IU South Bend CAMPUS ASSESSMENT COMMITTEE
2002-2003

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 2002-2003 academic year twelve programs were scheduled to give reviews. The presentations were made in April and May 2003. Representatives from the following departments gave reports: Economics, Mathematics, Nursing, Public Affairs, Computer Science, Labor Studies, Philosophy and Radiography. The Reviews for the Women's Studies, General Education and Elementary Education were delayed until 2004 because of major program changes.

Assessment Information

Of the eight programs presenting reviews, the Assessment Committee reported that six programs have multi-faceted, mature assessment programs using multiple assessment measures, and responsive plans and curriculums. Two programs need to establish clear assessment plans, and assessment reporting structures.

The range of assessment techniques used in this sample of campus programs is impressive. All of the satisfactory programs used both subjective and objective assessment measures. Samples of subjective techniques include: graduating student interviews, open-ended surveys and focus groups. Objective measures included standardized tests, benchmark surveys and graduate school admissions.

Capstone courses, portfolios and comprehensive exams, used by several programs, measure the academic depth and breadth of students' education. Information about alumni gathered through surveys and interviews show the diverse and successful paths pursued by graduates, and that an IU South Bend education continues to be valuable long after graduation.

The analysis of assessment information led to many improvements and changes in academic programs. Mathematics and Computer Science have added several new degrees, and nearly every department has revised the content, timing and offering of courses.

Strong student involvement in the assessment program contributes to the overall responsiveness and effectiveness of academic programs. For example, Labor Studies has been successful in incorporating input from their unique student body in spite of the challenges of distance learning and non-traditional students.

Several programs have recognized the importance of continuing to update and revise assessment as the program evolves; and have recently completed new strategic plans with strong assessment components.

Conclusions

The majority of academic programs at IU South Bend are doing an excellent job of assessing student learning. The programs reviewed in 2003 understand and use assessment effectively in their programs. Assessment information collected through these mature assessment strategies have had important impacts on every aspect of academic programs. Departments have improved their advising, test preparation, course offerings, course sequencing and course content.

However, a few programs still need to establish a detailed assessment plan so that assessment data collection and reporting can be based on established goals. Regular reports to the Assessment Committee emphasizing student learning and outcomes will help programs stay on track. 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.

Summary of Assessment Techniques used by Programs Evaluated in 2003

College of Liberal Arts and Sciences

Computer Science
Techniques Used - Capstone Course, Performance Reviews, Faculty Inventory, Alumni Survey, Program Reviews, GRE Scores, Graduate School Admissions, Instructor/Course Evaluations
Actions Taken -
- Taken steps to improve student retention
- Offered additional student support services
- Made additional course offerings
- Developed new graduate and undergraduate degrees
- Revisions in curriculum and requirements
- Improved laboratories
- Developed a long range plan

Mathematics
Techniques Used - Portfolios, Student Survey, Alumni Survey, Graduate School Admissions, Standardized Tests
Actions Taken -
- Degree requirement changes
- Developed new majors
- Improved service courses
- Improved assessment plan

Philosophy
Techniques Used - Portfolio, Proseminar Project, Exit Interview, Faculty Assessment Analysis
Actions Taken -
- Improved publicity
- Improved advising
- Improved class scheduling
- Made curriculum changes
- Improved assessment plan

School of Business and Economics

Economics
Techniques Used - Capstone Experience, Focus Groups, Alumni Survey, Portfolio, Pre/Post Test, Graduate Admissions
Actions Taken -
- Improved exams and preparation for standardized tests
- Added standardized test
- Made referrals to writing center

School of Public and Environmental Affairs
Public Affairs
Techniques Used -
Actions Taken -

Division of Health Sciences
Radiography
Techniques used - Technological Exit Interview, Post Graduate Survey, Standardized Test, Employer Survey, Student Retention, Course Completion
Actions taken -
- Changed Scale values on Exit Interview and Post Graduate Survey
- Added Survey of graduate membership in professional organizations
- Added Employment Survey
- Added student centered registry review and laboratory component
- Continued to expand image evaluation in courses
- Added instructional material
- Increased clinical experience rotations

Nursing
Techniques used - Course evaluations, Clinical Site Evaluations, Sixth Semester Evaluations, Graduating Senior Evaluations, Standardized Tests, Alumni Evaluations
Actions taken -
- Improved clinical placements
- Improved assessment instruments
- Modified hours of operation
- Improved standardized test preparation
- Modified curriculum

Division of Labor Studies
Techniques used - Classroom Assignments, Self Study, Faculty Consultation, External Review, Curriculum Review, Student Evaluations
Actions taken -
- Planned for assessment of all student components