GameAbove College of Engineering & Technology Annual ...
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1 GameAbove College of Engineering & Technology Annual Assessment Report 2020 - 2021 1. Assessment Process Introduction The GameAbove College of Engineering & Technology currently has 29 academic programs that are located in four different schools: School of Engineering, School of Information Assurance & Applied Computing, School of Technology & Professional Services Management, and School of Visual & Built Environments. The college has seen a growth in many of its programs as a result of changes made to the programs in response to new and emerging technologies, industry demands, and student expectations. Most program have Advisory Boards whose members consist of current students, faculty, alumni, and industry experts. The Advisory Boards are key to helping programs stay abreast of the needs of students and industry through their feedback and recommendations. Two primary goals of the college, which tie closely with the assessment process, are to advance the overall quality of academic programs and to increase recognition for the college by pursuing accreditation from external accreditation bodies. Assessment Process The GameAbove College of Engineering & Technology’s Assessment Committee is made up of the Associate Dean and an elected faculty member from each of the four schools. The Assessment Committee initially meets at the beginning of each fall semester to discuss the previous year’s assessment and to identify changes that may be needed during the upcoming year regarding the college assessment process and/or template. The Committee members serve as facilitators between the Assessment Committee and the faculty in each of their respective schools regarding any changes or recommendations. All committee and faculty meetings for 2020-2021 were held virtually via Zoom due to restrictions as a result of COVID-19. The Directors for each school determine who will conduct the assessment for each of their programs. The assessment is traditionally conducted by the program coordinator; however, the Director may choose to select another senior faculty member due to extenuating factors. The Directors of each school are responsible for initially reviewing and approving the assessment reports submitted by the program coordinators or faculty from their school before they are submitted to the Associate Dean.
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Transcript of GameAbove College of Engineering & Technology Annual ...
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GameAboveCollegeofEngineering&TechnologyAnnualAssessmentReport
2020-2021
1. AssessmentProcessIntroduction
TheGameAboveCollegeofEngineering&Technologycurrentlyhas29academicprogramsthatarelocatedinfourdifferentschools:SchoolofEngineering,SchoolofInformationAssurance&AppliedComputing,SchoolofTechnology&ProfessionalServicesManagement,andSchoolofVisual&BuiltEnvironments.Thecollegehasseenagrowthinmanyofitsprogramsasaresultofchangesmadetotheprogramsinresponsetonewandemergingtechnologies,industrydemands,andstudentexpectations.MostprogramhaveAdvisoryBoardswhosemembersconsistofcurrentstudents,faculty,alumni,andindustryexperts.TheAdvisoryBoardsarekeytohelpingprogramsstayabreastoftheneedsofstudentsandindustrythroughtheirfeedbackandrecommendations.Twoprimarygoalsofthecollege,whichtiecloselywiththeassessmentprocess,aretoadvancetheoverallqualityofacademicprogramsandtoincreaserecognitionforthecollegebypursuingaccreditationfromexternalaccreditationbodies.
AssessmentProcess
TheGameAboveCollegeofEngineering&Technology’sAssessmentCommitteeismadeupoftheAssociateDeanandanelectedfacultymemberfromeachofthefourschools.TheAssessmentCommitteeinitiallymeetsatthebeginningofeachfallsemestertodiscussthepreviousyear’sassessmentandtoidentifychangesthatmaybeneededduringtheupcomingyearregardingthecollegeassessmentprocessand/ortemplate.TheCommitteemembersserveasfacilitatorsbetweentheAssessmentCommitteeandthefacultyineachoftheirrespectiveschoolsregardinganychangesorrecommendations.Allcommitteeandfacultymeetingsfor2020-2021wereheldvirtuallyviaZoomduetorestrictionsasaresultofCOVID-19.TheDirectorsforeachschooldeterminewhowillconducttheassessmentforeachoftheirprograms.Theassessmentistraditionallyconductedbytheprogramcoordinator;however,theDirectormaychoosetoselectanotherseniorfacultymemberduetoextenuatingfactors.TheDirectorsofeachschoolareresponsibleforinitiallyreviewingandapprovingtheassessmentreportssubmittedbytheprogramcoordinatorsorfacultyfromtheirschoolbeforetheyaresubmittedtotheAssociateDean.
