ࡱ>  bjbjVV &<< 99999$]]]P,]NJ(! ! !jllllllSNl9%#b!@!%#%#l99w)))%#j99j)%#j))V|jm6]#LV0NJb8$9b!0"")("D"!!!ll&z!!!NJ%#%#%#%#!!!!!!!!! :   SALISBURY UNIVERSITY  Student Learning Outcomes Assessment Report 2011 Report PART I SUMMARY OF ASSESSMENT ACTIVITIES 9iý޹˾ (SU) continues to engage faculty, staff, administration, and students in discussions and activities that create a culture of assessment. In fact, assessment has now been formally added to the Universitys Strategic Plan. As a result, the campus has been using data about student learning outcomes to effect curricular and programmatic changes, from the creation of an elected faculty assessment committee, to a revision of the Academic Program Review (APR) process, to a comprehensive review of the Student Learning Goals (SLGs) that were mapped to the existing General Education (Gen Ed) curriculum. The University Academic Assessment Committee (UAAC), an ad hoc committee at the time of our previous SLOAR, became an official elected Faculty Senate committee during academic year 2007-2008. One of the UAACs primary responsibilities is to articulate a coherent plan for ongoing assessment of the Gen Ed curriculum. This is done in collaboration with the Office of University Analysis, Reporting, and Assessment (UARA) and the Provosts Office. The two major ongoing institutional assessment activities are APR and a course-embedded Gen Ed assessment. APR provides a periodic opportunity for rigorous academic evaluation that advances programmatic excellence. Every program must complete an APR at least every seven years. Part I of the APR includes an assessment plan and summary where programs describe their current student learning outcomes, assessment methods, data collected, and data use by the academic program. Part II includes a critical internal and external evaluation of program curriculum, resources, and other information. (See  HYPERLINK "http://www.salisbury.edu/iara/APR/APR%20home.html" http://www.salisbury.edu/iara/APR/APR%20home.html for an overview.) In addition to this program-level assessment, the entire campus has engaged in several Gen Ed assessment activities since the last SLOAR cycle. The UAAC and UARA Director spoke to key University governance groups and hosted a Gen Ed Retreat in June 2009 to communicate the rationales behind curriculum mapping and outcome-based assessment of student learning and to seek the input of faculty members. During the retreat, faculty members were divided into sub-groups based on how the Gen Ed courses they taught fit into the Universitys common Gen Ed Groups. These sub-groups articulated specific outcomes for the SLGs aligned with Gen Ed courses. As a result of the retreat, a comprehensive Gen Ed curriculum and outcome map was produced. (See  HYPERLINK "https://secureweb.salisbury.edu/iara/Assessment/DRAFT%20GE%20Assessment%20Plan.xlsx" https://secureweb.salisbury.edu/iara/Assessment/DRAFT%20GE%20Assessment%20Plan.xlsx.) In spring 2010, the Gen Ed curriculum and outcome map was presented to the Faculty Senate, which endorsed the documents. The UAAC created a subcommittee to oversee the assessment of Gen Ed, the Gen Ed Assessment Council (GEAC). The GEAC has recommended a five-year pilot of a course-embedded Gen Ed assessment which begins in fall 2011, which the Faculty Senate has also endorsed. During this pilot, each of the Student Learning Goals (SLGs) will be assessed. (See Appendix A for a more detailed timeline.) PART II ASSESSMENT OF MAJOR COMPETENCY AREAS Written and Oral Communication Definitions Written or oral communication competencies are subsumed under the command of language SLG. Command of language is defined as the ability to communicate effectivelyincluding reading, writing, listening, and speaking. Written and oral communication has been further defined using the following student learning outcomes: Written Communication: Synthesize and apply information and ideas in discipline-specific forms of writing. Use appropriate evidence, organizational patterns, and styles for specific writing tasks. Construct thesis-driven arguments that marshal appropriate evidence and counter-arguments. Select, evaluate, and cite reputable and appropriate sources. Oral Communication: Compose oral, thesis-driven arguments that include appropriate evidence. Engage with audiences effectively and appropriately. Participate actively and respectfully in meaningful discussions. Level of Assessment Institutional In 2006 and continuing for four years, the University began a pilot assessment of the command of language SLG at the institutional level. Writing and critical thinking competencies are assessed using students enrolled in introductory English and history courses. Each year, a random sample of more than 250 final exams was selected from aggregate English and history course data, and the essays on those exams were assessed using rubrics designed by the English and history faculty. Additionally, several surveys are conducted on a regular basis to collect indirect evidence of student achievement. The National Survey of Student Engagement (NSSE) in conducted regularly to assesses and compare SU student engagement to national data. A triennial alumni survey also collects graduates perceptions of skill development while attending SU. Program As a component of all APRs, programs are required to describe their ongoing student