Slippery Rock University MSCHE 2011 Self-Study
Chapter Three
In spring of 2005, two elements were in place that have subsequently allowed for improved monitoring and documentation of the growth of student learning assessment at Slippery Rock University. Standard 2-L, and Standard 14-A First of all, by May, 2005 all academic departments were required to submit to their college dean and the University Assessment Coordinator (a faculty member) an annual assessment report that described and documented a department’s progress in meeting the three fundamental elements. At the same time, an assessment calendar was adopted. Following collection of the reports, the Assessment Coordinator reviews them to monitor progress in meeting standards of effective assessment practice and to compile more general information on learning assessment at the university. The Coordinator then reports the review results to deans and chairs, allowing department members to discuss the report and possible alterations in curriculum and instruction, alterations that would then appear in the next annual report. (Appendix I) Deans use a formula to allocate performance funding based upon stages of the assessment process completed by each department. These allocations (See Chapter Two) are meant to function as a reward to departments for fully implementing assessment. (Appendix J) Standard 2-D, G, M and N, Standard 3-S, Standard 5-E, Standard 7-I and O and P, and Standard 14-K, KK and LL The process was further refined with the adoption in spring, 2008 of the Degree Coherence Matrix as the means by which departments would submit their annual assessment reports. The Matrix was recommended by the Assessment Core Committee because it assists departments in seeing how their program outcomes are supported by program curriculum, general education courses, and out-ofclassroom experiences, while also allowing reviewers to see how the outcomes are being assessed and used to improve student learning. (Exhibit 18) Standard 2-C and E, Standard 7-A, B, G, L, M, Q, R and S, and Standard 11-D, N and P The implementation of the reports, the calendar, and the Matrix have clearly helped departments in becoming “fully functioning” in regards to learning assessment—that is, having plans that demonstrate all three “fundamental elements” of Standard 14. In 2005, only six departments, or 17% of the total number, were judged as fully functioning by the assessment coordinator. When the annual review was conducted during the summer of 2009 100%, or all 34 of Slippery Rock University’s academic departments, were fully functioning. Standard 7-A, I and S The annual reports are also revealing just how departments are “closing the loop,” applying what has been learned through program assessment to improve student learning. Below is a small sampling of actions departments have taken as part of their assessment activities: Standard 14-F and J • The music department moved its field experience course to music education majors’ seventh (penultimate) semester, following a survey of cooperating teachers indicating that some majors were having trouble retaining skills necessary to success in student teaching and the early professional teaching years.
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