Table 2. Assessment Climate Survey Responses

Transcription

1 Table 2. Assessment Climate Survey s Part IA: Norms -- Personal attitude toward assessement 1. Assessment should be the job of the administration, not the faculty. 31.% % 1 Neither nor 1.3% 3 2. Assessment of learning outcomes for our majors is very important. Neither nor 1.3% % % 9 3. General education outcome objectives are complementary to our objectives for the major. Neither nor 1.3% % Assessment of student learning outcomes is here to stay. Neither nor 2.7% % 1 31.% 9 1

2 Table 2. Assessment Climate Survey s 5. We need to keep checking ourselves to improve the chances that our students graduate with the skills and attitudes we believe they need. Neither nor.%.% 65.5% 19 Part IB: Norms -- Perceived attitudes of others 6. Most faculty on this campus believe assessment is unrelated to genuine concern for student learning. Neither nor.% 21.4% 6 25.% % % Faculty fear negative assessment findings that could damage individuals or programs. Neither nor.% 8. Most departments here are now taking program assessment seriously. Neither nor 1.3% 3 31.% % 1.% 2

3 Table 2. Assessment Climate Survey s 9. This is a campus where transparency is highly valued, including open disclosure of our programs learning outcomes. 44.8% 13 Neither nor 1. A majority of undergraduate majors across the campus have now gone through at least one cycle of assessment reporting - program revision (sometimes termed closing the loop ) Neither nor 31.% 9.% Part IIA: Leadership -- Perceived intentions 11. Our college dean recognizes and supports the value of assessment. Neither nor 1.3% 3 31.% The administration supports assessment from the top down. Neither nor 2.7% 6 3

4 Table 2. Assessment Climate Survey s Part IIB: Leadership -- Perceived resource commitment 13. There are no rewards or incentives for chairs participating in assessment. Neither nor Neither nor Neither nor 14. There are no incentives for faculty to participate in assessment (e.g. annual review recognition). Neither nor 15. There are few administration-provided resources to help with assessment..% 1.3% % Departments that choose not to assess their programs will experience negative consequences. 3.6% 1 1.7% % 6 5.% %

5 Table 2. Assessment Climate Survey s 17. Published reports of campus-wide assessment progress track how many programs in my university are assessing their students learning outcomes. 2.7% 6 Neither nor 48.3% % Faculty and chairs have easily accessible opportunities to learn about how to conduct useful assessment. Neither nor Neither nor Neither nor 37.9% % Expectations for what is to be done and reported for program assessment are clear. 2. There is adequate time provided for those who are asked to do the work of assessment. 34.5% 1 1.3% 3.% 5

6 Table 2. Assessment Climate Survey s 21. There is adequate training provided for those who are asked to do the work of assessment. Neither nor Neither nor Neither nor 34.5% 1 31.% 9 1.3% 3.% 22. There are models for what is expected in an assessment report. Neither nor 1.3% There is an office on campus that provides assistance of many kinds for assessment. 1.3% 3 1.3% There is a helpful website on campus addressing assessment progress and expectations. 1.3% 3 6

7 Table 2. Assessment Climate Survey s 25. There is a policy-setting committee to guide assessment on this campus. Neither nor 1.3% 3 Part IIIA: Implementation and Alignment -- Department level 26. My department has a workable assessment plan..% 11.1% 3 Neither nor 11.1% % % 9 Neither nor 27. My department uses assessment results in strategic planning. 1.3% % Faculty in my department have fruitful discussions about our students and our hopes for them in the context of assessment. 1.3% 3 Neither nor 2.7%

8 Table 2. Assessment Climate Survey s. My department has changed our curriculum design (requirements, courses, course content, etc.) in response to assessment results. 1.3% 3 Neither nor 31.% 9 3. Two or more of the faculty in my department have attended workshops on assessment. Neither nor 1.3% 3 1.3% 3.% 48.3% % My department has conducted and reported one or more rounds of assessing learning outcomes for our undergraduate major(s). Neither nor 31.% 9 Neither nor 32. Our majors are aware of our department s learning objectives. 2.7% 6 31.% 9 8

9 Table 2. Assessment Climate Survey s Part IIIB: Implementation and alignment -- University-wide 33. Strategic planning at the university level uses assessment results. Neither nor 25.9% % % % 1.% 34. Our general education program has clear, measurable outcome objectives. Neither nor 28.6% 8 25.% % 9 1.7% 3 3.6% University-wide objectives for students learning outcomes are specified, measured, and reported on a regular basis. Neither nor 31.% 9.%.% Neither nor 36. We as an institution are committed to the goal of having every student at the university graduate with abilities and values consistent with our university s mission and strategic plan..% 2.7% %

10 Table 2. Assessment Climate Survey s 37. At this institution, assessment of student learning outcomes has become a highly valued, consistently practiced, aspect of our culture. Neither nor 2.7% % 1.% 1