Guidelines for Program Assessment: Strategies for Changes
What are your strategies for changes in the curriculum, faculty development, out-of-class learning experiences, and so on?
| Goal | The student will clearly and effectively communicate knowledge both orally and in writing in a manner appropriate to the relevant audience. |
|---|---|
| Findings | While students demonstrate knowledge of oral and written communications in writing and speech courses, they have difficulty applying principles in the various disciplines outside of writing and speech. |
| Strategies | Increase active learning and collaborative learning strategies in selected courses in the major. |
| Faculty Development | Plan workshops (or find nationally known workshops) for faculty of selected courses in the major on how to help students apply knowledge gained in a course to another course. |
| Out-of-class Experiences | Work with teachers of writing and speech to reinforce and support their principles. Select a professional in the major field of the student to come in and discuss the importance of good writing and speaking skills in finding a job and in maintaining effectiveness in the job. |
- Are assessments used at admission directed at the same educational goals as those used prior to graduation?
- Does your plan include clear, concrete, and tangible ways that the assessment information will be used in formulating professional development activities?
- Does your plan include targets for improving progress, persistence, performance and degree attainment for salient subgroups of the student population?
- Does your plan include clear, concrete, and tangible ways that the assessment information on a particular goal will be used in the decision-making process of the faculty and professional staff responsible for carrying out that goal?
- Does your plan include ways to use the assessment information in advising students?
