The Duluth campus of the University of Minnesota is located in
the Arrowhead region of Minnesota, in the city of Duluth, at the tip of
Lake Superior, the largest freshwater lake in the world. The city of
Duluth, with the adjacent city of Superior, Wisconsin, have a combined
population of approximately 115,000 people. The area is known for its
natural beauty, its natural resources and recreational facilities, and
as an inland international shipping seaport. The city is located 150
miles north of the Minneapolis-St Paul metropolitan area.
The University of Minnesota was established in 1851 by an act of
the Minnesota territorial legislature, and as such, is governed by an
autonomous Board of Regents that enacts laws governing the institution,
controls expenditures, and acts upon all staff changes. The board is
composed of 12 individuals appointed by the state legislature. The
University has campuses in Minneapolis-St. Paul, Morris, Crookston, and
Duluth, Minnesota. The Duluth campus originated as a Normal School, and
in 1947, the campus became a part of the University of Minnesota. In
1995, the campus will be celebrating 100 years of education and
outreach.
The campus is administered by a chancellor who reports to the
president of the University. The Duluth campus is administered in three
Vice Chancellor units (Finance and Operations, Academic Administration,
and Academic Support and Student Life). Academic programs are
administered by the Vice Chancellor for Academic Administration through
five colleges: the College of Liberal Arts, the College of Education
and Health Service Professions, the College of Science and Engineering,
the School of Business and Economics, and the School of Fine Arts.
The Duluth campus is the place for study for approximately 7000
undergraduate and graduate students from Minnesota, Wisconsin, North and
South Dakota, and several foreign countries. All students accepted at
UMD are expected to meet a specified set of "preparation requirements"
consisting of four years of english, three years of mathematics, three
years of science, two years of a second language, and two years of
social studies. On a case-by-case basis, students can be admitted
without fully meeting all of these requirements, however, in 1994, 85%
of the new entering students fully met these requirements. Several UMD
colleges or programs have additional standards for admission and/or
competitive admission to upper division coursework.
There are 14 graduate programs on the Duluth campus which are
administered by the University of Minnesota Graduate School, and there
are 11 graduate programs at UMD which are cooperatively offered by UMD
and the Twin Cities campus (TC, Minneapolis/St. Paul). In addition, two
masters degree programs at UMD are offered by colleges on the UMD
campus. Approximately 400 graduate students study on the UMD campus.
UMD is a high-quality, medium-sized, comprehensive university. A
liberal arts foundation anchors a variety of traditional degree
programs, outreach offerings, and selected professional and graduate
programs. UMD addresses the cultural needs of the region and serves as
a central resource point for the economic development of the region
through community outreach activities.
Criterion 1.The Plan is Linked to the
Mission, Goals, and Objectives of the Institution for Student Learning
and Academic Achievement, Including Learning in General Education and in
the Major.
Criterion 2.Faculty Have Participated
in the Development of the Institution's Plan and the Plan is
Institution-wide in Conceptualization and Scope.
Criterion 3.The Plan will Lead to
Institutional Improvement When it is Implemented.
Criterion 4. The Plan has a
Realistic Timetable.
Criterion 5. The Plan is Administered
Appropriately.
The stated mission of the University of Minnesota, Duluth (UMD)
was revised in 1992, and since that time, the institution has applied
this mission statement to collegiate and departmental plans under the
heading of "Vision 2000". "Vision 2000" plans were developed at the
departmental level and were refined and/or consolidated at the
collegiate and campus level. Vision 2000 planning now forms the basis
of assessment of student academic achievement.
Assessment plans are based on defined expectations of our students
and graduates. Many UMD undergraduate programs are accredited by
discipline, and graduate programs at UMD are regularly scheduled for
external reviews of program quality. All of these evaluations are based
on meeting our stated objectives. Specific plans have been proposed by
the campus Educational Policy Committee for assessing student
proficiency in General Education requirements.
