2014-Goal 3

      2014 Strategic Plan

      2014 Strategic Plan

      2013-2014 Champions

      A Special tribute to WARHAWKS for an amazing season of play in 2013-2014 year: (1) winning a record six National Championships, (2) achieving unprecedented trifecta in the NCAA sports history, and, (3) achieving best finish ever, second place in the 2013-14 NCAA Director's cup (highest in UWW history).

      Goal 3

      Overview

      Goal III:  Develop an institutional approach to consider assessment data across campus units including strategies to evaluate the data, improve teaching and learning, set curricular and co-curricular goals and methods, and communicate the findings to the campus community.

      a. Measure: Define criteria for "considering assessment data":  Y/N

      b. Measure: Number of assessment reports exhibiting criteria defined in "a" submitted to ELARC by campus units.

      c. Measure: Number of reported uses of assessment data

      1. To improve teaching and learning
      2. To set curricular and co-curricular goals
      3. To communicate findings to campus community


      Team Leader: Joan Cook, Director of Assessment

      Other participants:  ELARC Committee (The committee includes representatives from administration, faculty committees, Academic Staff Assembly, Classified Staff Advisory Council, and Whitewater Student Government (see www.uww.edu/acadaff/assessment/elarc for information on current membership).

      Frequency of the meetings:  The ELARC committee met 12 times a year and some of those discussions were related to goal 3.  Additionally, two specific meetings were held to discuss the progress and to prepare the final report.

      Executive Summary

      The institutional approach to assessment includes formation and development of the Essential Learning and Assessment Review Committee (ELARC).  Formed prior to the development of SPBC Goal 3, this administrative committee considers data from direct or indirect assessments of student learning, receiving reports from both curricular and co-curricular units across campus (Students Affairs, Andersen Library, each academic college, Multicultural Affairs and Student Services, Audit and Review Committee, Degree Qualifications Profile Project, General Education Review Committee, Writing Still Matters Rubric Group).  Its annual report of highlights and recommended actions is distributed to the corresponding units (colleges/departments).  Thus far, ELARC's recommendations have addressed two broader areas of need, 1) enhance a positive culture of assessment that facilitates active faculty, staff, and student engagement along with resource issues; and, 2) areas that directly impact teaching, learning, and curricular and co-curricular goals and methods.   Some examples include:  UW-W Writing Matters Rubric, assessments of critical thinking and information literacy skills.  Based on feedback from the data, curricular changes have been made and professional development opportunities were made available.  At this point, however, there is no campus-level process for reporting data to use other than a 5-year Audit & Review (A&R) process.  A&R asks programs to describe the process for considering assessment data in making changes to the curriculum, student learning outcomes, and other aspects of the program, but not to catalog changes made and specific data on which they are based.  Programs report data on student learning and most provide some interpretation of the data, but do not adequately address how the data could effectively be used for program improvement.  We need, institutionally, to do a better job of chronicling and cataloging efforts to use assessment data.

      Measures/Achievements

      Measure a. Define criteria for "considering assessment data":

      • ELARC defined the criteria for considering assessment data:
      • Assessment of data related to student achievement of the baccalaureate student learning outcomes (ELOs)
      • Quantitative (such as exam scores, rubrics, survey responses on Senior Exit Survey or NSSE) or Qualitative (such as comments from exit interviews, internship or field placement supervisors)
      • Direct (samples of student work) or Indirect (advisory board's view of student learning, student self-reporting of perceptions of learning)

      Measure b. Number of assessment reports exhibiting criteria defined in "a" submitted to ELARC by campus units.

      • Over the past three years, reports have been submitted by:  Each academic college, the Degree Qualifications Profile project, Office of Student Affairs, Office of Multicultural Affairs and Student Services, Andersen Library, Institutional Research, Audit and Review Committee, General Education Review Committee, and the Writing Still Matters Rubric Group
      • 2011:  9 reports ;  2012:  8 reports ;  2013:  9 reports were received. A total of 26 reports over a three-year period.
      • The data considered are reviewed so as to summarize them into themes, write recommendations and monitor progress toward meeting the recommendations.  Recommendations made by ELARC so far address the overall campus culture on assessment, allocation of resources to support assessment of student learning, development of rubrics and campus activities focused on improving students' writing and critical thinking.

