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C-99 Assessing Student Learning in Graduate Degree Programs. Bob Smallwood, University of Alabama Loraine Phillips, Texas A&M University. SACS COC Annual Meeting Orlando, Florida December, 2011. Session Outline.

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c 99 assessing student learning in graduate degree programs
C-99 Assessing Student Learning in Graduate Degree Programs

Bob Smallwood, University of Alabama

Loraine Phillips, Texas A&M University

SACS COC Annual Meeting

Orlando, Florida

December, 2011

slide2
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

III. Typical Graduate-Level Assessment Approaches

IV. Assessment Resources for Graduate Program Assessment

A. Books

B. Websites

V. Examples of Graduate Level Assessments

A. Program Outcomes and Measures

B. Student Learning Outcomes and Measures

slide3
I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

1. External Review & Site Visit

Academic Program Review (every 8 years)

Periodic, formal, evaluative, action-oriented

Focused on overall program “health” using internal and external data as evidence

Ongoing reporting requirements to ensure accountability

2. Internal Review

Outcomes-based assessment focused on learning

Continuous and ongoing process

Includes annual reporting

slide4
I. Graduate Program Assessment Requirements & Expectations

B. at University of Alabama

1. Requirements:

a. At least Three Program Outcomes (common across all programs)

- the program will improve and sustain a high level of recognized quality

- the program will build and sustain an optimal level of annual program enrollments and degree completions

- the program will be highly valued by its program graduates and other key constituencies it serves

b. At least Two Student Learning Outcomes

- discipline-specific content knowledge

- discipline-specific methodological skills

2. Expectations:

a. At least Two Assessment Measures per Program Outcome

b. At least Two Direct Assessment Measures per SLO

c. Two year Assessment cycle for each SLO (Outcome-Measure- Result-Improvement)

3. Reports:

a. Annual Outcomes Assessment Plan (due Sep 10)

b. Annual Outcomes Assessment Report ( due Jul 15)

slide5
I. Graduate Program Assessment Requirements & Expectations

C. Accrediting Agency Influences

From 3.3.1.1  Develop graduate program outcomes

Develop graduate student learning outcomes

Assess achievement of outcomes

Develop improvement initiatives

Assess impact of improvements

From 3.6.1  Masters and Doctoral student learning outcomes need to be progressively more advanced in academic content

From 3.6.2  Student learning outcomes need to address discipline knowledge and research or professional practice skills

From 3.4.12  Maybe student learning outcomes ought to include related technology skill development (technology literacy)

From 4.2  Maybe student learning outcomes need to be informed by and aligned with professional organization standards, licensing bodies, or specialized accreditors

slide6
I. Graduate Program Assessment Requirements & Expectations

D. Unique Graduate-level Assessment Challenges

1. Small sample size compromises statistically sound inferences and conclusions

2. Curriculum often customized to meet unique needs and goals of the graduate students…..limited subject matter common core

3. Generalizations about the graduate student experience are limited due to the varied nature of the programs

slide7
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

slide8
II. Typical Student Learning Outcomes at the Graduate Level

1. Demonstrate knowledge in the field

2. Conduct research projects

3. Solve problems related to the field

4. Communicate effectively in written and oral forms

5. Use a variety of sources and evaluate multiple points of view to analyze and integrate information

6. Use appropriate technologies to communicate, collaborate, conduct research, and solve problems, and to conduct reasoned arguments

slide9
Other Typical Graduate-level Student Learning Outcomes?

Content knowledge

Research skills

Problem-solving skills

Communication skills

Evaluate, analyze, integrate

Use technologies to

?

?

?

slide10
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

III. Typical Graduate-Level Assessment Approaches

slide11
III. Typical Graduate-Level Assessment Approaches

1. Comprehensive written exams

2. Dissertations, Theses, Scientific papers

  • 3. Course-embedded Projects, Term Papers, or Case Studies

4. Course-embedded Exam Questions

5. ?

6. ?

slide12
Other Typical Graduate-level Assessment Approaches?

Comprehensives

Dissertations, Thesis

Course Embedded Projects

Course Embedded Exams

_

_

_

_

_

slide13
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

III. Typical Graduate-Level Assessment Approaches

IV. Assessment Resources for Graduate Program Assessment

A. Books

B. Websites

slide15
IV. Assessment Resources for Graduate Program Assessment

Books:

a. Resources for Assessment in General

b. Resources for Graduate Program Assessment

Websites:

a. Department Assessment Manuals

b. Internet Assessment Resources

c. Selected Sites Related to Graduate Program Assessment

slide16
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

III. Typical Graduate-Level Assessment Approaches

IV. Assessment Resources for Graduate Program Assessment

A. Books

B. Websites

V. Examples of Graduate Level Assessments

A. Program Outcomes and Measures

B. Student Learning Outcomes and Measures

slide17
V. Examples of Graduate Level Assessments

A. Program Outcomes and Measures

1. At A&M:

Outcome: Students will progress through the program in a timely manner.

Measures: The program will track enrollment, semester and graduation rate

2. At UA:

Outcome: The Chemistry PhD program will build and sustain an optimal level of annual program enrollments and degree completions.

Measures: Number of students in the PhD program for the last three fall semesters; Number of PhD degrees awarded last August + December + May commencements

 Relation of number of PhD degrees awarded to ACHE viability standards

slide18
V. Examples of Graduate Level Assessments

B. Student Learning Outcomes and Measures

1. At A&M:

Outcome: We expect graduate students to acquire the skills and intellectual habits of problem solvers. They should be able to identify a problem, select the appropriate problem-solving tools, assess the need for further information, gather information cost- and time-effectively, and frame solutions that meet professional and regulatory standards.

Measures: The instructor for the FINC 672 or 673 course will include exam questions that assess them and use a rubric to score them

slide19
V. Examples of Graduate Level Assessments

B. Student Learning Outcomes and Measures

2. At UA: (PhD in Electrical Engineering)

Outcome: Graduates will demonstrate expert skills and abilities in electrical and computer engineering including complex problem solving, analytical reasoning, advanced research and communication.

Measures: Results of direct, course embedded assessments (focused on advanced skills in a specialization area) will be an average of 3.0/4.0 or better for all (rubric)

assessments performed in focus courses in embedded systems (ECE580, ECE 586), devices and materials (ECE 530, ECE 539) and electo-mechanical systems (ECE551, ECE579)

100% of graduates will have independently researched a topic and produced a dissertation that has been peer reviewed and accepted by a graduate advisory committee consisting of at least 5 graduate faculty members in the area of the research specialization

slide20
Session Outline

I. Graduate Program Assessment Requirements & Expectations

A. at Texas A&M University

B. at University of Alabama

C. Accrediting Agency Influences

D. Unique Graduate-level Assessment Challenges

II. Typical Student Learning Outcomes at the Graduate Level

III. Typical Graduate-Level Assessment Approaches

IV. Assessment Resources for Graduate Program Assessment

A. Books

B. Websites

V. Examples of Graduate Level Assessments

A. Program Outcomes and Measures

B. Student Learning Outcomes and Measures

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