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AccreditationProcess
Assessmentsareakeyfactorforallaccreditationbodiesandmeetingtheirstrictmandatesandcriteriaarenecessarybeforeanyprogramisaccredited.Becauseofthediversityofthecollegeprograms,thisbecomescomplexbecausetherearecurrently9differentexternalaccreditationbodiesthatreviewandmonitor16programsinthecollege.Figure1identifiesthecurrentaccreditationbodiesandprogramsthatareeithercurrentlyaccreditedorintheapprovalprocess.Theaccreditationsrequirethatprogramsandcertaincourseswithinthoseprogramsbeassessedorreviewedyearlyusingmetricsidentifiedbytheaccreditationbodyorbytheprogram(ex:enrollment,sustainabilityrate,graduationrate,resultsfromsurveysdistributedtocurrentstudents,graduatingstudents,andalumni).
Figure1showstheaccreditationbodiesandprogramsthatareeithercurrentlyaccreditedorintheapprovalprocess.
• ABET-EAC:AccreditationBoardforEngineering&Technology–EngineeringAccreditationCommission:
¨ MechanicalEngineering,B.S.¨ Electrical&ComputerEngineering,B.S.
• ABET-ETAC:AccreditationBoardforEngineering&Technology–Engineering&TechnologyAccreditationCommission:
¨ MechanicalEngineeringTechnology,B.S.¨ ProductDesign&Development,B.S.¨ ElectronicsEngineeringTechnology,B.S.¨ ComputerEngineeringTechnology,B.S.
• ABET-CAC:AccreditationBoardforEngineering&Technology–ComputerAccreditationCommission
¨ InformationAssurance,B.S.¨ InformationTechnology,B.S.
• ACCE:AmericanCouncilforConstructionEducationAccreditation:¨ ConstructionManagement,B.S.
• CIDA:CouncilforInteriorDesignAccreditation¨ InteriorDesign,B.S.
• NASAD:NationalAssociationofSchoolsofArt&Design¨ Simulation,Animation,andGaming,B.S.¨ InteriorDesign,B.S.
• AABI:AviationAccreditationBoardInternational¨ AviationFlightTechnology,B.S.¨ AviationManagementTechnology,B.S.
• ACPHA:AccreditationCommissionforProgramsinHospitalityAdministration¨ Hotel&RestaurantManagement,B.S.
• ABA:AmericanBarAssociation¨ Paralegal,B.S.
Figure1:AccreditationbodiesforGACETprograms(currentlyaccreditedorintheapprovalprocess)
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GACETAssessmentTemplate
Figure2showsthetemplateusedbyGACETprogramsforthecollegeassessmentreport.
Figure2:GACETAssessmentTemplate
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2. Specificexamplesofimprovementsmadetocourses,programs,instructionalapproach,etc,:
A. ElectricalandComputerEngineering–EECE342TheEECEprogramisanABETaccreditedprogramintheSchoolofEngineering.Lastyear,severalrecommendationsweremadetotheprogramandcourses.Basedontheassessmentandrecommendations,thefollowingactionsweretakento‘closetheloop’:
• PrerequisiteschangesweremadetoEECE341andEECE371.Thechangeswereupdatedtobetterfitthecourselevel.
• EECE400wasmovedfrombeingofferedfallsemestertowintersemester.Basedonstudentfeedbackandtherolloutoftheclasses,itwasfoundinpreviousassessmentsthatEECE400wasofferedinvarioussemesterswithoutthoughttowhenitwasneededfortheirseniorfinalexam.Thedecisionwasmadetomakethisa10-weekcourseandofferitwintersemesterjustpriortothefinalexam.
• Lastyear’sassessmentfoundthatstudentswhotookarequiredclass(ME100orET100)weremissingkeyelementsneededfortheEECEprogram.Therefore,anewcourse(EECE100)wascreatedtoreplacetheothercourses.Thus,moreEECErelatedcoursecontentcanbeintroducedintothecourseforstudents.