learning assessment activities. As such, beginning in fall 2009, all programs completing an APR were required to link their program-level student learning outcomes with the Universitys SLGs. As a result, the University can determine the extent to which the SLGs are addressed at the program- level. Currently, 25 undergraduate programs (60%) have identified that they provide written or oral communication learning opportunities for students. Nearly 57% of undergraduate students at SU major in one of these 25 programs. However, this is likely an underestimate as all programs have not updated their linkages. Program-level assessments of written and oral communication are embedded in the program and measured through performance, portfolio, written examinations, presentations, activities, and other assessments as determined appropriate by departmental faculty. Data are aggregated at a level appropriate for each program. One specific example of program-level oral communication assessment can be found in the French and Spanish programs where an oral exit interview is conducted on all graduating seniors. Process of Evaluation Direct Assessment The University assessed the writing and critical thinking competencies of students enrolled in introductory English and history courses. Student essays completed during the final examination period from fall 2006 to spring 2009 were rated on a scale of 1-5 (poor, fair, good, very good, excellent) for six different subscales and a Total score (0-30). This section will focus on the writing component of this assessment; critical thinking results will be described in a later section. The six subscales employed for fall 2006 and 2007 included rating a students academic writing skills in introductory English on: organization, thesis, supporting evidence, providing arguments in opposition, refutation of opposing arguments, and grammar. In fall 2008, the English subscales were modified slightly. The opposing arguments subscale was removed and replaced with a style subscale. Every essay was randomly assigned to two readers/raters. If subscale ratings provided by a pair of raters differed by more than one point, a third rater provided an adjudicated score that was used in lieu of the other subscale ratings. Students introductory history essays were also rated on a scale of 1-5 (poor-excellent) for six different subscales and a Total score (6-30). The six subscales examined: organization, supporting evidence, analysis of ideas, discussion of diverse aspects, intercultural comparisons, and historical connections. The last two subscales measure critical thinking skills only, and will be discussed in the corresponding section of this report. Oral communication skills are routinely assessed by the Modern Foreign Languages department for French and Spanish majors. An oral interview is conducted during the senior year with the two French or Spanish faculty members. The interview format was created using the same format as the American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Interview. Questions begin at an introductory language proficiency level and progressively get more difficult. They include a wide range of tasks for students to complete orally. A standard bank of questions and evaluation rubric are used. Indirect Assessment Every three years, the University assesses its most recent alumni one year after graduation. For the 2009 survey, approximately 371 students graduating in 2007-08 responded to the survey. The survey requests respondents to self-report whether their overall education and/or experience at SU enhanced your ability to: Read effectively Write effectively Listen effectively Speak effectively In 2008, SU surveyed a random sample of freshmen and sophomores using the NSSE. Approximately 180 freshmen and 168 seniors responded to the survey. The survey requests respondents to self-report whether they: Asked questions in class or contributed to class discussions (oral) Made a class presentation (oral) Prepared two or more drafts of a paper or assignment before turning it in (written) Worked on a paper or project that required integrating ideas or information from various sources (written) And, to what extent their experiences at SU contributed to knowledge, skills, and personal development in the areas of: Writing clearly and effectively Speaking clearly and effectively Description of Assessment Results Direct Assessment Results Results for the Gen Ed English writing assessment can be found in Table 1. Students routinely scored lowest on the providing evidence to refute arguments subscale. Average scores on the refutation subscale have ranged from 1.85 (poor/fair) to 2.61(fair/good). The data confirmed a weakness that had been previously noted by anecdotal evidence collected by the English faculty. Based on this data, the department had the evidence it needed to prompt teaching adjustments to hopefully improve students abilities to refute arguments in writing. The GEAC, working in collaboration with the Writing Program Administrator, will continue to track the progress of student learning related to the refutation of arguments and the Universitys Gen Ed writing SLG. Table 1 English General Education Writing Assessment Results OrganizationThesisEvidenceArguments in oppositionRefutesGrammar/ SpellingStyleTotalFall 20063.753.973.602.892.613.63-20.44Fall 