IU South Bend CAMPUS ASSESSMENT COMMITTEE
2001-2002

Introduction:
Assessment Information:
Conclusions:
Summary of Assessment Techniques used by Programs Evaluated in 2003:

Introduction

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.

Assessment Information:

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 is 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 helpful 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 customer 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 workshops for their entire faculty on assessment by UCET.

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.

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Conclusions:

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.

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Summary of Assessment Techniques used by Programs Evaluated in 2002

College of Liberal Arts and Sciences
English
Techniques Used - Portfolio, Graduate survey
Actions Taken -
- Changed British Literature requirement
- Changed portfolio collection process

Chemistry
Techniques Used - Lecture/Lab Courses, Capstone Course, Advising, External Assessment, Feedback
Actions Taken -
- Changed math placement test requirements for introductory chemistry
- Instituted a Biochemistry Minor
- Synchronized lab and lecture of analytical chemistry
- Discontinued Honors chemistry
- Introduced several new courses to address specific needs

Sociology
Techniques Used - Portfolio, Course evaluations
Actions Taken -
- Improved portfolio collection process
- Assigned advisors to each student
- Added a diversity component to portfolio analysis
- Expanded internship opportunities
- Faculty attended a student writing workshop

School of Public and Environmental Affairs
Criminal Justice
Techniques Used - Time series test, Employer interviews, Alumni Survey, Exit Survey, Capstone course, Faculty meetings
Actions Taken -
- Developed a comprehensive assessment protocol
- Improved writing component of courses
- Improved rotation and content of courses

School of Business and Economics
Business - Undergraduate
Techniques used - Focus Group Sessions, Comprehensive Post-Test, Alumni Survey, Faculty inventory, Capstone Course, Employer survey
Actions taken -
- International Business course required
- New math requirement
- Computing course required
- Coordination of multiple sections of courses
- New internship program
- Staff and faculty development
- Foreign language requirement being considered
- Integration of new concepts and technologies into courses

Division of Health Sciences
Dental Assisting
Techniques used - Dental Assisting National Board, Accreditation Review, Clinical Externship
Evaluations, Employer Survey, Graduate survey, Mock Board
Actions taken -
- Clinical practice course revised
- Overall curriculum changes planned
- Mock Board implemented
- Admission criteria has been modified

Dental Hygiene
Techniques used - Dental Hygiene National Board, Indiana State Dental Hygiene Board,
Accreditation review, Employer survey, Alumni survey, Student portfolios
Actions taken -
- Shift to competency-based curriculum
- New classroom assessment techniques explored

School of Education
Counseling and Human Services
Techniques used - Entry level assessment, Annual student review, Practicum and internship skills, Capstone experience
Actions taken -
- Added two courses to the core curriculum
- Modified course for licensing requirements

School of the Arts
Music
Techniques used - Entry level review, Performance review, Upper division examinations,
Capstone experience, Classroom assessment
Actions Taken -

Theatre
Techniques used - Entry Level Review, Performance review, Mid-course review, Capstone
Experience, Exit Interview
Actions Taken -
- Added new courses
- Revised Audition Information Sheet
- Implemented new student audition guidelines
- Changes in student policies
- Enhanced student performance opportunities

School of Social Work
Masters of Social Work
Techniques used -Field education, Exit survey, Alumni survey, Portfolio, Midterm evaluations,
Final evaluations
Actions Taken -
- Faculty retreat

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