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Drake Curriculum Analysis Committee

The Drake Curriculum Analysis Committee aims to implement effective assessment strategies to evidence student learning and recommend program improvements. Key initiatives include collaborating with the Director of Institutional Research to develop a comprehensive assessment plan, evaluating existing data, and encouraging faculty, staff, and student participation in assessment activities. The committee seeks to create a shared vision of assessment objectives, streamline the review process, and improve critical thinking and information literacy across the curriculum, reporting results regularly for continuous improvement.

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Drake Curriculum Analysis Committee

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Presentation Transcript

  1. Drake Curriculum Analysis Committee Update December 2012

  2. Drake Curriculum Analysis Committee • Lots to do • Work with the Director of Institutional Research and Assessment to • develop a rolling plan for assessment … • evaluate the data for evidence of student learning and make recommendations for program improvement… • evaluate the effectiveness of the assessment instruments and procedures … • Encourage participation by faculty, staff, and students in assessment • Report assessment results on a regular basis… • Consult with the Associate Provost for Curriculum and Assessment regarding faculty and staff development programs … • Liaise with the colleges and schools to share general education and program assessment data …

  3. Drake Curriculum Analysis Committee • Goals for the year: long-term view • Develop working precepts-shared vision • Taking inventory of assessment thus far • Create key components of an assessment plan • Transition to the ‘review and recommending’ body • Large task • Measurement with intent to improve

  4. Drake Curriculum Analysis Committee • Develop working precepts • Timeline of AOI review • Multiple methods of investigation • Direct, rubrics, embedded assessments; • Indirect; self-assessments, • Quantitative and qualitative; curricular and co-curricular; meaningful to faculty; • Focus on program evaluation • What process can be repeated across AOIs?

  5. Drake Curriculum Analysis Committee • Inventory • What existing data do we have? How might that data support the plan(e.g., NSSE, Drake Survey, CLA) • Other Campus work • Critical Thinking • Information Literacy • What data is missing? • How will information be shared • How to garner collaboration with faculty

  6. Assessment Implementation

  7. % of FYS Papers Receiving a Median Rating of “Less than satisfactory”

  8. Select results from Drake 2010-2011 Collegiate Learning Assessment

  9. CT Closing The Loop • May 2012 workshop (Robertson & Roth) • Support needed to promote Critical Thinking • Assignment design • Struggle with assumptions/alternatives • CT Faculty working group (6 faculty, 4 schools/colleges) • Strategies for sharing results and best practices • Recommendations for engaging wider audience

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