Thesechangesweremadebasedonpreviousassessments.However,theywerechangedduringAY21andtheprogramhasnothadanopportunitytoassesstheoutcomesofthesechanges.Theprogramusesembeddedmaterials,suchasdesignmaterialsandsurveyresultstoassistwiththeirassessment.Theassessmentmaterialshavecorrespondingperformancecriteriathatmustbemetforeachcourse.Notmeetingtheperformancecriteriameansthatappropriatechangesneedtobemadetoimprovethestudents’achievementofthatSLO,suchastheexamplesgivenabovefor‘closingtheloop’.TheembeddedassessmentisusedtoevaluateselectSLOsinthecoursecontent.Eachperformanceindicatorisratedasexemplary,satisfactory,developing,andunsatisfactory.Theperformancecriteriaforacourseindicatesthattheperformanceindicatorshouldscorenolessthan75%ofstudentstotheSatisfactorycategoryorabove.Thisyear,theprogramassessedEECE342.AllsevenSLOsforthecoursewereassessed.TheresultsshowedthatthestudentsmetorexceededtheperformancetargetforeachareaotherthanSLO#4:Anabilitytorecognizeethicalandprofessionalresponsibilitiesinengineeringsituationsandmakeinformedjudgements,whichmustconsidertheimpactofengineeringsolutionsinglobal,economic,environmental,andsocietalcontexts.Thestudentsscored60%andtheperformancetargetwas75%.Thefacultyindicatedthatthiscontentmaynothavebeenadequatelycoveredtotheextentnecessaryintheclass,assignmentsmaynothavebeenrelevanttothatSLO,orstudentsmaynothaveunderstoodhowthecoursematerialtiedtotheSLO.Theprogramfacultywillneedtoaddressthiswhentheyreturninthefalltoseehowchangesshouldbemadetoaddressthis.Basedonthescoresandfeedbackfromthestudents/faculty,thefollowingactionswererecommended:
• Changetheseniordesigncoursefromonesemestertotwosemesterstoallowstudentsmoretimetocompletetheprojectandincorporatetheelementsfromtheseclassesintothefinalproject.
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• Intheseniordesigncourse,moreemphasisneedstobeplacedonengineeringstandardsanddesignconstraintsandembedthecontentfromthiscourseintothefinalproject.Thus,thefinalprojectwouldhaveascaffoldingeffectfrompreviouscourses.
• TurnEECE480intoawritingintensivecourse.Currently,studentsarerequiredtotakeageneralSET350WcourseanditisfeltthattheEECEstudentswouldbenefitmorefromawritingintensivecoursethatfocusesonthecontent,material,andassignmentsrelevanttotheEECEprogram.
B. InformationAssurance&CyberDefense(IA/CD)–IA385IA385isaDatabaseandWebApplicationSecurityclassofferedtojuniorlevelstudents.Thecourseemphasizesdatabaseadministrationandprotectionandincludesinstructiononequipmentandprocedures.Thisyear,theyassessedthefollowingSLOs:
• Abilitytoanalyzeaproblem,andidentifyanddefinethecomputingrequirementsappropriatetoitssolution.
• Abilitytofunctioneffectivelyonteamstoaccomplishacommongoal.• Abilitytousecurrenttechniques,skills,andtoolsnecessaryforcomputingpractice.
Theassessmentmethodusedwasbasedondifferentdirectassessmentmethodssuchasindividualhands-onlabprojects,exams,andquizzeswithdifferentweightofvaluewereusedtoassessstudentslearningoutcomeinthisclass.Eachoftheseassessmentmethodsaimedtoevaluatestudents’learningoutcomesthatinclude:Students’abilityto1.Defineandidentify:thenatureofdatabaseandinformationsystemssecurity;thecharacteristicsofvirusesandhowtheyinfiltratesystems;securitythreats;thecharacteristicsofvirusesandhowtheyinfiltratesystems;specifictypesofoperationalsecurity;theinformationsecuritylifecycle;andthemultilayerednatureofsecurityarchitecture.2.Defineadatabaseandidentifythebasiccomponentsofadatabasemanagementsystem.3.IdentifyanddescribethearchitectureofOracle,MySQL,andMicrosoftSQLServer.4.SecuretheinstallationandconfigurationofMySQLserver,MicrosoftSQLServer,andOracle.5.Implementauthentication,authorization,usermanagement,password,rolesandprivilegeswithSQLServer,MySQL,andOracle6.UnderstandaSQLinjectionandidentifyhowinjectionsareexecuted,aswellasdefensestrategiesagainstSQLinjectionexploits.7.Understandthesecurityanddatabaseauditingprocesses.8.Understandthemethodologyusedtoperformasecuritytest.