      Measure c. Number of reported uses of assessment data:

      1.  To improve teaching and learning

      • Faculty development opportunities
      • LEARN Center workshops on writing
      • Sessions on instruction and assessment of critical thinking
      • Rubrics development
      • UWW Writing Matters rubric data led to curricular changes in English 101/102 and Gen Ed 390
      • Critical thinking skills enhanced in Math 141 and Finance and Business Law

      2.  To set curricular and co-curricular goals

      • Structures to foster student writing across the curriculum; defining "writing intensive" courses
      • Improving instruction and assessment of critical thinking
      • Revision of campus policies to support and reward faculty and staff engaged in assessment
      • Development of a strategic plan to advance assessment of the learning outcomes.

      3.  To communicate findings to campus community

      • Draft report is sent to several groups on campus and upon receiving feedback, the final report is posted on the ELARC webpage.
      • ELARC observed its data collection and analysis that programs report data on student learning with some interpretation of the data but most do not provide a meaningful discussion on how it could be used for program improvement.  Also, reporting data use is currently limited through only the Audit and Review process.  A more systematic and streamlined reporting of the use of data assessment is recommended.
      • ELARC received 8-9 assessment reports from various programs/units in the last three years and met monthly to observe themes and make recommendations but did not specifically address the SPBC Goal 3.  It does look forward to improving the strategies for disseminating its reports to a wider audience and ensuring the recommendations are considered by units across campus and identifying ways in which data are used to improve curriculum and instruction, student learning outcomes and programs are encouraged to document the effectiveness of these data-based changes.  It suggests moving to a two-year reporting cycle so the units have time to respond to the recommendations as well as the committee could summarize and disseminate results, recommendations and ongoing assessment from across campus.

      Looking forward:  Future themes/goals/action plans

      Recommendations to improve the current process

      • Continue to require assessment reports as part of each unit's annual report.   Include information about the unit's student learning outcomes, alignment of the unit's SLOs with the ELOs, summary of data organized by SLO, and summary of data-based actions taken by the unit (curricular, co-curricular, and/or class-based).  Ask that units copy these reports to their respective college assessment committees and to the Office of Academic Assessment.
      • Consider establishing a parallel but separate committee to review data on campus/student statistics such as enrollment trends, retention and graduation statistics (overall, by subgroups), identify achievement gaps, and make data-based recommendations regarding these issues. 

      Improvements in the ELARC process

      • Improve the strategies for disseminating ELARC reports ensuring that recommendations are considered by units across campus.
      • Increase the focus on identifying ways in which data are used to improve curricula and instruction, and encourage units to collect data to document the effectiveness of these data-based changes.
      • As ELARC gathers more data on the ELOs, begin to look for trends within subgroups.
      • Continue to identify gaps in the assessment data being collected and make recommendations for assessment data still needed.
      • Consider moving to a two-year reporting cycle so that units have time to respond to ELARC recommendations and the committee can develop strategies to better summarize and publicize results, recommendations, and ongoing assessment work from across campus.

      Supporting material and links

      ELARC reports for 2012 and 2013 can be found at: http://www.uww.edu/acadaff/assessment/elarc

      2014 Strategic Plan

      2013-2014 Champions

      A Special tribute to WARHAWKS for an amazing season of play in 2013-2014 year: (1) winning a record six National Championships, (2) achieving unprecedented trifecta in the NCAA sports history, and, (3) achieving best finish ever, second place in the 2013-14 NCAA Director's cup (highest in UWW history).

      Location

      Office of Academic Affairs
      420 Hyer Hall
      800 West Main Street
      Whitewater, WI 53190
      Phone:  262-472-1672
      Fax:  262-472-1670

      54.204.249.184
      http://www.uww.edu/