20073.293.503.162.061.923.27-17.16Fall 20082.942.962.932.222.993.0317.08Spring 20092.662.592.671.852.742.9015.41 According to the Gen Ed history writing assessment, students were rated as fair with respect to their writing skills. The scores from 2007-08 were significantly lower than the scores compared from 2006-07 when students averagely scored 19.87 (good). The History department reviewed the Gen Ed writing assessment results and determined that additional expansion of the rubric was necessary to ensure the meaningfulness of the results. As such, they formed an assessment committee to further review and revise the process and rubric. Table 2 History General Education Writing Assessment Results OrganizationEvidenceAnalysisDiscussionInter- Cultural ComparisonsHistoric ConnectionTotalAY 2006-073.323.443.333.433.153.2019.87AY 2007-082.572.492.392.292.101.6213.46 Finally, the results of the French and Spanish senior interview indicated that the majority of students majoring in these programs score at the intermediate-high level, slightly below the advanced- low goal with respect to language communication skills. The department feels that this may be influenced by the fact that students tend to study abroad during their sophomore or junior year but are not evaluated until their senior year. Further examination of student performance has revealed that students have difficulty talking in paragraph length utterances. As a result, faculty have added a variety of activities in all 300 and 400 level classes to permit students to talk more, using higher order thinking skills such as evaluating, analyzing, synthesizing and hypothesizing in the hope that students will be better able to sustain longer conversations. Indirect Assessment Results As previously noted, SU triennially survey graduates on their experiences while attending SU. The results of the most recent survey can be found on Table 3. Graduates overwhelmingly reported that their SU experience enhanced their ability to read, write, listen, and speak effectively. Table 3 2009 Alumni Survey Results Enhanced by Undergraduate ExperienceRead effectively88%Write effectively89%Listen effectively92%Speak effectively89% The most recent results from the NSSE indicated mixed results. Given that they have had a longer college experience, there is an expectation that seniors would respond more positively to questions about writing and oral communication skills. However, fewer seniors reported writing two or more drafts of a paper or assignment than freshmen. When these responses were compared to our performance peer institutions, the same decline was found. However, responses to the other communication skills questions indicated that the majority of seniors participated in activities at SU that would improve their writing and oral communication skills. SU freshmen and seniors were comparable to performance peers groups in each of the four areas displayed in Table 4. Table 4 2008 NSSE Results FreshmenSeniorsAsked questions in class or contributed to class discussions64%80%Made a class presentation27%69%Prepared two or more drafts of a paper or assignment before turning it in54%36%Worked on a paper or project that required integrating ideas or information from various sources86%90%Note. Percentages represent the percent of respondents indicating that they Very Often or Often engaged in the activity described. Similar to the results of the alumni survey, the majority of freshmen and seniors indicated that SU contributed to the development of their writing and speaking skills very much or quite a bit. In fact, these affirmative responses from SU seniors were five percentage points higher than those reported by seniors at our performance peer institutions. Table 5 2008 NSSE Results FreshmenSeniorsWriting clearly and effectively73%83%Speaking clearly and effectively63%80%Note. Percentages represent the percent of respondents indicating that SU Very Much or Quite a Bit contributed to the development of these skills. Scientific and Quantitative Reasoning Definition At SU, scientific and quantitative reasoning is subsumed under two different SLGs. Scientific reasoning includes knowledge and understanding within the areas of biological and physical sciences. Quantitative literacy at SU refers to a students ability to reason mathematically. Both of these competencies have been further defined using the following student learning outcomes: Scientific reasoning: Use common lab equipment and procedures to collect data. Use terminology and describe basic principles of two different STEM disciplines. Recognize the key elements of scientific investigation such as reliance on evidence, use of inductive reasoning and control of variables. Evaluate and interpret how STEM contexts relate to popular media. Reflect on and evaluate one's own health. Quantitative literacy: Collect measurement data in a scientific manner. Accurately analyze and interpret data. Use quantitative methods to solve problems. Evaluate and draw inferences from mathematical models. Level of Assessment Institutional To address a high failure rate in introductory math and science courses, SU implemented a pilot mathematics placement program (ALEKS) in 2008-09. Prior to registering for their classes, all accepted first-time, first-year applicants that have paid a deposit are asked to complete the assessment. ALEKS was