Program AssessmentRandy Richardson
University of Arizona1. 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 aResearchproposal
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
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