Exam I 20% Exam II 20% Quizzes 10% Labs 30% Presentation 20% Total 100%
Thecoursematerialswereprioritizedandcondensedinthislab-intensiveclass.Whileexamsandquizzesassessedstudents’theoreticalcomprehensioninthesubjectmatter,thelabassignmentsassessedtheirpracticalhands-onlearning.Thefinalprojectwassuitablemeasurementtoassessstudents’technicalwritingaswellasteamworkachievementoflearningobjectiveinthisclass.
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Therubricandresultsoftheassessmentareshowninthefollowingtable:
TheassessmentfindingsindicatedthattargetforInformationAssuranceprogramwasthat80%ofthestudentsshouldbeabletodemonstratecompetencywith80%accuracy.TheoveralloutcomeinIA385classinfall2019showsthatmorethan89%students’gradesinthisclassfallwithinthe80%-100%categories.Thatis,uponcompletionoftheclass89%ofthestudentswereabletodemonstratecompetencywith80%accuracyinUnderstandofSQLlanguage;Identify,install,andmanageSQLServer,MySQL,andOracle;UnderstandSQLinjectionandidentifyhowinjectionsareexecuted,andReportPreparation.About10%werebelow80%andnoneofthemdidnotcompletelyattempttheclass.
Inordertohaveacontinuousimprovementthatmayassistthe0-10%students,whodidnotachievethegoalof80%learningoutcomegoal,thefacultyrealizedthatchangesneededtobemade.TheIA385isarequiredcourseforstudentsinundergraduateInformationAssuranceandCyberDefense(IACD)program.Thedepthandscopeofcoverageinthiscoursecouldbechallengingforthosestudentswhowereinthisclasswithoutproperknowledgebackgroundofdatabasesystems.Thestudentsintheclasswerefromverydiversebackgroundwiththeirexpertise,skillsetandknowledgeinthesubjectmatter.Therefore,itisrecommendedtoprovideone-to-onetutoringforthestudentswithoutanypriorbackgroundindatabasesystems.Inaddition,itisrecommendedtoconsiderdesigninganewsectionofthiscoursetointroducefoundationknowledgeofthedatabasesystems.Whilethesechangeswerenotidentifiedfromthepreviousassessmentbecauseanotherclasswasassessed,itisimportantthatthiswasidentifiedforthisclass.ThefacultywilldiscussthesefindingstotheDirectoroftheSISACprogramandtheCurriculumCommitteeforAY22andproposetheysetupatutoringsession,similartowhatwecurrentlyhaveinthecollegeforwritingandmath.Additionally,anadditionalcoursewillberecommendedtoaddressthosestudentswhodonothavethefoundationalknowledgenecessarytosuccessfullyachievetheresultsandSLOsforthiscourse.Whilethesechangescannotbemeasuredastheywerejustidentified,theyareextremelyimportanttotheoverallsuccessoftheprogramandthisparticularclass.TheDirectorwillfollowuponthisandadditionalassessmentsbeconductedoverthenextfewyearsaschangesaremade.Itshouldbenotedthatthetutoringrecommendationhadbeenmadeonthe2019-2020assessment.However,becausechangesasaresultofCOVID-19andthelackofapermanentdirectorforSISAC,nochangesweremadetoaddressthisinAY21.ItwasnotedforAY22.
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3. Changesmadetostudentlearningoutcomesand/orassessmentprocesses(ifany):
Basedonthefeedbackreceivedfromthefaculty,Directors,andpastassessments,thecommitteemadeseveralchangestothecollegeassessmenttemplate/report/processforAY21:• ‘ClosetheLoop’:Inpastassessments,thefocuswasonassessingthedifferentcourses
eachyearandfailedtoincludefollow-upactions/reviewsfromthepreviousyear’sreport.TheCommitteeaddedthefollowingquestiontothetemplate:PartI:Whatactionsweretakento‘closetheloop’ontheassessmentconductedlastyear?Examplesof‘closingtheloop’weregiventofacultyearlyintheassessmentprocessandtheywerenotedontheassessmentreports.
• Timeline:Inthepast,theassessmentsweresubmittedtooclosetotheendofwintersemester,whichdidnotallowtheDirectorstimetoreviewthereports,recommendchanges,andsubmitthemtotheAssociateDean.Thisyear,anewtimelinewasidentifiedwithboththeAssessmentCommitteemembersandtheSchoolDirectorsthatwouldallowtimeforcompletionoftheassessmentaswellasareviewbytheSchoolDirector.
