assessment plan focused on the SLGs: Command of Language (especially, oral communication skills) and Interpersonal Communication Continue to map program-level student learning outcomes and courses to the University SLGs. Target: 50% of Fulton School programs, all general education courses mapped back to SLGs Quantitative Literacy Map Henson school courses and learning outcomes back to the SLGs with a specific emphasis on courses that fulfill General Education requirements. Target: 25% of Henson School programs Revisit course-embedded math assessment and define what it means to be proficient in terms of Quantitative Literacy Information Literacy Identify general education courses that assist students in the development of Information Literacy skills. Define what it means to be information literate (i.e., proficient). Develop an assessment strategy to evaluate if these outcomes are being met by students. Student Dispositions Define proficiency with respect to diversity and globalization. Develop an assessment plan to determine if students achieve the defined SLGs for diversity and globalization. Administrative Units Define how administrative units impact students. Develop outcomes and objectives at the administrative level. Target:15% of administrative units. 2011-12Fulton School Continue to map program-level student learning outcomes and courses to the University SLGs. Target: 75% of Fulton School programs Pilot additional Fulton School Oral communication/Interpersonal skills assessment plan developed in 2010-11. Quantitative Literacy Map Henson school courses and learning outcomes back to the SLGs with a specific emphasis on courses that fulfill General Education requirements. Target: 50% of Henson School programs. All general education courses mapped back to SLGs Biological and Physical Sciences Define program-level and general education SLGs Information Literacy Implement a pilot assessment to evaluate information literacy skills of students. Student Dispositions Implement a pilot assessment to evaluate diversity and globalization skills of students. Administrative Units Develop outcomes and objectives at the administrative level. Target: 25% of administrative units. 2012-13 Fulton School Continue to map program-level student learning outcomes and courses to the University SLGs. Target: 100% of Fulton School programs Provide results of pilot Fulton School Oral communication/Interpersonal skills assessment. Modify assessment as needed. Quantitative Literacy Map Henson school courses and learning outcomes back to the SLGs with a specific emphasis on courses that fulfill General Education requirements. Target: 75% of Henson School programs. Biological and Physical Sciences Map program-level and general education SLGs to course offerings, highlighting courses that are general education requirements. Target 25% of Science courses Information Literacy Provide results of information literacy pilot assessment. Modify assessment as needed. Student Dispositions Provide results of diversity and globalization pilot assessment. Modify assessment as needed. Administrative Units Develop outcomes and objectives at the administrative level. Target: 35% of administrative units. 2013-14Fulton School Implement finalized assessment of Oral Communication/Interpersonal skills Quantitative Literacy Map Henson school courses and learning outcomes back to the SLGs with a specific emphasis on courses that fulfill General Education requirements. Target: 100% of Henson School programs. Biological and Physical Sciences Map program-level and general education SLGs to course offerings, Target 50% of Science courses, 100% of general education required courses Information Literacy Implement finalized assessment of Information Literacy skills. Administrative Units Develop outcomes and objectives at the administrative level. Target: 50% of administrative units.  GOAL 3 UNIVERSITY ACADEMIC ASSESSMENT COMMITTEE (UAAC) The charge of the UAAC has been to, articulate a coherent plan for ongoing assessment of the general education curriculum. To continue the progress of the UAAC, some specific goals and a timeline should be set by the group to ensure that they are meeting the universitys assessment needs. This timeline can be developed based on the goals set forth in the Data Use and Understanding Strategic Plan (2009-2014). YEAROBJECTIVE2009-10Define diversity and globalization SLGs. Identify courses that provide learning opportunities with respect to diversity and globalization development Share this Strategic Plan and set a timeline and prioritize, update as appropriate Redefine Information Literacy to ensure that it adheres to the MSCHE requirements. Identify academic and administrative units that should assist in developing guidelines, specific learning outcomes, and assessment methods.2010-11Assessment website VSA comparing the standardized test options and mapping each back to the SLGs to identify the best fit for SU Identify general education courses that assist students in the development of Information Literacy skills. Define what it means to be information literate (i.e., proficient). Develop an assessment strategy to evaluate if these outcomes are being met by students. Define proficiency with respect to diversity and globalization. Develop an assessment plan to determine if students achieve the defined SLGs for diversity and globalization. Review assessment plans for math assessment2011-12 Review the mapping of Fulton School and Quantitative Literacy learning outcomes to courses, with a focus on the mapping of general education required courses. Review outcomes and objectives defined by administrative units and their role in student learning.2012-13 Review pilot assessment results for: Fulton School, Information Literacy, diversity & globalization. Provide suggestions for improving the assessments or presentation of results.2013-14Review the mapping of all program-level learning outcomes and courses to the SLGs. Develop Strategic Assessment Plan GOAL 4 COMMUNICATION In the coming years, the UARA office would like to be more proactive in communicating results of ongoing assessment and data efforts. There are a variety of surveys and reports that are created for the USM, MHEC, and University that are not widely shared with the campus community. The UARA office could create one-page summaries semi-annually for some of the more relevant assessment topics and share these results with deans, directors, executive staff, and selected administrators. To further the communication of assessment results and efforts, the UARA office would like to hold workshops to train faculty and staff on a variety of assessment topics (e.g., defining assessment, develop assessment plans, differentiating student learning outcomes and program outcomes, mapping outcomes with learning opportunities and assessment strategies, etc.). YEAROBJECTIVE2009-10Produce one-page executive summary of research/assessment results (e.g., Alumni survey, MFR, NSSE, Fulton curriculum, ALEKS assessment). Disseminate to deans, directors, and executive staff Host workshop: What is assessment? Host workshop: Differentiating student learning outcomes and program outcomes Host workshop: Assessment vs. Institutional Research vs. Accountability2010-11Share the assessment results of the Fulton school assessment efforts (3 vs 4-credit courses) with the Fulton school dean, chairs, and faculty. Share results with additional appropriate campus staff and faculty. Host workshop: Discussing SLGs: How program- and course-level SLGs should be developed and mapped back to the University SLGs Produce two one-page executive summaries of research/assessment results (e.g., Alumni survey, MFR, test-optional, Fulton curriculum, ALEKS assessment). Disseminate to deans, directors, and executive staff2011-12Host workshop: The updated APR procedures for academic programs Host workshop: How to develop an assessment plan Produce three one-page executive summaries of research/assessment results (e.g., (VSA, alumni survey, NSSE, MFR, test-optional, Fulton curriculum, ALEKS assessment). Disseminate to deans, directors, and executive staff2012-13Provide assessment results of Information Literacy pilot assessment Provide assessment results of Oral Communication pilot assessment Produce four one-page executive summaries of research/assessment results (e.g., (VSA, alumni survey, NSSE, MFR, test-optional, Fulton curriculum, ALEKS assessment). Disseminate to deans, directors, and executive staff2013-14Present results on mapping courses to University SLGs Produce four one-page executive summaries of research/assessment results (e.g., (VSA, alumni survey, NSSE, MFR, test-optional, Fulton curriculum, ALEKS assessment, diversity/globalization assessment, information literacy results). 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