The importance of campus wide assessment to the self study standards 7 and 14
This presentation is the property of its rightful owner.
Sponsored Links
1 / 17

The Importance of Campus-Wide Assessment to the Self-Study: Standards 7 and 14 PowerPoint PPT Presentation


  • 79 Views
  • Uploaded on
  • Presentation posted in: General

The Importance of Campus-Wide Assessment to the Self-Study: Standards 7 and 14. Tim Sellers and Janine Bower. msa.keuka.edu. Keuka Info & Docs. Vision & Mission. Middle States Docs. Value of Assessment. The fundamental question asked in the accreditation process is:

Download Presentation

The Importance of Campus-Wide Assessment to the Self-Study: Standards 7 and 14

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


The importance of campus wide assessment to the self study standards 7 and 14

The Importance of Campus-Wide Assessment to the Self-Study:Standards 7 and 14

Tim Sellers and Janine Bower


The importance of campus wide assessment to the self study standards 7 and 14

msa.keuka.edu

Keuka Info & Docs

Vision & Mission

Middle States Docs


Value of assessment

Value of Assessment

  • The fundamental question asked in the accreditation process is:

    “Is the institution fulfilling its mission and achieving its goals?”

  • This is precisely the question that assessment is designed to answer


The importance of campus wide assessment to the self study standards 7 and 14

Program Assessment Basics

  • Program Learning Goals

    • Goal 1 …

    • Goal 2 …

    • Goal 3 …

2. Curricular Map

3. Assessment Cycle

Year 1 Assess Goal 1Courses: A, B, ..

Year 2  Assess Goal 2Courses: A, C, ..

Year 3  Assess Goal 3Courses: B, C, ..

  • Program Assessment Activities


The importance of campus wide assessment to the self study standards 7 and 14

Program Assessment Basics

  • Program Learning Goals

    • Goal 1 …

    • Goal 2 …

    • Goal 3 …

Program goals are broad, important and evaluable.

2. Curricular Map

Students have multiple opportunities for exposure to and practice and development of knowledge and skills relative to each learning goal.

There are multiple points and measures for assessing student learning for each goal.

Not all goals are assessed all the time. Careful planning is needed to identify assessment pointsand sources of evidence.

3. Assessment Cycle

Year 1 Assess Goal 1Courses: A, B,..

Year 2  Assess Goal 2Courses: A, C,..

Year 3  Assess Goal 3Courses: B, C,..

  • Program Assessment Activities

Through collaboration, program facultycollect and analyze evidence which is used to inform program planning and practice (evidence-based practice).


Recipe for a drug scare the social construction of deviance

Recipe for a Drug Scare: The Social Construction of Deviance

Can students apply this factor model of drug scares to a select drug scare from US History?

  • A kernel of truth, by finding and including 1 (one) strong piece of evidence that there is some basis for the claim being made that it is a problem, such as research findings/statistical information.

  • Media magnification, by including 2 examples of how the media dramatizes the drug problem by showing the worst of the worst or making exaggerated claims.

  • 3. Politico-moral entrepreneurs, through the identification of 1 (one) powerful political elite who publicly considers the drug as a social evil.

  • Professional interests groups, by identifying 2 of the “major players” and/or institutions who are by definition an interest group in the drug scare, and a statement about who they are, their claims about what is wrong, and what they say should be done.

  • Historical context of conflict, 1 (one) social problem or conflict – economic, political, cultural, class, racial, or a combination– that provides a context in which claims makers can construct certain groups of drug users as a threat. (underline added/reworded S2011).

  • Link a form of drug use to a “dangerous class”, by showing how the drug and its use or trafficking has been directly linked to a category or class of people in 2 examples of visual media imagery (cartoons, television, movies, comics/political cartoons).

  • Scapegoat the drug for an array of public problems, by identifying 2 social ills/horrors that the drug is being held responsible for, according to media accounts and claims-makers.


Implications

Implications?

  • Course-level

    • Note the relationship between items 5 and 6.

    • Devote more class time to practice.

    • Narrow the focus of their research.

    • Give more instruction/direction on navigating resource databases.

  • Program-level

    • Increase exposure and practice in other courses (e.g. Theorist Poster in CRM 285 Criminology)

    • In collaboration with program colleagues, evaluate opportunities for learning and assessment in relation to learning goals. How are students doing in other courses (e.g. Ethnic Diversity)?

    • Evaluate our assessment process (what are the best points for assessment?) – majority are freshmen; most have not completed ENG 112


Implications1

Implications?

  • Institutional-level

    • Examine student learning in relation to ELEAP “Knowledge of Human Cultures” and “Intellectual and Practical Skills” (inquiry and analysis, information literacy) using multiple sources of evidence (multiple programs, co-curricular, etc.)

    • Examine the First Year Experience (cultural and academic knowledge)

    • Examine resource allocation: ENG 100

    • Other?


The importance of campus wide assessment to the self study standards 7 and 14

Program Assessment Basics

  • Program Learning Goals

    • Goal 1 …

    • Goal 2 …

    • Goal 3 …

2. Curricular Map

3. Assessment Cycle

Year 1 Assess Goal 1Courses: A, B, ..

Year 2  Assess Goal 2Courses: A, C, ..

Year 3  Assess Goal 3Courses: B, C, ..

  • Program Assessment Activities


Assessment program characteristics

Assessment Program Characteristics

  • Useful

    • Help faculty, staff make decisions about improvements

  • Cost-effective

    • Yield dividends that justify costs

  • Reasonably accurate and truthful

    • Yield useful results, use for decisions

  • Planned

    • Purposefully linked to goals

  • Organized, systematized, and sustained

    • Ongoing, integration among goals


The importance of campus wide assessment to the self study standards 7 and 14

Keuka College Mission

Strategic Plan

Institutional Goals

Other Institutional Goals

(Facilities, Fundraising, etc.)

InstitutionalStudent Learning Goals

(E-LEAP)

Program Learning Goals

Gen Ed

Learning Goals

Co-Curricular Learning Goals

Course Learning Goals


The importance of campus wide assessment to the self study standards 7 and 14

Keuka College Mission

Strategic Plan

Assessment Committee

Institutional Goals

GO Team

Other Institutional Goals

(Facilities, Fundraising, etc.)

InstitutionalStudent Learning Goals

(E-LEAP)

Programs

Assessment oversight

Program Learning Goals

Curriculum Committee

Gen Ed

Learning Goals

Individual Faculty

Co-Curricular Learning Goals

Course Learning Goals


The importance of campus wide assessment to the self study standards 7 and 14

msa.keuka.edu


  • Login