Annual Assessment Report for Undergraduate Degree Programs (Degree Program) Period: June 2015-May 2016 (Due June 1, 2016) Note: Save file before typing All Programs Home campus Department chair / School director Report prepared by Name Date report was approved by department chair/school director (mm/dd/yy): Contact information for questions about this report (email or phone): Undergraduate Degree Title(s) BA in BS in Campuses/locations that offer degree(s) Pullman Tri-Cities Spokane Everett Vancouver Other: Locations that Offer Degree Name of Contact for Assessment Received this report? Pullman No Yes Spokane No Yes Tri-Cities No Yes Vancouver No Yes Everett No Yes Other location No Yes Does your program offer a degree online? no yes unsure Scope of this Report This report provides a summary of the academic assessment activities conducted by each undergraduate degree program and does not include all details or data. Unless otherwise noted, this report includes only activities occurring June 2015-May 2016. Program reports also help fulfill requirements to maintain WSU s regional accreditation under the Northwest Commission on Colleges and Universities. Portions of the program reports will be compiled for your college and the institution. Office of Assessment of Teaching and Learning (ATL), Washington State University, (509) 335-1355, atl.wsu.edu
Section 1. Assessment Cycle In a successful assessment cycle, a program investigates student learning by collecting and interpreting evidence to inform curricular effectiveness. A program may begin with their degree s student learning outcomes (SLOs) and assess student performance using one or more measures (see 1.A.). Or, a program may begin with a pressing question about the curriculum, the student learning experience, or student achievement that is not necessarily directly related to a particular SLO (see 1.B.). Please fill out both sections 1.A and 1.B. 1.A. Focus on Learning Outcomes Assessment. In the table below, describe the assessment cycle in your program for two learning outcomes, which included some resulting influence on the curriculum, teaching, and/or the assessment process since June 1, 2015. Indicate the approximate month or semester for the Influence/Action and which campus(es) were involved. If your program has not completed the assessment cycle for a particular learning outcome, simply indicate where the program is in the process. Program-Level Student Learning Outcome (Enter text of learning outcome.) Assessment Measure(s)/Activities (Briefly describe what your program did to determine if students achieved the learning outcome.) What Was Learned From Assessment (Briefly explain results, what your program learned from this assessment activity.) Influence or Action (How has what you learned influenced curriculum, teaching, and/or the assessment process? Briefly describe and provide semester(s) and campus(es) in the June 1, 2015-May 31, 2016 year) Undergraduate Program Annual Assessment Report, 2016 2 (Choose letter corresponding to action/influence.) a Curriculum or instruction b Faculty/TA development c Assessment processes d Other: a Curriculum or instruction b Faculty/TA development c Assessment processes d Other:
Section 1. Assessment Cycle, continued 1.B. Other Assessment Activities Is your program investigating an assessment question about curricular effectiveness or student learning experience? Did your program faculty participate in other assessment related activities (e.g. curriculum mapping, development or revision of an assessment measure, faculty revision of student learning outcomes, etc.) since June 1 st, 2015? If so, please describe the assessment related activities and the semester(s) involved, and then check the boxes that best characterize the activities. Activities, Semesters, and Campuses Which assessment related activities has your degree program engaged in since June 2015? Check all that apply. Assessment activities: Activities influenced by assessment: Other assessment-related activities: updating/creating assessment plan revising or developing SLOs curriculum mapping developing a new assessment measure revising an assessment measure development of archive for assessment recruitment related assessment revising curriculum rubric development retention related assessment revising instructional methods service course assessment UCORE related assessment high C-/D/F/W course assessment revising or aligning assignments to SLOs o faculty/ta professional assessment training norming faculty on a rubric policy changes in response to assessment other, please specify Undergraduate Program Annual Assessment Report, 2016 3