selected because it could be taken online and was aligned with the skills needed to be successful in many of the math and science courses offered at SU. Additionally, online learning modules were offered to students to fill gaps in their math or science background. The availability of online learning modules was particularly attractive to SU because SU offers no developmental mathematics courses. Data aggregated at the course-level were used to determine students quantitative skill level and potential for success. Program As mentioned previously, all programs are required to describe their ongoing student learning assessment activities as a part of the APR process and link their program-level student learning outcomes with the Universitys SLGs. Currently, 13 undergraduate programs (31%) have identified that they provide learning opportunities for students to develop their quantitative reasoning skills and six (14%) are linked to scientific reasoning. While 26% and 11% of undergraduate students major in the programs aligned with quantitative and scientific reasoning, respectively, this is likely an underestimate of coverage. Several programs have not updated their alignment at the time of this report. Program-level assessments of these competencies are embedded in the program and courses and are measured using standard exam questions, lab assignments, quizzes, and other assessments as determined appropriate by departmental faculty. Data are aggregated at a level appropriate for each program. Process of Evaluation Direct Assessment During the pilot, sections of ALEKS (i.e., numbers, equations, functions, polynomials, rational expressions, radical expressions, exponents & logarithms, and geometry & trigonometry) were aligned with student performance in selected mathematics and science classes. The assessment is given online, and incoming students may take it from home at their own pace. Course-specific scores are then calculated based on the ALEKS sections aligned with each course. Since its full implementation in fall 2009, approximately 80% of deposited first-time, first-year students completed the assessment prior to registering for classes. Students and advising coordinators are provided with a letter during freshmen advising sessions that provide course recommendations based on ALEKS performance. By correlating historical success rates in the math courses offered at SU with placement test scores, each student is classified as ready, not ready, or maybe ready for certain math/science courses. This classification is done by creating cut scores which determine how likely a student will pass a certain course. If a student has 90% chance of passing then they are classified as ready, if their chance of passing is between 60 and 90% then they are classified as maybe ready, and if their chance of passing is below 60% they are classified as not ready. Indirect Assessment The 2009 alumni survey also assessed math and science skills. Respondents self-reported whether their overall education and/or experience at SU enhanced their ability to make effective use of: Mathematics Biological and physical sciences Additionally, the 2008 administration of the NSSE collected responses from freshmen and seniors about the extent to which their experiences at SU contributed to knowledge, skills, and personal development in the areas of: Analyzing quantitative problems Description of Assessment Results Direct Assessment Results In spring 2011, SU enlisted the assistance of the Mathematics and Computer Science department and its students to analyze the ALEKS placement data, the results are provided in this section. Preliminary data on the ALEKS assessment suggests that implementing a placement examination has had a positive effect on success rates (A, B, or C) in several math/science courses. (See Chart 1). The 2003-07 academic years were used to calculate baseline success rates in these courses. All courses examined showed a marked increase since the implementation of ALEKS. Chart 1 Course Pass Rates  Additionally, historical data indicated that minority students fail math and science courses at SU at higher rates than other students. Since the implementation of ALEKS, these achievement gaps have decreased, and pass rates for minority students have increased substantially. (See Chart 2). Chart 2 Minority Pass Rates  Following the review of these positive results, it was determined that ALEKS is having a positive impact of student success in math and science. However, use and usefulness of the online learning modules was questionable. Given the absence of developmental math courses at SU and the inefficiency of the online modules, it was determined that an alternative approach needed to be taken with students deemed maybe ready or not ready. As a result, SU has modified course recommendations to include Math 105 (Math and Culture), for which all students are ready. Additionally, students considering enrolling in a course for which they were deemed maybe ready are encouraged to use campus academic support services, such as faculty office hours, math tutoring, supplemental instruction courses, and the Center for Student Achievement, to improve their chances of success. Indirect Assessment Results During SUs triennial survey of graduates, 70% of respondents indicated that their experiences while attending SU enhanced