Program Assessment

Randy RichardsonUniversity of Arizona

1. Assessing Your Environment• Departmental SWOT Analysis

2. Assessing a Degree Program • Learning Outcomes & Your Curriculum

Heads & Chairs: 15 Nov 2012

SWOT Analysis• Engage dept in reflective

activity to identify SWOTs – Individually put SWOTs on

sticky notes, & then on poster– Build consensus, summarize

• Strengths: What are we good at?• Weaknesses: What aren’t we doing well?• Opportunities: What external changes might benefit us?• Threats: What external changes/factors might hurt us?

Heads & Chairs: 15 Nov 2012

SWOT: Examples from Traveling Workshops

• Strengths:– Group of collegial and dedicated faculty focused on

the students– Opportunity/requirement for UG research experience– Great field opportunities for instruction/research

• Weaknesses:– Low enrollment compared to campus peers– Recruitment of grad students limited by funding

Heads & Chairs: 15 Nov 2012

• Opportunities:– Collaboration with other disciplines within the

university and other universities to share costs– New University curriculum to maintain relevance of

current events and the needs of society

• Threats:– “Geology” curriculum taught elsewhere on campus– Budget cuts/pressure/state support

SWOT: Examples from Traveling Workshops, con’t

Heads & Chairs: 15 Nov 2012

SWOT: SERC Strong Deptshttp://serc.carleton.edu/departments/assessment/swot.html

Time for SWOT

Questions?

Heads & Chairs: 15 Nov 2012

Assessing a Degree Program:

I. Identifying Skills, Goals, Experiences, Content and Values

II. Curriculum Maps and Matrices

Heads & Chairs: 15 Nov 2012

Curricular Model:Start by Identifying:• “Threshold concepts”– the central ideas from

geoscience that are important to all geo students (Randy Bass, Georgetown Univ.); e.g. deep time

• Goals (learning outcomes) for degree programs

• Skills to be acquired– Geoscience Specific; e.g. geologic mapping– General; e.g. effective communication

• Experiences; e.g., extended field trip• Values; e.g., treat each other with respect• Other ContentHeads & Chairs: 15 Nov 2012

1st Fundamental Question• “What do you want your

(seniors, graduates, alumni) to be able to do?”

• For Example . . . – What Discipline Specific Knowledge?– Which Problem Solving Skills?– How to Communicate Effectively?

• Engage your faculty– Use sticky notes (one per note) to define goals,

values, experiences, skills, knowledgeHeads & Chairs: 15 Nov 2012

1st Fundamental Question, con’t

• Example from Cal State (University at) Chico:

http://serc.carleton.edu/departments/assessment/CSUC_geo_outcomes.html

• Many more examples at:http://serc.carleton.edu/departments/assessment/

Heads & Chairs: 15 Nov 2012

2nd Fundamental Question• Where in the curriculum (or co-

curriculum) do students get these skills, experiences, etc.?– A Matrix Approach: Carleton’s “Skills”

Example:CoursesSkills

110intro

120intro

210geomorph

220tect

230paleo

240Italy

250min

255pet

Essay a a aPoster s s a a aField report a a a a aLibraryresearch

s s s a a a

Researchproposal

s s s

a = always; s = sometimesHeads & Chairs: 15 Nov 2012

3rd Fundamental Question• How will you know your students can do what you want them to do?

The Scarlet Letter: ssessment

• Use capstone projects– Subjects and methods / Sources and

experiences • Alumni / Employer Surveys• Portfolios• Exams useful, sometimesHeads & Chairs: 15 Nov 2012

Figure 1: A Faculty-Driven Process for Program Level Assessment of Student Outcomes

http://oia.arizona.edu/

Assessment Findings

Program Changes

Assessment

Activities

Assessment Data Analysis

A Faculty-Driven Program

Assessment Process

Student Learning Outcomes

Program Assessment: SERChttp://

serc.carleton.edu/departments/program_assessment/program.html

Time for Assessment Questions?

Heads & Chairs: 15 Nov 2012