评估计划

Course-level assessment occurs through the college's Course 评估 Reporting process.  按 手术302 - 01 , "教师 and/or disciplines are require to report course assessment each semester."  

Each semester, faculty members are asked to participate in course-level or section-level assessment.  用于课程水平评估, the faculty member reports student learning on one course outcome for one course on an assessment tool of their choosing.  This information is reported using the "Course 评估 Report" located in the “教育与学习成效” 每学期Canvas shell(需要登录才能访问).  

Beyond basic course information, the "Course 评估 Report" ask for:  

1. 测量课程结果
2. 赋值使用
3. 评估结果
4. 用于确定结果的标准
5. 未来对课程、作业和先前学习的调整

另外, the faculty of multiple sections of the same course may choose to conduct a section-level assessment instead.  They will determine the course outcome and develop a shared assessment tool in which to collect student learning data.  

在这两种情况下, the 评估 Coordinator will compile information and share the results with the academic leadership.  The academic leadership will share out the results with appropriate stakeholders.  此外，评估协调员将把结果张贴在 “教育与学习成效”  供教师访问的画布外壳.  

项目级评估通过学院的 项目评审过程 .  根据HLC标准4.A.1, “该机构保持着定期项目审查的做法,虽然认证是项目审查背后的推动力, 这不是该文件的最终目的.

It is an opportunity to review the history of the program to determine how the program is performing and if the program needs to change its direction due to market or educational trends. The review should be conducted knowing that it will be used to inform budget and financial decisions, 增加对市场和教育趋势的敏捷性, and to provide an avenue for discourse within the program and the institution at large.

项目评审文件共有七个部分:  

1. Executive Summary - A summary to be written last with key findings and proposed course of action.
2. Overview - A brief description of the program for people external to the program.
3. 教学 & 学习-分析与学生学习评估相关的数据, 学生的成功, 课程课程, 以及相关的项目教师.
4. 设施 & 资源 - An analysis of dedicated space and resources used primarily by the program.
5. 分析 & Reflection - A review of the analysis and an opportunity to reflect on the ongoing needs of the program in relation to industry or academic trends.  
6. 建议 & 行动计划-该计划在未来五年内要遵循的计划.  
7. 附录-整个叙述中引用的证据和数据.

The entire 项目评审过程 occurs over five years and has biennial reviews.  

通识教育项目参与 项目评审过程 .  通识教育(数学，写作，艺术)的每个区域块 & 人文学科、社会 & 行为科学和物理学 & 生物科学)进行单独的过程.  

除了参与项目评审过程, the 通识教育 program also conducts program-level assessment projects for each of its four learning  结果 思维能力，沟通能力，多样性 & 全球意识和道德 & 民事值).  最初, 该过程旨在每年收集一项结果的数据, 花一年的时间评估数据, 第三年实施必要的改革.  However, the learning 结果 assessment projects have become multi-year projects.  

思维能力

2016-2017:  The 通识教育 Committee worked with the area blocks to define critical thinking and hone the measurement tools.  

2017-2018:  The 通识教育 Committee collected critical thinking learning data from each of the area blocks.  A Critical Thinking 评估 Report was created and shared with the area blocks.  

沟通

2018-2019:  The 通识教育 Committee asked faculty to report 沟通 data by reporting on a course-level outcome that mapped to the program-level 沟通 outcome.  地区小组被要求审查通识教育课程地图, 创建一个共享的评估工具, 并选择特定的课程来收集数据.  The results were low participation by the area blocks and general confusion as to the purpose of using the "Course 评估 Reporting" tool to collect program-level data.

2019-2020:  It was agreed to separate 通识教育 program-level learning collection from the "Course 评估 Reporting" tool.  Instead, the 通识教育 Committee collaborated with the intensive-writing faculty.  The intensive writing courses have representation in each of the area blocks and share a writing assessment tool.  Each faculty member was asked to collect the student writing in Canvas and incorporate two of the 沟通 performance measures in their assignment directions:  

• 提出想法时要考虑到目的和目标受众; 
• 在沟通中展示理解能力.  

2020-2021:  Over 321 student artifacts were collected and a stratified sample was created from the collection.  A group of 通识教育 Committee members and writing intensive faculty created a rubric based on the two 沟通 performance measures.  A norming session was conducted with the rubric and the artifacts were scored.  The results were compiled by the 评估 Coordinator and shared with the 通识教育 Committee.  

多样性 & 全球意识

计划2020-2021年设计一个收集项目, but this project has been put on hold due to the 通识教育 Committee reevaluating the overall 通识教育 philosophy, 结果, 以及相关的绩效指标.  

道德 & 公民的价值观

计划2021-2022年设计一个收集项目, but this project has been put on hold due to the 通识教育 Committee reevaluating the overall 通识教育 philosophy, 结果, 以及相关的绩效指标.  

The college assist the students in connecting their in-class experiences with out-of-class experiences focusing on 通识教育学习成果.   

在学年开始的时候, the 评估 Coordinator and Student Life Coordinator will collaborate to develop assessment tools for each co-curricular event as the events have varying formats and intended audiences.