their mathematics ability. Additionally, 74% believed that their biological and physical sciences proficiency was enhanced by their experience at SU. The results of the most recent survey can be found on Table 6. Table 6 2009 Alumni Survey Results Enhanced by Undergraduate ExperienceMathematics70%Biological & physical sciences74% Results from the NSSE were even more positive. The data showed that 83% of seniors believed that SU contributed to their development of quantitative skills. SU also exceeded performance peers on this indicator, where only 74% of seniors responded positively. Table 7 2008 NSSE Results FreshmenSeniorsAnalyzing quantitative problems73%83%Note. Percentages represent the percent of respondents indicating that SU Very Much or Quite a Bit contributed to the development of these skills. Critical Analysis and Reasoning Definition Critical analysis and reasoning refers to a students ability to engage in independent and creative thinking and solve problems effectively. It has been further defined using the following student learning outcomes: Analyze, synthesize, and/or evaluate ideas, concepts, and/or evidence. Describe diverse aspects of a discipline using discipline-specific concepts. Apply appropriate problem-solving strategies to discipline-specific issues. Compare and contrast theories within a discipline. Level of Assessment Institutional As mentioned previously, in 2006, the University began a pilot assessment of writing skills that also included an assessment of critical thinking. Additionally, a university administered alumni survey and responses to the NSSE also provide indirect measures of critical analysis and reasoning skills aggregated at the University level. Program All programs are required to describe their ongoing student learning assessment activities as a part of the APR process and link their program-level student learning outcomes with the Universitys SLGs. Currently, 25 undergraduate programs (60%) have identified that they provide learning opportunities for students to develop their critical analysis and reasoning skills. These 25 majors include nearly 52% of undergraduate students at SU. This is likely an underestimate of coverage as several programs have not updated their linkages at the time of this report. Program-level assessments of critical thinking are embedded in programs and courses. Skills may be measured through performance, portfolio, written examinations, presentations, activities, and other assessments as determined appropriate by departmental faculty. Data are aggregated at a level appropriate for each program. Process of Evaluation Direct Assessment The same evaluation methodology used for assessing writing skills described earlier was employed for measuring critical thinking. The final exam essays collected from introductory Gen Ed history and English courses were evaluated for critical thinking skills on a scale of 1-5 (poor, fair, good, very good, excellent). Three of the subscales from the English course rubric (supporting evidence, arguments in opposition, and refutation) and five of the history rubric subscales (supporting evidence, analysis of ideas, discussion of diverse aspects, intercultural comparisons, and historical connections) assess critical thinking skills. Indirect Assessment For the 2009 alumni survey, respondents self-reported whether their overall education and/or experience at SU enhanced your ability to: Engage in independent and creative thinking. Solve problems effectively. Solve problems using a variety of approaches. Obtain, accurately assess and present information and ideas. The 2008 administration of the NSSE included freshmen and senior self-reported responses about whether their coursework emphasized: Analyzing the basic elements of an idea, experience, or theory. Synthesizing and organizing ideas, information, or experiences. Making judgments about the value of information, arguments, or methods. Applying theories or concepts to practical problems or in new situations. And, to what extent their experiences at SU contributed to knowledge, skills, and personal development in the areas of: Thinking critically and analytically. Solving complex real-world problems. Description of Assessment Results Direct Assessment Results Results of the Gen Ed English and history critical thinking assessment were mixed. On both assessments, students were deemed good at providing evidence to support their arguments and analyzing ideas and concepts. However, students only performed fair at acknowledging and refuting arguments that opposed their own thesis. When results from introductory history courses were examined, students performed worse when evaluating intercultural similarities and differences and making connections with broader historical currents. Use of these results was described previously within the writing competency section of this report and on Tables 1 and 2. Indirect Assessment Results During SUs triennial survey of graduates, respondents are asked several questions about their experience at SU as it relates to the development of critical thinking skills. The results were overwhelmingly positive. In fact, 94% of respondents indicated that their experiences at SU enhanced their ability to engage in independent and creative thinking, as well as improved their ability to obtain, accurately assesses, and present