• PlanofAction:APlanofActionitemwasaddedtothetemplatebasedontheassessmentfindingsforAY20.Thisallowedthefacultymembertoconducttheassessment,showthefindings,andalsoincludetheirplanofactionbasedonthefindings.Becausedifferentfacultymayconducttheassessmenteachyear,thisallowedthemtoseetherecommendationsoftheirpredecessor.Thiswillalsoallowforamoreconsistentandcohesiveassessmentyeartoyear.Becausethiswasthefirstyearitwasaddedtothetemplate,thesuccessorviabilityofimplementingtheseactionswillneedtobeaddressinfutureassessments.Plus,thecommittee,programcoordinators,anddirectorswillneedtoaddresswhowillfollow-upontheactionplans.
• PlanningfortheFuture:Thetemplateaskedthefacultymembertoidentifytheclassesthatwillbeassessedoverthenext5years.Areviewofpreviousassessmentsfoundthatsomeprogramswereassessingthesameclasseveryfewyearsratherthanhavingaplaninplace.Again,becausethiswasthefirstyearthiswasincludedinthetemplate,thiswillneedtobereviewedinfutureassessmentstodetermineiftherolloutofcoursesandSKOswassuccessful.
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4. Continuousimprovementovertime:
A. Simulation,Animation,andGamingProgram–SAG105L4:Thiscourseisanoverviewofthesoftwareandhardwareassociatedwithsimulationandgaming.Italsoexploresthecreativityanddevelopmentskillsnecessary.Itisanintroductoryoverviewoftheelectronicgamedevelopmentprocessandunderlinesitshistory,contentcreation,strategies,andfuturetrendsintheindustry.SAGstudentstakethiscourseduringtheirfirstsemesteratEMU.TheSLOsforthecourseare:
• InformationLiteracy/Communication• ProblemSolving• CriticalThinking• InterpersonalSkills/Teamwork
ThisyeartheassessmentwasconductedonInformationLiteracy/CommunicationfocusingontheTeamFinalProject.ThisSLOwasalsoassessedinthepreviousyearsandthus,theprogramcoordinatorwasabletocompareresultsforsevenclassesofferedovertwosemesters.Studentswereassessedonthedesignoftheirfinalproject,theirpresentationasagroup,andthebelievabilityandfollow-throughofthesimulation,animation,orgamingthegroupchose.DatawascollectedfortwosectionsoftheWinter2020semesterandfivesectionsforthefall2020semester.Theassessmenttoolwasa1-4LikertScaleonthetenassessmentitems.Theoverallaveragewascalculated,andtheaccumulationofcoursesshowedameanof2.63,whichwasthesameasthe2019/2020assessmentofthecourse(SeeFigure3).
Figure3:SAGAssessmentresultsforSAG105L4TheassessmentshowedthattheInformationLiteracy/Communicationobjectstayedthesameasthepreviousyear.Theprogramcoordinatorfeltthatwasaresultofchangesthey’dmadetotheprogramin2019/2020and2020/2021.Priorassessmentsshowedoutcomeswerevariedandappearedtobebasedontheinstructorsandnotnecessarilybythecriterionmeasured.Becauseofthenumberofsectionsofferedfallandwintersemesters,bothtenuredfaculty,FTLandPTLtaughttheclassesandastandardcourseshellwasnotalwaysusedfortheclass–itdependedontheinstructor.Thus,therewasaconcernthat
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therewasalackofconsistencyinhowthecoursesweretaughtorassignmentinstructions/expectations.For2019/2020and2020/2021,theyattemptedtohavemoreconsistencyintheinstructorsforthiscourseandfeltthatthisshowedinthecomparisonoftherecentassessment(Fall2020vs.Winter2020).WhilethecourseshaveshownmoreconsistencyinresultsfortheSLOidentifiedbasedontheassessmentsandtheyfeeltheresultsdemonstrateanoverallsuccessatachievingtheSLOintheclass,thefacultyadvisedthattheresultsalsoindicatemoreattentionneedstobefocusedonspecificcriterion,suchasthebasicsofasuccessfuldesign,presentation,believability,production,andcarrying-outdirection.Thefacultywillworkonidentifyingwaystoincorporatethatintotheexistingclassandensurethatitisconsistentacrossallsections.ThefacultyalsorecommendthatstudentscontinuetoseetheEMUWritingCenterstaffmoreoften.WhilestudentswereencouragedtoseekhelpattheWritingCenter,itwasvoluntaryanditwasfeltthattheydidnottakeadvantageofthisasneeded.TheSAGprogramhasreceivedconditionalaccreditationbytheNationalAssociationofSchoolsofArtandDesign(NASAD)withrecommendationsthatSAGisworkingontoincorporateintotheirprogramandfuturecurriculum.Thiswillhelpwithconsistency,assessments,andmeasurements.
