Presented to the Academic Senate April 18, 2003
Table of Contents
Introduction
The IU South Bend Campus Assessment Committee has had a productive year in 2002/03.
Exciting developments on campus, in the Higher Learning Commission and
in the greater academic milieu, have continued to push the Assessment
Committee into a more student-learning centered assessment paradigm. The
Committee continued its work of monitoring, evaluating and reporting on
campus assessment activities. In addition, in the 2001/02 Annual Report
to the Academic Senate, several special project goals were laid out. These
included: the development of a useful website, awarding of assessment
grants and the improvement of the annual reporting form, all of which
were accomplished this academic year.
Third Year Reviews 2001/02
The IU South Bend Assessment Committee asks each degree granting department at
IU South Bend to summarize assessment activities every three years and present
the Committee with a brief written and oral report. For the 2001-2002
academic year thirteen programs were scheduled to give reviews. The presentations
were made in April 2002. Representatives from the following departments
gave reports: Sociology, Physics and Astronomy, Chemistry, English, Music,
Theatre, Undergraduate Business, Counseling and Human Services, Dental
Assisting, Dental Hygiene, Criminal Justice, General Studies, and Masters
of Social Work.
The Committee reported that of the thirteen programs presenting reviews,
twelve were quite positive. The Committee found these departments doing
a satisfactory job of assessing and monitoring their programs, and using
the results of assessment to make positive changes in the program. The
Physics and Astronomy program did not submit a written report, and information
from that program is not included in this analysis. The General Studies
program was in the process of major reorganization with temporary leadership
and with limited access to records and data. This program also did not
give a written report.
All of the programs addressed the current emphasis of the Assessment
Committee on learning outcomes, and on changes made to programs as a result
of assessment. At the request of the Assessment Committee, individual
programs of study reported on the entire cycle of assessment activity,
from making an assessment plan to implementing assessment activities and
collecting data, analyzing that data and making changes to the program
and to the assessment plans and activities. The Undergraduate Business
program made this explicit through their use of a diagrammatic flow chart
showing how each component of assessment relates to and feeds into other
parts of the assessment cycle.
Several programs are making efforts towards more innovative assessment
activities. Although a few programs still rely heavily on a single assessment
tool, no program is using one assessment technique exclusively. Most programs
are making great improvements in updating and diversifying their assessment
systems. For example, the Dental Hygiene program has studied new forms
of authentic assessment and performance assessment as part of their broader
goal of a competency-based curriculum. Criminal Justice has developed
a comprehensive assessment protocol using a multi-method and multi-level
approach, followed by sophisticated statistical analysis. Several departments
applied for and received assessment grants in order to improve assessment
data collection and evaluation. The English program completed an alumni
survey, a new technique for this department.
Naturally, the types of assessment activities appropriate for different
courses of study vary from program to program. For example, the Music
and Theatre programs rely heavily on performance evaluations while the
English and Sociology programs use portfolios as their primary assessment
tool. Other programs, such as Undergraduate Business, Criminal Justice
and Dental Education used standardized and locally-developed pre and post
tests as one method of measuring student learning.
A wide variety of assessment protocols are effectively being used to
assess student learning and teacher effectiveness. Allowing each academic
unit to tailor their assessment programs permits departments to respond
to identified concerns in a focused way. For instance, assessment analysis
resulted in the English department offering a wider diversity of courses
to replace a required sequence in British Literature while in the Criminal
Justice department assessment led the faculty to standardize an introductory
course with common objectives and learning materials.
An interesting illustration of the way that different assessment paths
can lead to similar results is illustrated by a concern about student
writing skills identified by two programs: Sociology and Criminal Justice.
This concern with writing skills was identified through different assessment
techniques: the alumni survey in Criminal Justice and portfolio analysis
in Sociology. Program changes implemented to address this concern were
also unique. The Sociology faculty attended a presentation on writing
across the curriculum. Ideas from this presentation were implemented in
Sociology courses at all levels. The faculty of the Criminal Justice program
increased and improved the writing assignments in all required classes.
They also created a linkage between the Research and Composition classes
and the faculty began consulting with the faculty of the English Department
about future steps. The next step for both of these programs is to continue
monitoring student writing skills, and assess whether there is improvement.
In the past three years, curriculum changes have been made in nearly
all of the programs as a result of assessment activities. Chemistry has
added several courses with general appeal as well as reorganizing the
analytical chemistry curriculum. Although Chemistry eliminated the Honors
course, they have added a new minor in Biochemistry. Undergraduate Business
has added a required course in International Business and is considering
a foreign language requirement. Almost all of the departments have redesigned
and added courses based on student feedback.