information and ideas. Additionally, 95% believed SU enhanced their ability to effectively solve problems using a variety of approaches. The results of the most recent survey can be found on Table 8. Table 8 2009 Alumni Survey Results Enhanced by Undergraduate ExperienceEngage in independent and creative thinking94%Solve problems effectively95%Solve problems using a variety of approaches95%Obtain, accurately assess and present information and ideas94% Some of the most positive NSSE results were revealed when questions about critical reasoning were explored. An overwhelming majority of seniors reported that SU coursework emphasized critical thinking skills such as analysis, synthesis, making judgments, and application. With the exception of, synthesis, SU seniors reported a greater emphasis of these skills than seniors at our performance peer institutions. Based on the NSSE results, SU also helped students to think critically and analytical and solve complex real world problems. Table 9 2008 NSSE Results FreshmenSeniorsAnalyzing the basic elements of an idea, experience, or theory80%97%Synthesizing and organizing ideas, information, or experiences67%80%Making judgments about the value of information, arguments, or methods79%79%Applying theories or concepts to practical problems or in new situations79%88%Note. Percentages represent the percent of respondents indicating that their coursework emphasized these mental activities Very Much or Quite a Bit Table 10 2008 NSSE Results FreshmenSeniorsThinking critically and analytically84%92%Solving complex real-world problems57%77%Note. Percentages represent the percent of respondents indicating that SU Very Much or Quite a Bit contributed to the development of these skills. Technology Competency Definition At SU, technology competency is subsumed under the information literacy SLG. Information literacy includes the ability to use libraries, computer applications, and emerging technologies. Student learning outcomes relevant to technology competency include: Use appropriate technology to collect, analyze, summarize, and/or communicate information. Communicate electronically using email and course management software. Additionally, SU is required by the University System of Maryland (USM) to have a Technology Fluency Policy that addresses the use of technology. It notes that all students must demonstrate information technology fluency including skills in four broad areas: basic operations and concepts, accessing information through technology, communicating effectively using technology, and organizing and analyzing information with technology. Level of Assessment Institutional SU annually surveys all students to identify significant technology use, trends, and innovations affecting teaching, learning, academic research, personal, and professional communications. Additionally, a university administered alumni survey and responses to the NSSE also provide indirect measures of technology skills aggregated at the University level. Program All programs are required to describe their ongoing student learning assessment activities as a part of the APR process and link their program-level student learning outcomes with the Universitys SLGs. Currently, 24 undergraduate programs (57%) have identified that they provide learning opportunities related to technology. The programs aligned with technology competency outcomes include nearly 51% of undergraduate students. This is likely an underestimate of coverage as several programs have not updated their linkages at the time of this report. Program-level assessments are embedded in the program and courses and measure technology skills through performance, portfolio, presentations, activities, and other assessments as determined appropriate by departmental faculty. Data are aggregated at a level appropriate for each program. Process of Evaluation Indirect Assessment For spring 2011, 655 students responded to the online Technology Survey. Students were asked questions about: Adoption of new technology Types of technology used (including cell phones, televisions, computers, tablets, etc.) Usage of and satisfaction with campus technology (including computer labs, software, MyClasses, etc.) For the 2009 alumni survey, respondents self-reported whether their overall education and/or experience at SU enhanced your ability to: Use information resources effectively. Effectively use computer applications and emerging technologies. In 2008, freshmen and sophomores self-reported on the NSSE to what extent their experiences at SU contributed to knowledge, skills, and personal development in the areas of: Used an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment. Use email to communicate with an instructor. Using computing and information technology. Description of Assessment Results Indirect Assessment Results Some of the major technology developments in recent years are the result of student feedback collected using the Technology Survey. For instance, in a recent survey, 79% of students indicated that their University-issued email was their preferred method of contact, and, in a previous Technology Survey, 54% said that they would like to have the SU email account for life. As a result of this increased technology usage, when the University migrated to a new email system, they selected one that would more efficiently allow for