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Closing the Loop: Assessing LMU’s Undergraduate Learning Outcomes

1. Closing the Loop: Assessing LMU’s Undergraduate Learning Outcomes. Laura J. Massa, Ph.D. Director of Assessment. 2. Please Note:.

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Closing the Loop: Assessing LMU’s Undergraduate Learning Outcomes

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  1. 1 Closing the Loop:Assessing LMU’s Undergraduate Learning Outcomes Laura J. Massa, Ph.D. Director of Assessment

  2. 2 Please Note: Please note: The data provided in the following presentation are provided for the purposes of internal assessment and improvement. Findings should not be communicated to an external audience (e.g., website, bulletin or other publicity materials) without the expressed authorization of the Office of Assessment.

  3. 3 Outline • Goals of the Presentation • Undergraduate Learning Outcomes • Closing the Loop • Sources of Evidence • Focus on 3 Learning Outcomes • Additional topics of interest from NSSE • What’s next?

  4. 4 Goals of the Presentation LMU places a high value on teaching and learning, on providing a transformative educational experience, and on inquiry processes that focus on understanding and improving student learning. –Guiding Principles for Assessment at LMU • Provide evidence of student achievement of selected outcomes • Engage you in process of closing the loop for the assessment of selected outcomes

  5. 5 Undergraduate Learning Outcomes • Adopted in February 2010 • 2 ½ year development process • Endorsed by the Faculty Senate • Outcomes can be found at www.lmu.edu/assessment • Focusing on selected outcomes: • Creative and Critical Thinking • Respect for Others • Written and Oral Communication

  6. 6 Closing the Loop Assessment: A systematic, ongoing process aimed at understanding and improving student learning DETERMINE PRACTICES USED TO ACHIEVE OUTCOMES IDENTIFY SPECIFIC OUTCOMES GATHER EVIDENCE ARTICULATE MISSION/ GOALS RECOMMEND ACTIONS REVIEW & INTERPRET RESULTS

  7. 7 Sources of Evidence • Direct Measure: Looks at student work products or performances that demonstrate learning • Rubric to assess Written Communication • Papers collected in Spring 2010 • Indirect Measure: Captures students’ perceptions of their learning and the educational environment that supports learning • National Survey of Student Engagement (NSSE) • Participated in Spring 2010

  8. 8 NSSE • Assesses the extent to which students engage in educational practices associated with high levels of learning and development • NSSE items + Jesuit Consortium items align with our University Undergraduate Learning Outcomes • All LMU Freshmen and Seniors invited to participate

  9. 9 Creative and Critical Thinking Students will be able to ask questions, solve problems and produce works through the innovation of ideas and concepts and by developing and justifying solutions through critical evaluation and analysis

  10. 10 Creative and Critical Thinking Based on NSSE data. Values in red refer to significant differences between mean responses of LMU students and corresponding students(p<.05).

  11. 11 Creative and Critical Thinking Based on NSSE data. Values in red refer to significant differences between mean responses of LMU students and corresponding students(p<.05).

  12. 12 Creative and Critical Thinking Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  13. 13 Respect for Others Students will demonstrate respect for individual and group difference in their interactions with others

  14. 14 Respect for Others Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  15. 15 Respect for Others Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  16. 16 Respect for Others Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  17. 17 Oral Communication Students will effectively express information both in writing and orally using conventions and forms appropriate to the intended audience

  18. 18 Oral Communication Based on NSSE data. Values in red refer to significant differences between mean responses of LMU students and corresponding students(p<.05).

  19. 19 Oral Communication Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  20. 20 Written Communication Students will effectively express information both in writing and orally using conventions and forms appropriate to the intended audience

  21. 21 Rubric for Written Communication • Applied to a random sample of 75 final papers from multiple sections of Phil 320: Ethics • Teaching Fellows from the English Department hired and trained to apply rubric to papers • Each paper independently read by 2 Teaching Fellows

  22. 22

  23. 23 Written Communication

  24. 24 Written Communication

  25. 25 Written Communication Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  26. 26 Written Communication Based on NSSE data. Values in red refer to significant differences between mean responses of LMU students and corresponding students(p<.05).

  27. 27 Written Communication Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  28. 28 Additional Topics Academic Challenge

  29. 29 Academic Challenge Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  30. 30 Academic Challenge Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  31. 31 Academic Challenge Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  32. 32 Additional Topics Student Satisfaction

  33. 33 Student Satisfaction Based on NSSE data. Means in red are significantly different from the mean responses of LMU students (p<.05)

  34. 34 Learning Outcomes Summary • Creative and Critical Thinking • Clear improvement from 1st to senior year • LMU contributes to ability and coursework emphasizes this • Respect for Others • Clear improvement from 1st to senior year • LMU emphasizes this and behaviors reflect learning • Oral Communication • Clear improvement from 1st to senior year • LMU contributes to ability and behaviors reflect skill • Written Communication • 1st year students report writing more and being engaged in writing more drafts of their papers than seniors • Rubric scores indicate that more students are ‘developing’ than ‘accomplished’ in each of the 6 elements examined

  35. 35 What’s next? • Discuss evidence with faculty in your program: • www.lmu.edu/assessment: University Assessment Reports • Program assessment data on related learning outcomes • Recommend actions for improvement within your program • Possible types of actions: • Making improvements to pedagogy, assignments or curriculum • Planning for professional development • Allocation of resources • Make record of actions taken • Report actions to Office of Assessment

  36. 36 For more on assessment: Email: lmassa1@lmu.edu Website: www.lmu.edu/assessment

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