Several programs assessed student learning in light of new professional
standards and tests. Counseling and Human Services added two courses to
their core requirements, and redesigned another course to better meet
student needs as well as state licensing requirements. The state-wide
School of Social Work is in the process of reformulating its curriculum
in response to new accreditation standards. It should be noted that several
programs felt that their assessment data affirmed their current course
of action. Both the Dental Hygiene and Undergraduate Business programs
noted excellent and above average results from standardized tests in their
respective fields. In the past two years, no IU South Bend students have failed
the National Board Dental Hygiene Examination. In Fall 2001, the IU South Bend
Undergraduate Business students scored in the top 3 percentile nationally
on the standardized ETS exam, and consistently scored in the top percentiles
over the past three years on this exam.
In addition to curricular changes, departments took several other types
of actions in response to assessment evaluations. Several programs made
changes in their advising procedures. For instance, the Sociology program
moved from general advising to assigned advisors that meet with students
each semester. Undergraduate Business has improved the advising experience
with a staff development program addressed to student service issues.
Faculty trainings and workshops were another common response to assessment
information. The Social Work faculty has participated in retreats and
focus groups designed in response to new licensing requirements. The Dental
Hygiene program hosted two UCET (University Center for Excellence in Teaching)
workshops for their entire faculty on assessment.
Sometimes, very simple measures addressed a concern identified through
assessment. Criminal Justice was able to make changes in the rotation
and diversity of course offerings in response to analysis of the alumni
survey. Chemistry synchronized the lecture and lab portions of Analytical
Chemistry and Physics renovated a room for a student study/ resources
area.
The Assessment Committee identified a lack of student input into the
assessment process as a weakness in several assessment programs. Although
a few departments used student and alumni surveys and some programs did
in-depth student interviews, most programs rely on student advising and
informal feedback to garner assessment feedback from students. Recent
literature in assessment shows that a thoughtful and organized student
representation in the assessment process is essential.
A summary of assessment techniques used and actions taken by each reporting
academic program is listed in Appendix B. The Assessment website also
includes examples of assessment reports from several departments. These
examples highlight the diversity of assessment activities used on campus.
The programs reviewed in 2002 understand and use assessment effectively
in their programs. However, some programs could improve on the reporting
of their assessment programs in order to highlight the outcomes and changes
made to their programs. Regular reports to the Assessment Committee emphasizing
student learning and outcomes will help programs stay on track with their
assessment cycle. Regular reporting will also help the Assessment Committee
to remain a useful resource for improving departmental assessment programs
and to be accountable to the campus about the state of assessment at IU South Bend.
This will become increasingly important as the new guidelines of the Higher
Learning Commission are implemented. Assessment and student learning are
central concepts in this new paradigm. Back to top
Third Year Reviews 2002/03
Eleven programs are scheduled to present reviews to the Assessment Committee
in the late spring of 2003. The Committee will be looking at the assessment
plan and the techniques used, as well as looking for evidence that assessment
leads to program improvements. The programs scheduled to present reviews
are: Economics, General Studies, Mathematics, Elementary Education, Nursing,
Women's Studies, Public Affairs, Computer Science, Labor Studies, Philosophy
and Radiography.
Annual Reports
The Assessment Committee tested a new annual report format in the Spring
of 2002. (Appendix C; and on the assessment website) Nine academic programs
chose to use the new format, or both the old and new format. The new format
is a set of questions requiring a narrative response, rather than a checklist
form. After evaluating the reports and responses using both the new and
the old format, the Committee decided that the new format provided better
information which addressed the Committee's concerns about recording the
results of, and not just the fact of, assessment. The new form also seemed
to flow more naturally into the 3rd Year Reviews. Therefore, only the
new format has been distributed in the Spring of 2003, but programs have
been given the option of using the old format.
Getting an adequate return on the annual reports continues to be a problem.
Despite numerous reminders, only 85 percent of the annual reports were
collected, many of these up to 8 months after the deadline. While department
assessment liaisons invariably acknowledge the importance of the reports,
it falls very low on the priority list in many instances. Back to top
Grants
The Assessment Committee again sponsored assessment grants this past
fall. Eight grants were awarded, totaling $9590.
Criminal Justice - This proposal, submitted by Melchor de Guzman, will
fund the analysis and evaluation of the new Criminal Justice student advising
scheme.
Criminal Justice - Another grant awarded to the Criminal Justice program,
submitted by Barbara Peat, will allow the program to continue its collection
and analysis of data from employer surveys, alumni surveys and senior
exit surveys.
Communication Arts - The Communication proposal, submitted by Alec Hosterman,
will fund research and development of an improved Capstone course.
General Studies - This grant proposal, submitted by Paul Joray, will allow
the General Studies program to develop and administer an alumni questionnaire.
Mathematics - The Mathematics proposal, submitted by Michael Darnel, will
fund a program to evaluate and improve the math service courses offered
as part of other courses of study at IU South Bend.