B. Unfortunately,theCETtemplatedidnotaskprogramcoordinatorstoincludeexamples
ofcontinuousimprovementovertime.Thetemplatefocusedonclosingtheloopfromthepreviousassessmentandrecommendationsoraplanofactionbasedonthisyear’sassessment.ThiswillbeincludedasarecommendationintheGoalsforAY22.
5. GoalsforAY2021-2022:
ThefollowinggoalswereidentifiedforAY22basedontheoutcomesofpreviousgoalsidentifiedinassessmentreports,aswellasfeedbackfromthefacultyanddirectors.
• StudentLearningOutcomes:Previously,arecommendationhadbeenmadethattheSLOsfornon-accreditedprogramsbereviewed,updated,&/orvalidatedbyfaculty/Directors.ThiswasnotspecificallylistedontheassessmentreportforAY21asanactionitem.
o Goal:ForAY22,thegoalistoincludeinformationontheAssessmenttemplatethatspecificallyasksaboutidentifying/updating/reviewingtheSLOs.
• Participation/Accreditation:SeveralprogramsdidnotsubmitassessmentreportsforAY21.Becauseofthenumberofprogramsinthecollegethatareaccreditedandmustsubmitlengthyanddetailedreportstotheiraccreditingbodies,toaskfacultytosubmitanadditionalassessmentreportischallenging.OneofourDirectorsheadedtheuniversityassessmentprogramforPurdueUniversityandadvisedthatattheiruniversity,accreditedprogramsdidnothavetosubmitanadditionalassessmentreport–theaccreditationreportwassufficient.
o Goal:ThegoalforAY22isforthecollegeAssessmentCommitteetodiscussthisissuewiththeSchoolDirectorstodetermineifamorefeasibleassessmentprocesscouldbeidentifiedfortheaccreditedprograms.
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• AssessmentTraining:ForAY21,severalfacultymembersconductedassessmentsforthefirsttime,whichresultedinaminimalassessmentreport.Thecommitteealsofoundthatfacultywhocamefromotheruniversitiesconductedassessmentsdifferently(ex:languageandmetricswerenotstandard).
o Goal:Thecommitteerecommendedthatseveralshortinstructionalsessionsbeheldforallfacultyconductingassessmentstonotonlyreview/explainthecollegetemplatetoensureconsistency,buttoalsoinstructfirst-timefacultyontheassessmentprocess.
• Identifying,assessing,andmeasuring‘ContinuousImprovement’:Thetemplatefor2020-2021didnotincludeanythingrelatedtocontinuousimprovementoveraperiodoftime(ratherthantheone-yearassessment).Thus,thefocuswasonthecurrentyear’sassessmentandthen‘closingtheloop’fromlastyear’sassessment.Butprogramswerenotaskedtodemonstratecontinuousimprovementoveralongerperiodoftime.
o Goal:Thecommitteewilllookatincludingthisinthetemplateforthisnextyear’sassessments.
• Assessingandmeasuringchanges:Asthecollegecontinuestoimproveitsassessmentprocessandamendtheassessmenttemplate,itwasevidentthisyearthattheassessmentprocessfailedtofollow-upandassessthesechangestodeterminewhetherornottheyimprovedtheSLOsthatweremeasured.Theassessmentwasconducted,theassessmentmade,andrecommendationsofferedtoimprovethecourse/SLOs.Insomecases,changesweremade,courseswereadded,orcontentwaschanged;however,wedidnotgobackandmeasurethosechanges.
o Goal:Thecommitteewillneedtodiscusshowtoaddthisintheassessmentprocess.Itisdifficultbecausesomecoursesareonlyofferedonceayearoreveryotheryear.TheCommitteewillneedtoaddressthiswiththedirectorsandprogrammanagers.
