iun campus assessment

Plan for Assessment of General Education Learning Goals

  • A. Principles of General Education passed by IU Northwest Faculty Organization

    A.  Principles of General Education passed by IU Northwest Faculty Organization 3/24/2006

    The following general education principles guide the achievement of excellence in undergraduate education at IUN.  They describe university level capabilities, knowledge across disciplines, awareness of diversity and ethics that we believe every graduate of an IU Northwest baccalaureate degree program should attain.  These principles, as described in Vision Outcome 2, embrace learning experiences that prepare students for lifelong learning, ethical practices, successful careers, and effective citizenship (Appendix C).

    Principle Definition

    1. Foundations for Effective Learning and Communication

    Fluency in reading, writing, and oral communication; mastery of the basic principles of logical, mathematical, and scientific reasoning; and literacy in information resources and learning technologies.

    2. Breadth of Learning

    Mastery of the core concepts, principles, and methods in arts and humanities, the social sciences, cultural and historical studies, and the mathematical, physical, and life sciences.

    3. Critical Thinking, Integration, and Application of Knowledge

    Logical analysis and synthesis of information and ideas from multiple perspectives; critical acquisition, integration, and application of knowledge in students’ intellectual, personal, professional, and community lives.

    4. Diversity

    Valuing the diversity of human experience, as exemplified in race, ethnicity, social class, religion, gender, sexual orientation, age, and disabilities; understanding how these categories are often used to create injustice; recognizing our common human heritage and the interconnectedness of communities in the region, the nation, and the world.

    5. Ethics and Citizenship

    Knowledge of the principles of ethics and the principles, history, and experience of the structures of governance; the application of the principles of ethics and governance to the larger society, one’s immediate community, or to individual conduct on campus and in society.

  • B. Outcomes for each of the five principles

    B. Outcomes for each of the five principles

    Principle 1: Foundations for Effective Learning and Communication

    Principle 2: Breadth of Learning

    Principle 3:  Critical Thinking, Integration and Application of Knowledge

    Principle 4:  Diversity

    Princple 5:  Ethics and Citizenship

  • C. General Education Assessment plan

     C. General Education Assessment plan

    Assessment plan elements for foundation courses of Principles 1-5

    1. Outcomes will be measured annually (across a 4-year cycle), starting with fall 2010, using methods recommended by Walvoord (2006). 
    2. The Associate Vice Chancellor for Academic Affairs will serve as an ex-offico member of the General Education/Assessment Committee.
    3. Courses to be assessed will be determined by the General Education/Assessment Committee in consultation with the Office of Academic Affairs. Letter will be generated in Academic Affairs with guidelines and deadlines. 
    4. Departments/Programs will design their own measures and collect results. We recommend procedures suggested by Walvoord (2006) for design and reporting.
    5. Plans and reports of results will be sent to the Office of Academic Affairs and campus assessment coordinator.  The assessment coordinator will consult regularly with the General Education/ Assessment Committee to insure that the plans document continuous improvement.  The General Education/Assessment Committee will recommend policy changes or process changes to facilitate this continuous improvement.

    In addition to assessment developed in relation to coursework required for meeting outcomes, the assessment plan for Principles 3-5 may include the measurement resulting from co-curricular involvement and enriching educational experiences that may help students meet the outcomes implied by those principles and by the IU Northwest Values and Strategic priorities 1, 3 and 4.  These experiences could include service learning, study abroad, participation in student governance and other student leadership activities, performance, internships or volunteer student activities.  Data for both curricular and non-curricular activities will be collected from institution-wide Student and/or Alumni Surveys.

  • D. Timeline for Assessment of Student Learning Outcomes for General Education

    D. Timeline for Assessment of Student Learning Outcomes for General Education

     General Education Principle

    Required
    Courses

    Co-curricular
    activities

    Time to begin the assessment cycle

     1. Foundations for Effective Learning and Communication

    Foundation courses

    To be determined

    Fall 2010; Fall 2015

    Advanced courses

    To be determined

    Fall 2012; Fall 2017  

     2.Breadth of Learning

    To be determined

    To be determined

    Fall 2011; Fall 2016

     3. Critical Thinking, Integration, and Application of Knowledge

    Capstone course

    To be determined

    Fall 2014; Fall 2018

     4. Diversity

    To be determined

    To be determined

    Fall 2012; Fall 2017

     5. Ethics and Citizenship

    To be determined

    To be determined

    Fall 2014; Fall 2018 

  • E. Matrix Showing Classroom-Based and Institution-Wide Assessment of General Education Principles 1-5 (Note: ‘P’ below stands for ‘principle.’)

    E. Matrix Showing Classroom-Based and Institution-Wide Assessment of General Education Principles 1-5 (Note:  ‘P’ below stands for ‘principle.’)

    Assessment
    Measure
    (office where data originate

    P1

    P2

    P3

    P4

    P5

    How data are used for improvement

    NSSE
    (Institutional Research)

    X

    X

    X

    X

    X

    Results reported to Faculty, VCAA, Strategic planning committee (NW Council) to develop plans for improvement

    Senior Survey
    (Academic Affairs)

    X

    X

    X

    X

    X

    Results reported to Faculty, VCAA, Strategic planning committee (NW Council) to develop plans for improvement

    Analysis of one student assignment  in a General Education class using a rubric based on outcomes
    (Department/Division  offering the class)

    X

    X

    X

    X

    X

    Annual meeting by discipline of all faculty teaching a course to discuss students’ strengths and weaknesses, followed by discussion of pedagogical strategies and recommendations for improvement to divisional dean or assessment coordinator and General Education and Assessment committees

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