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STRATEGIC PLANNING AND ASSESSMENT PLANNING

STRATEGIC PLANNING AND ASSESSMENT PLANNING. Presentation to CoIS Dec. 14, 2005. Julie Guevara, Accreditation and Assessment Officer (Carol Griffin, General Education, Director; Maria Cimitile, Associate Dean, CLAS). ASSESSMENT AND STRATEGIC PLANNING.

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STRATEGIC PLANNING AND ASSESSMENT PLANNING

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  1. STRATEGIC PLANNING AND ASSESSMENT PLANNING Presentation to CoIS Dec. 14, 2005 Julie Guevara, Accreditation and Assessment Officer (Carol Griffin, General Education, Director; Maria Cimitile, Associate Dean, CLAS)

  2. ASSESSMENT AND STRATEGIC PLANNING • Assessment is a component of Strategic Planning • Assessment Plans will follow the University Assessment Committee (UAC) format • The assessment plan is “designed to improve student learning”

  3. Assessment Plan Components • Schedule for periodic unit-wide faculty assessment discussions • Goals that reflect mission and values • Objectives that are measurable (derived from goals) • List of strategies (measures) to evaluate student learning outcomes • Procedure for data collection and analysis • Anticipated use of findings, including curriculum/program revisions

  4. Missions CoIS: Connecting diverse interdisciplinary communities and cultivating innovative liberal learning. GVSU: educates students to shape their lives, their professions and their societies. The university contributes to the enrichment of society through excellent teaching, active scholarship and public service.

  5. 1. Schedule for periodic unit-wide faculty assessment discussions • Consider convening a subcommittee to write the plan • Report back to department/unit and get feedback • Edit plan if needed • Submit to Dean • Submit to UAC

  6. 2. Goals that reflect mission and values/guiding principles A. Student Learning Goals– Students will be proficient in written communication.Required by UAC (WGS, CoIS goal 1) B. Other Types of Goals Student goals – Retain students in the honors college. (honors college, CoIS goal 1) Faculty goals– Diversify the faculty within CoIS(lib studies, CoIS goal 4) Programmatic goals – Increase dissemination ofinformation about the General Education Program (GE, CoIS goal 1)

  7. 3. Objectives are measurable (derived from goals) • Student Learning Objectives(UAC required) Students will communicate observations, analyses, and arguments through group interactions, student presentations, and/or audience of WGS professionals • Student Objectives Increase the number of students who graduate from the Honors College (honors college) • Faculty Objectives Hire diverse faculty (lib studies) • Programmatic Objectives Gen Ed: Students will have access to information about the General Education Program

  8. Student Learning Outcomes(Objectives) Cognitive and skill outcomes What do students know that they didn’t know before, and what can they do that they couldn’t do before? Demonstrable knowledge and skills. Affective outcomes How has their college experience impacted students’ values, goals, attitudes, self-concepts, world views, and behaviors. How has it developed students’ many potentials? Enhanced their value to themselves, families and communities.

  9. Bloom’s Taxonomy - Hierarchy of Learning Evaluation Synthesis Analysis Application Comprehension Knowledge

  10. Bloom’s Taxonomy • Evaluation: Judge or make a decision based on appropriate criteria • Synthesis: Combine parts into a new whole • Analysis: Break material into its components, drawing comparisons • Application: Use material in new ways, apply concepts in practical situations to solve problems • Comprehension: Describe in one own's words, provide examples • Knowledge: Recognize, recall facts, principles, theories

  11. Outcomes are detailed and specific statements Outcomes typically use active verbs such as: demonstrate articulate illustrate conduct define describe apply compose analyze integrate compare comprehend create plan synthesize evaluate This is not an exhaustive list.

  12. 4. List of measures to evaluate student learning outcomes. • Direct measures - evaluation of exams, papers, projects, national exams, interaction with client/internship, artistic performances, etc. Best if done using a rubric (scoring guide). • Indirect measures - student surveys, alumni surveys, grad school or job placement, structured focus groups, archived course records, etc.

  13. 5. Procedure for data collection and analysis • From which class(es) will you collect assignments for evaluation? • If you’re using a test, how will you administer it (which students, when)? • Who will do the evaluation? • Where will you get other data from? • Who will summarize the findings? • What do the findings mean?

  14. 6. Anticipated use of findings, including curriculum/program revisions How will you use information to improve curriculum/program by: • changing curriculum if appropriate • providing faculty development resources • making budgetary requests • informing strategic plans and self study

  15. Example of Table showing the process

  16. WGS – Student Learning Outcome

  17. LIB STUDIES – Faculty Outcome

  18. GENERAL EDUCATION – Program Outcome

  19. Example of student learning outcome from the GVSU Biology Dept.

  20. Biology Department

  21. Biology Department Mission Statement: • The biology department seeks to prepare students to be critical thinkers, engaged citizens and creative and competent professionals in the biological sciences through integrating meaningful practical experiences with excellent classroom teaching.

  22. Goals and ObjectivesStudent Learning Outcomes(The biology department is in the process of creating faculty, program and student goals and objectives) Goal #1 To prepare students for careers where they can make use of their biological education. Objectives: • Students will be admitted to further educational programs in the biological sciences or other relevant fields. • Students will be placed in jobs that require them to exploit their education in biology. Goal #2 To prepare students to be proficient in scientific oral and written communication. Objectives: • Students will communicate scientific observations, analyses, and arguments in a format typically required by biology professionals in their fields. • Students will orally communicate scientific observations, analyses, and arguments in group interactions and presentations. Goal #3 To prepare students to understand the relationship between biology and other disciplines. Objectives: • Students will apply principles and techniques of other sciences to biology. • Students will demonstrate an understanding of how biology influences other disciplines.

  23. Goals and Objectives cont. Goal#4 To provide students with knowledge of the unifying principles and major concepts in biology. Objectives: • Students will demonstrate mastery of biological principles and concepts. • Students will investigate biological processes using diverse scientific approaches or different scales. • Students will demonstrate an understanding of how historical developments have contributed to our current understanding of biology. Goal #5 To inform students about the values and ethics that guide biologists in their profession, and encourage them to use these ethics and values to guide their own practice. Objectives: • Students will apply their understanding of biology to arrive at their positions on ethical controversies involving biology . • Students will articulate the ethical dimensions of biological research. • Students will consider the ethical dimensions of doing biological research

  24. Goals and Objectives cont. Goal #6 To further students’ understanding of the scientific method. Objectives: • Students will demonstrate their ability to apply the scientific method • Students will select and use appropriate techniques and methodologies to do research. • Students will be able to locate and critically evaluate scientific information. Goal #7 To foster students’ ability to be engaged citizens and lifelong learners by making use of their biological education. Objectives: • Students will participate in extracurricular service activities; • Students will participate in extra-curricular professional development activities. • Students will consider the biological consequences of their personal decisions.

  25. If you have questions or need more resources, contact Julie. guevaraj@gvsu.edu 331-2400 You may access more information about the UAC through the faculty governance website:www.gvsu.edu/facultygov/

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