Presentation slides and web links available at: stockton/ifwebuildit

1. If We Build it, Will They Learn?Assessing Academic Program Efficacy in Times of Institutional Change Presentation slides and web links available at: http://www.stockton.edu/ifwebuildit The Richard Stockton College of NJ  101 Vera King Farris Dr  Galloway, NJ 08205

2. Who are we? Richard Stockton College is a public, medium-sized liberal arts college located in southern New Jersey The college has experienced extensive growth in student enrollment, academic programs, and infrastructure during the past decade

3. The Middle States Process • Mission driven • Strategic planning and the Four Themes: • Learning • Engagement • Global Perspectives • Sustainability

4. Recognizing Crucial Factors for Reaccreditation • The infusion of a culture of assessment • The evaluation of institutional effectiveness across divisions, schools, departments, and programs • The role of strategic planning and the balanced scorecard approach • The systematic alignment of planning, measurement, and resource allocation with decision-making

5. Getting Started: Reflections of a Co-Chair Novice • Attend a Middle States self-study institute • Immerse yourself in the process from as many vantage points as possible • Understand the pivotal role of the research questions and the necessity for transparency • Establish timelines (but maintain a fluid mindset) • Inform and motivate team members (bring food to meetings!)

6. Research Question – Version 1 How does the college meet its goals for student learning in various academic programs and what evidence is available to demonstrate that the program offerings have the academic content, rigor, and coherence appropriate to the undergraduate and graduate levels?

8. Research Question – Version 2 What evidence is available to demonstrate how the College evaluates the effectiveness of assessment of student learning in various academic programs?

10. Research Question - Final How effective is the assessment of student learning outcomes in academic programs?

11. Changes – More Students & Faculty • More first year, transfer, and graduate students • More residential students • Changes in student demographics respond to the economy, workplace needs, and the ethnic/national identities living in the region Student demographic information Enrollment report 2008-2010 2011 Annual report • More new faculty, new/enhanced programs

12. Changes – More Money • The cost of attending Stockton has increased Voluntary System of Accountability 2011 • Fundraising and College assets have grown In 2011, first $1 million gift for scholarships to support low-income students • Stockton faculty have received more internal and external funding Institutional Profile 2009 (contains comparative data about faculty grants) Grants/Contracts FY10

13. Changes – More Services Increased services for students More smart classrooms and computer labs More online courses Expanding physical plant Increased community partnerships and off-campus learning centers

14. Instructional Program Assessment • Big Task/Little Pieces • Rubrics • Spreadsheet • Interview Summary • Task assignment - overlap

15. Rubric Began with a qualitative approach – Incomplete, Satisfactory, Exemplary Disparate methodologies prompted a more global perspective Extracted assessment reports from program self-studies Summarized assessment efforts at the program, school, and institution levels

16. Breaking Down the Task

17. Sub-Group Report • Submitted to co-chairs • Report Sections • Procedure • Evidence • Summary of Findings • Suggestions

18. Task Management • Blackboard CE8 Course Section • Document Repository • Progress Reports • Report Drafts

19. Blackboard Repository

20. Institute for Faculty Development • Supports effective pedagogy and productive scholarship for all faculty members • Director develops resources for teaching, research, service, and assessment of student learning • Evidence newsletter • communicates the assessment of student learning by faculty, programs, and schools (8 years’ worth) • Publishes and interprets the results of the CLA, VSA, and NSEE data for use in faculty and program discussions on improvement

21. Evidence

22. Evidence

23. Annual Coordinator Reports • Sample page from Annual Program Coordinators’ Reports draft template. • Similar to 5-year program review draft template: • collects consistent information • follows a consistent organization • uses predictable categories • includes relevant data from Institutional Research

24. Academic Program Reviews This draft template provides for consistent information, and format, facilitating internal and external reporting and institutional data mining.

25. Sedona • A web database application • allows faculty to maintain their teaching, research, service, experience, development, credentials, and assessment records • used to support accreditation, build rubrics to assess learning objectives, customize reports , create database queries, ePortfolios, evaluations, and benchmark faculty productivity • can be connected to the institutional database

26. Sedona • Currently being used by the School of Business for AACSB accreditation—will be expanded for use throughout the college • Provides consistency in reporting of data and use of terminology facilitating more reliable comparisons throughout the college • Allows for graphical representation of data for ease of comparison of progress in assessment in faculty development

27. Sedona

28. Looking Ahead • Encourage ongoing campus conversation • Further refinement of course, program, and school goal alignment with institutional goals • Refinement of templates for course/program assessment documentation • Development of an electronic document repository as a single, institutional resource

29. Questions? Presentation slides and web links available at: http://www.stockton.edu/ifwebuildit The Richard Stockton College of NJ  101 Vera King Farris Dr  Galloway, NJ 08205