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Enhancing Student Learning through IDEA: An Overview of College-Wide Assessment at Drake

This overview presents the IDEA system used at Drake University to enhance student learning and evaluate teaching effectiveness. Since 2004, IDEA has focused on assessing student feedback regarding their learning progress, effort, and motivation, while also examining instructors' teaching methods. Over 320 institutions utilize this heavily researched course evaluation system to measure faculty objectives. The document details results from advising interactions and highlights ongoing areas for improvement, aiming for a culture of assessment and better educational outcomes.

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Enhancing Student Learning through IDEA: An Overview of College-Wide Assessment at Drake

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Presentation Transcript

  1. Assessment OverviewDrake CPHS

  2. Overview • Overview of IDEA Data • Assessing college-wide teaching goal • Advising Results • Q&A

  3. Drake Background • IDEA System • Course evaluation system: Heavily researched • Used by ~ 7 SOP/COP; 320 institutions • Measures progress against faculty objectives • IDEA at Drake • Since 2004 • Paper and on-line (35-45 courses/semester)

  4. IDEA Background • Students' feedback on their own learning progress, effort, and motivation, • Student perceptions of the instructor's use of teaching methods and strategies. • Rather than teaching style or personality, IDEA focuses on student learning and the methods used to facilitate it.

  5. Progress on Relevant Objectives vs. IDEA National Database

  6. Actions • What actions have been taken? • Faculty Development & meetings on: • Soul searching on what I’m trying to achieve • How to choose objectives (right ones, right number) • Should Teaching methods be adjusted? • Linking content and methods to the objective • More use of IDEA resources (POD notes, etc.) • Tie action to faculty annual goals • Initiate FIF’s early in semester Good discussions and culture of assessment

  7. Primary Instructional Approach (11-12)

  8. Instructor Related Course Requirements (Some or Much required)

  9. Percent of CPHS classes selecting objective as either Essential or Important (FIF)

  10. Student ratings of progress on objectives chosen as Essential or Important 1=no progress 2=slight progress 3=moderate progress 4=substantial progress 5=exceptional progress

  11. Amount and Difficulty of Course work: Student Ratings Values are similar if within 0.3 1=Much less than most courses, 2=less than most, 3=about average, 4=more than most, 5=much more

  12. 2012 • Trends towards more on-line evaluations • Average response rate was down to 62% (57% online rate) • Average Class size was 77 • Average number of objectives by faculty 3.7

  13. Advising: Interactions with Advisorover the last AY * Significantly different between all majors at 0.05

  14. Advising: Lowest agreement

  15. Advising: Highest agreement

  16. General Advising Effectiveness

  17. Future/ongoing areas • Identifying embedded assessments • Re-evaluate our educational outcomes? • Populate new AAMS system (AACP’s Assessment and Accreditation Management System) • Re-write (condense) our Assessment Plan • HSCI Program Review • PharmD Accreditation (2014-2015)

  18. Questions/Discussion

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