Section 2. Quality Measures on Key Assessment Elements Please attach the following items to this report: Assessment Element Attached? Student Learning Outcomes no yes Curriculum Map no yes Assessment Plan for 2016-2017 no yes Section 2.A. Student Learning Outcomes Do you have program-level Student Learning Outcomes? no yes Are program-level student learning outcomes available on your department or program website? no yes url: Have program-level student learning outcomes been approved (formally or informally) by faculty who teach on all campuses that offer the degree? no yes year last approved: Comments: Section 2.B. Curriculum Map Do you have a curriculum map for your degree program? no yes Has a curriculum map for the degree program been approved (formally or informally) by faculty who teach on all campuses that offer the degree? no yes year last approved: Comments: Section 2.C. Assessment Plan Does your assessment plan include a timeline for 2016-2017? no yes Does your assessment plan include measures for all program-level student learning outcomes? no yes Comments: Online: If your program offers its degree or a significant number of courses online, describe how assessment includes online courses and students. Undergraduate Program Annual Assessment Report, 2016 4
Section 2.D. Measures Section 2. Quality Measures on Key Assessment Elements, continued Which type(s) of direct measure(s) did the program collect in the past year (since June 2015)? Project, portfolio, or performance Internship supervisor report of student work Course-embedded assessment Junior writing portfolio results Student pre- and post-tests in courses Certification, licensure, or other standardized test Other Which of the direct measures provide assessment of students at the senior level? On which campuses/locations do you collect assessment data from the direct measures above? Pullman Spokane Tri-Cities Vancouver Everett Online Other Do you disaggregate some or all direct measure data by campus? no yes unsure Which type(s) of indirect measure(s) did the program collect in the past year (since June 2015)? Student survey (exit or other) Course evaluations (used for program-level Focus group assessment) Alumni survey Grades Student research participation Employer survey Institutional or internal data Student portfolio or project review Advisory board providing professional input Faculty review of curriculum, SLOs, or syllabi Faculty meeting, retreat, or workshop Other Which of the indirect measures provide assessment of students at the senior level? On which campuses/locations do you collect assessment data from the indirect measures above? Pullman Spokane Tri-Cities Vancouver Everett Online Other Do you disaggregate some or all indirect measures data by campus? no yes unsure Have assessment direct and indirect measures been approved (formally or informally) by faculty who teach on all campuses that offer degree? no, measures not faculty approved yes, some approved by faculty yes, all approved by faculty Undergraduate Program Annual Assessment Report, 2016 5
Section 3. Infrastructure and Faculty Involvement 3.A. Check the box to indicate how frequently the following activities have occurred since June 1, 2015: How often does program leadership (chair, director, other) discuss assessment measures, results, or findings? Did not occur in past year Once per year Once per semester Two or three times per semester More than three times per semester How often do the majority of faculty who teach associated with the program discuss assessment measures, results or findings? How often does an assessment, curriculum, or similar committee discuss assessment? (If not applicable, leave blank) Comments: Is this degree offered on more than one campus? If yes, describe how faculty that teach from all campuses are included in discussions of assessment measures, findings or results. Has assessment of student learning in a UCORE course also contributed to your program s assessment? (For example, data from a CAPS course also provided useful data about your majors.) no yes unsure If yes, briefly describe how or to what extent you have used assessment data from a UCORE course for your program assessment. 3.C. Undergraduate Degree Program Self-Assessment Overall, where would you rate your program s assessment? Beginning Developing Refining Established BEGINNING = one iteration of assessment process begun; may be in pilot stage; may not yet have data or data may not yet be shared or discussed DEVELOPING = Actively adjusting basic process or tools after one iteration/pilot; some sharing and discussion of data; developing system of participation REFINING = Data regularly shared and discussed through more than one assessment cycle; results used to improve and validate student learning; use of results is being regularly documented ESTABLISHED = Several iterations of assessment cycle; process is structurally driven with wide participation; process and tools are established but also responsive to changing needs in the program; system is cyclic and used to improve and validate student learning Undergraduate Program Annual Assessment Report, 2016 6