this feature. Table 11 2011 Technology Survey Results FreshmenHow would you describe your adoption of new technology86% are mainstream, early or innovative adoptersI use MyClasses in the following number of courses94% used it in at least oneTechnology and information tool usage91% use presentation software (ex. PowerPoint) 55% use spreadsheets 38% use graphics softwareHow does SUs technology compare to that offered at other campuses86% said average or better than average Additionally, SU graduates reported that their undergraduate experience enhanced their ability to use information resources (90%) and computer applications and emerging technologies (89%) effectively. Given that these results were collected from undergraduate students that graduated in 2007-08, it is likely that these percentages will grow even more as technology usage increases. The same may be true for the 2008 results of the NSSE. Only 62% of seniors reported using an electronic medium to complete an assignment. Currently, the 2011 Technology Survey indicated that 94% of respondents utilized MyClasses, a course management system for web-enhanced, hybrid, and online courses, for at least one of their classes. Other NSSE technology questions revealed more positive results. For instance, 83% of seniors used computing and information technology, and 95% used email to communicate with faculty. SU percentages were higher than peer data for all three of the technology related NSSE questions. Table 12 2009 Alumni Survey Results Enhanced by Undergraduate ExperienceUse information resources effectively90%Effectively use computer applications and emerging technologies89% Table 13 2008 NSSE Results FreshmenSeniorsUsed an electronic medium (listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment46%62%Use email to communicate with an instructor76%95%Using computing and information technology73%83%Note. Percentages represent the percent of respondents indicating that SU Very Much or Quite a Bit contributed to the development of these skills. PART III EVOLUTION OF ASSESSMENT ACTIVITIES Since the last SLOAR in 2007, SUs assessment practices have continued to evolve. In 2005, SU used ETSs Academic Profile, since renamed the Proficiency Profile, to assess the Gen Ed competencies. However, it was difficult to recruit a representative sample of juniors and seniors who were willing to perform at their highest level during a voluntary two-hour standardized exam. Though the assessment results were positive, the small sample and lack of adequate mapping of the standardized test to SUs Gen Ed goals and outcomes greatly limited the interpretations that could be made from the results. As a result, a more meaningful assessment method needed to be considered. To facilitate University assessment efforts since the last SLOAR, the once ad hoc UAAC, became an official Faculty Senate committee. Additionally, faculty development in the area of assessment has been promoted through a Gen Ed retreat (2009) and a professional development day (2010) with presentations from internal and external assessment experts. This training has paid off in the form of additional faculty participation and interest in assessment. Most notably, the GEAC was formed in 2010 and has done substantial work to develop a course-embedded Gen Ed assessment pilot, to begin fall 2011. Given the extensive work that went into the development of the Gen Ed student learning outcomes, described in Part I, this new assessment method has garnered support from the Faculty Senate. The course-embedded Gen Ed assessment plan requires greater involvement of faculty across campus and reinforces the notion that Gen Ed is the responsibility of all faculty and programs. Another significant development since the last SLOAR, was described in Part I, the revision of the APR guidelines. Since this revision, programs must now align program-level student learning goals with the Gen Ed curriculum and University Gen Ed SLGs. Programs must also identify how their curriculum provides opportunities for students to achieve program-level learning outcomes. This information is collected via a newly developed university website known as the Assessment Web Interface (AWI). Programs login into the AWI and enter in their program-level outcomes, link these outcomes to the SLGs, and then indicate which of their courses are aligned with each identified outcome. Moreover, as a part of the APR process, programs are now required to complete an assessment action plan that includes a timeline for implementing, collecting, analyzing, and using assessment data. Programs now upload their completed APR to a University-maintained website that facilitates the sharing of these documents with program faculty, deans, and the Provosts office. As further evidence of the growing campus culture of assessment, in the 2009-13 Strategic Plan, assessment was added a focus area. Goal 1: Provide exceptional contemporary liberal arts education and academic professional programs that are aligned with an increasingly competitive, global, and knowledge-based economy. Recommendation 1.10: Under the direction of the Provost, UARA should work with the appropriate governance bodies and committees to implement the goals of the UARA five-year plan and improve assessment efforts of General Education and academic majors programs across campus. Additionally, resources