Political Science - The Political Science grant, submitted by Elizabeth
Bennion, will be used for a comprehensive survey of assessment techniques
used at IU South Bend and in similar programs in the IU system. They will also
survey graduates of the program.
Social Work - This grant proposal, submitted by Paul Newcomb, will fund
an alumni and graduating senior survey.
UCET - The UCET grant proposal, submitted by Terri Demmon, will fund the
development of an online course survey instrument which can be used to
provide midcourse and summative assessment data.
At the completion of these projects, the recipients will submit a report
describing the use of the grant monies, and the effects the project has
had on assessment. Back to top
Website
Plans for an Assessment Website were announced in the 2001/02 Annual
Report. Thanks to the excellent design work of Karen Ackoff, it has become
an integral part of the functioning of the Assessment Committee. It is
located at: http://www.IU South Bend.edu/~assess/. Updated several times a month,
it serves as a clearinghouse for Committee documents, news, forms and
information. The Assessment Committee continues to use the VCAA newsletter
as an additional outlet for assessment information.
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Conferences and Meetings
The Assessment Committee sent several representatives to the Assessment
Institute in Indianapolis, and to the Higher Learning Commission Meeting
in Chicago. These meetings allow the Committee to keep abreast of the
newest techniques and research in Assessment. Alec Hosterman described
his experience at the Assessment Institute as follows:
"Having been to last year's Assessment Institute in Indianapolis,
Indiana, I found myself responding to the conference in a much different
manner. Last year, my goal was to come away with a better idea of what
assessment was and how I can apply it to our department. This year, I
found myself moving away from information-processing and moving more towards
application of the sessions to our department. Overall, I feel the 2002
conference offered a good balance between theory and application. I found
myself gravitating more towards the "Best Practices" sessions
to gleam more hands-on approaches to assessment. My own session went well,
with a handful of attendees who were curious about how we developed our
initial plan. Given the relatively young nature of the field, I think
the Assessment Institute did a good job providing attendees with a conference
worthy of annual attendance. Every year it seems to grow and mature more
than the last."
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Future
Members of the Assessment Committee met with the Vice Chancellor for
Academic Affairs and members of the Executive Committee of the Academic
Senate to discuss the faculty composition and organizational structure
of the Assessment Committee. After these discussions and discussions among
the current Assessment Committee members, it became clear that the Assessment
Committee should consist of members appointed by the Vice Chancellor and
members appointed by the Executive Committee of the Academic Senate. The
aim of this minor reorganization was to assure membership representation
and continuity over the years.
Assessment Committee representatives also met with the Campus Directions
Committee Task Force in order to give input on their strategic directions
report. The Committee regularly informs the Vice Chancellor for Academic
Affairs of its activities.
The Assessment Committee will continue to respond to the suggestions
and concerns of the Higher Learning Commission (HLC). It appears that
assessment of student learning will take a central and increasingly important
role in evaluation for reaccreditation. The Assessment Committee will
need to take a proactive role on campus to ensure that all academic programs
are applying the latest and best assessment protocols to their curriculum,
and are taking the needed steps to improve programs based on the evaluation
of these steps. This can be done through grants, conferences, local education
on assessment, and through individual and group communication with academic
departments.
The new General Education Curriculum which was approved by the Academic
Senate on April 4, 2003, will have an impact on the goals and activities
of the Assessment Committee. It will give the Assessment Committee an
opportunity to monitor the assessment of general education; an opportunity
which has been missing the past several years. In response to the General
Education Curriculum initiative, the Assessment Committee is in the process
of accepting grant proposals for incorporating assessment activities and
evaluation into the initial formation and implementation stages.
The Annual Reports and 3rd Year Reports continue to be the central monitoring
tools of the Assessment Committee. In order for this reporting structure
to be useful, there must be cooperation from all academic departments.
The Committee would like to see some additional incentive to make annual
reporting a high priority for programs.
The Assessment Committee plans to maintain its accountability to the
Academic Senate and to the Administration by continuing to regularly report
on the results of assessment activities and data collection while maintaining
the confidentiality of academic programs.
While trust and confidentiality are imperative for an effective Committee,
they would also like to steer the campus into a more open and sharing
mode where programs can learn from one another. This initiative has begun.
Several academic departments have given the Committee permission to post
their annual and third year reports on the assessment website.
Finally, the Assessment Committee wishes to encourage interested members
of the IU South Bend community to consider becoming a part of the important work
of assessing student learning by being a member of the Committee next
year. The Committee strives to maintain a balance of disciplines and tenured
and untenured faculty. The work of monitoring, evaluating and improving
assessment at IU South Bend can only be accomplished by a balanced and effective
Committee.
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