Current Projects and Events
Here's a link to our 2013-2016 Workplan, part of a larger plan developed at the AAC&U General Education Workshop in Vermont, June, 2013.
2015-2016 RFP for Assessment Projects
Context and Instructions
The Assessment Team is currently in the third year of its three-year plan, and we are continuing our call for assessment projects from disciplinary faculty teams. The RFP last year reflected our understanding that faculty across campus are at different stages in their assessment projects and endeavors, and our current funding opportunity reflects this fact. You'll note, however, that the projects delineated exceed a focus solely on our Core Learning Outcomes (CLOs) to include course-level outcome development and refinement. This shift is a response to our recent accreditation report that mandates the college capacitate and ensure that all courses have assessable course outcomes and faculty develop a facility with outcomes-based course design and assessment. Specifically, our accreditation recommendations direct that we develop a more intentional, systematic, and institutional approach to assessment.
Please take a look at the kinds of work described and apply for the corresponding funding opportunity. We have enumerated a list of scaffolded options but realize that submitted proposals may span several categories; consequently, funding this year is variable and dependent on the number of faculty involved and the complexity of proposed projects within, or perhaps in excess of, the suggested funding range.
If faculty have a project in mind that does not exactly fit into the parameters below, we urge you to contact Sarah Lushia, our new CLO Coordinator, or Kate Sullivan, and discuss the plan with either of them to see if funding is a possibility. Please, also, consult the assessment page, which houses a number of previous and varied projects, a perusal of which might generate the kernel of a plan.
Types of Projects Funded
- Outcome Language Development (20-25 hours): if the department/program/group needs to develop and refine language for assessable course outcomes, faculty members who teach a shared course or in a shared sequence, can apply for 20-25 workshop hours. Suggested product: updated course outlines;
- Development of Supplemental Materials (20-25 hours): for the integration and increased visibility of course outcomes (e.g., shared syllabi, signature assignments, other supplemental documents);
- Mapping of CLOs to Course Outcomes and Course Materials (20-25 hours);
- Rubric and Grading Criteria Development (or Refinement) (20-25 hours): for a signature assignment or varied assignments within courses or sequences;
- Artifact Collection and Assessment (50-80 hours): If the program has already developed a discipline-specific rubric and started mapping, faculty teams can apply for:
- CD funding to assess artifacts against the CLO-mapped rubric, a project which may focus on:
- Assessing one or more CLO(s) using a rubric and scoring artifacts across a series of similar courses in the department, program, or discipline;
- Assessing one or more CLO(s) using a rubric and scoring artifacts collected from multiple sections of the same course;
- Assessing one or more CLO(s) using a rubric and scoring artifacts collected from a course sequence.
- This process should include consultation with Molloy Wilson and IRAP about methodology.
6. Revision of earlier CLO project (e.g., revision/refinement of a rubric developed for an earlier project) (5-10 hours).
Because we are moving in the direction of more systematic and recursive assessment projects, ones that are integrated into our on-going work of teaching and learning, funding is conditioned upon the following provisions:
- Involvement and support from the division dean, program coordinator, or faculty lead;
- An initial 1-2 hour meeting with an A-Team representative to discuss the scope of the proposal, agree upon project goals and outcomes, establish a timeline for completion, and identify needed support and resources (e.g., does the team/department want a note taker, a meeting facilitator? etc.);
- The participation of faculty teams, which ideally will include both PT and FT representation (the size of teams will be dependent on the number of faculty within a given program);
- Submission of the project's "product" and closing the loop: preparing and sharing a report to both the A-Team and to the discipline, department, or program involved in the assessment project.
- Payment of CD hours to team members.
Here is an online version of the project report form.
Powerpoint from Spring Conference 2015
Kate Sullivan's Powerpoint, "What Are Lane's Core Learning Outcomes, and Why Do They Matter to Me?"
Discipline Team Rubric Creation 2012-2013