have been redirected and redistributed to allow for the hiring of an Assessment Analyst in the office of UARA to help accomplish this goal. The integration of assessment within the strategic plan, formation of the UAAC and GEAC, and devotion of resources to fund a new assessment position is evidence of an increased institutional commitment to measuring and understanding student learning. Description of Course-Embedded Assessment: In a course-embedded assessment, courses serve as the data collection venue. A sample of the Gen Ed courses aligned with a particular Student Learning Goal would be asked to consider their current in-class assignments and assessments to determine their appropriateness for use in a University-wide assessment of that goal. Faculty from the subset of courses would collaborate to determine commonalities in their current assignments to determine if similar assignments exist across these Gen Ed courses. These similar assignments would be administered and graded by faculty according to their own course purposes. At the end of the semester, the faculty would share these assignments with a Gen Ed evaluation team for a separate Gen Ed assessment. The Gen Ed assessment would NOT include an evaluation of data at the course or instructor level. Instead, the assignments collected across multiple courses and instructors would be aggregated to provide a general sample of evidence on how well SU students are accomplishing the Student Learning Goal being evaluated. Pilot: A pilot of the course-embedded Gen Ed assessment plan is being recommended for a five-year period, to start in fall 2011. The pilot will be evaluated at the end of each year by the UAAC, with modifications to be made where appropriate (e.g., ensuring appropriate courses are being sampled). During this five-year pilot phase, each of the Student Learning Goals within the Skills area will be assessed. This would include the following Student Learning Goals: Critical Thinking, Command of Language (Reading, Writing, Speaking, & Listening), Quantitative Literacy, Information Literacy, and Interpersonal Communication. It is anticipated that at least two of the Skill areas would be evaluated each year during the pilot. Reason for Recommendation: This data collection methodology was recommended for several reasons: Student motivation would be high because the assessment activity is part of a course activity It does not require additional student time as it is part of the curriculum It is faculty-driven and thus, more likely, to be used for [COURSE] improvement Because its linked to the curriculum, its more likely to identify specific curricular needs/deficiencies The alternative approach, a Universitywide Assessment Day, was deemed too massive in scope and disruptive of University affairs for conducting an inaugural pilot. As a community of assessment develops at SU, this approach may become more feasible in years to come. STUDENT LEARNING GOALS- General Education student learning goals.TIMELINESKILLS2011-122012-132013-142014-152015-161. Critical Thinking - Acquire abilities to engage in independent and creative thinking and solve problems effectively.X2. Command of Language - Acquire abilities to communicate effectivelyincluding reading, writing, listening and speaking. (36 Outcomes to 10 Outcomes) 2a. Reading (12 Outcomes to 2 Outcomes)X 2b. Writing (22 Outcomes to 4 Outcomes)X One outcome shared with Info Lit-Use of Libraries & Use of Computer Apps. 2c. Speaking (4 Outcomes to 3 Outcomes)X One outcome shared with Interpersonal Communication. & Listening 2d. Listening (3 Outcomes to 1 Outcome)X One outcome shared with Interpersonal Communication & Speaking.3. Quantitative Literacy - Acquire abilities to reason mathematically. (3 Outcomes to 4 Outcomes)X4. Information Literacy - Acquire abilities to use libraries, computer applications and emerging technologies. (21 Outcomes to 6 Outcomes) 4a. Use of Libraries (10 Outcomes to 2 Outcomes)One outcome the same as Command of Language Writing outcomeX 4b. Use of computer applications and emerging technologies (11 Outcomes to 4 Outcomes)One outcome the same as Command of Language Writing outcomeX5. Interpersonal Communication - Acquire abilities to relate to and work effectively with diverse groups of people. (4 Outcomes to 1 Outcome)X Same outcome is used as an outcome for Command of Language Speaking and ListeningKNOWLEDGE2011-122012-132013-142014-152015-161. Breadth of Knowledge (37 Outcomes to Outcomes 25) 1a. Visual and Performing Arts (2 Outcomes to 2 Outcomes)X 1b. Literature (4 Outcomes to 3 Outcomes)X 1c. Civilization (6 Outcomes to 5 Outcomes)X 3 outcomes shared with Contemporary Global Issues. 1d. Contemporary Global Issues (11 Outcomes to 5 Outcomes)X 3 outcomes shared with Civilization.1e. Second Language or Culture (0 Outcomes to Outcomes)X 1f. Mathematics (3 Outcomes to 2 Outcomes)X 1g. Social and Behavioral Sciences (5 Outcomes to 3 Outcomes)X 1h. Biological and Physical Sciences (6 Outcomes to 5 Outcomes)X2. Interdependence among Disciplines (9 Outcomes to 1 Outcome)XDISPOSITIONS2011-122012-132013-142014-152015-161. Social Responsibility (4 Outcomes to 2 Outcomes)X2. Humane Values (2 Outcomes to 1 Outcome)X3. Intellectual Curiosity (5 Outcomes to 2 Outcomes)X4. Aesthetic Values (1 Outcome to 1 Outcome)X5. 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