This assessment plan has been developed at the department and
program level, and plans vary from one program to another according to
what might be most appropriate in each area. The campus is presently
reviewing the various assessment activities and proposals for ways to
make processes more efficient and useful.
The plan will be implemented and used for institutional
improvement. UMD has been participating in a variety of quality
improvement activities over the past several years and has been active
in reviewing and accrediting its academic programs. The campus
recognizes the need to verify and validate its accomplishments with
regard to its stated mission if it is to remain competitive and viable
in a very competitive educational environment. UMD is competing for
resources and support in a public arena that includes a very well
developed system of public and private colleges, as well as a strong and
expansive central campus of the University of Minnesota. The University
of Minnesota is establishing "Critical Measures" of performance and is
moving toward "resource responsibility center" funding. Assessment
will lead to improvement.
This plan reflects the willingness to work with faculty and to
have "ground level" support for assessment efforts. Time has been
dedicated to identifying the purpose and rational of assessment
activities. Faculty have participated in discussions about, and are
moving forward with, assessment programs in their areas. Time will now
be dedicated to refinement of assessment practices and to appropriate
coordination of activities for maximum efficiency and cost
effectiveness. The timetable proposed for future steps in the planning
process is realistic.
Assessment of student academic achievement will be administered
at the lowest appropriate level. Deans have assumed responsibility for
working with departments and programs, and the Vice Chancellor for
Academic Administration is coordinating campus wide assessment efforts.
The Educational Policy Committee of the Campus Assembly has been
involved in reviewing and submitting plans for the assessment of Liberal
Education Requirements. There was communication through campus
governance and administrative channels from the beginning of the
planning process.
The University of Minnesota, Duluth (UMD) reviewed and revised its mission statement in May 1992. The revised mission statement was initiated through campus governance and has been approved administratively through the Board of Regents of the University of Minnesota. The UMD mission statement is as follows:
"The University of Minnesota, Duluth is a comprehensive university dedicated to the belief that human progress is made possible through the advancements and dissemination of knowledge and technology, the creation and appreciation of artistic performance, and the development of an awareness, understanding and acceptance of the diversity of cultures, values, and aspirations of the members of our own community and the peoples of the world. Advances in knowledge and learning can take place only within an environment which values high quality teaching and scholarship and which fosters an atmosphere of openness and respect among all those who have come to UMD to teach, learn and work."--1992
Assessment of student achievement will be done by various means
across the campus, according to what is most appropriate in a given
situation. A matrix showing the present/anticipated method of
assessment and the units using these methods is included in this section
of the report. Definitions of the various types of assessment are given
in Appendix A.
1.Are the Student Learning Assessment
Measures Linked to the Mission, Goals, and Objectives of the
Institution?
2. Have Faculty Participated in the
Development of the Institution's Plan and is the Plan Institution-wide
in Conceptualization and Scope?
3.How Does the Plan Demonstrate a Likelihood that the Assessment
Program will Lead to Institutional Improvement?
4.Is the Time Line for the Assessment
Program Appropriate and Realistic?
The following is our response to the evaluation questions posed
for review of our plan for assessment of student academic achievement.
The evaluation questions have been paraphrased for simplicity.
During the 1991-92 academic year a special task force of the
Campus Assembly of the UMD campus proposed a revision of the UMD mission
statement. This revised mission statement was forwarded to, and
approved by, the University of Minnesota Board of Regents. Subsequent
to approval of the new mission statement, the campus began a "Vision
2000" planning process which originated with department faculty and
proceeded through college and vice chancellor development. The campus
mission statement, and the subsequent development of "Vision 2000" plans
for all departments, colleges, and the campus, have helped define
expected educational outcomes and appropriate program and graduate
expectations. Since approval of the campus mission, there has been
further discussion and acceptance of "strategic initiatives" for the
campus. Finally, with the establishment of "Critical Measures" of
performance (Appendix B) and with the possible movement of the
University of Minnesota to "resource responsibility centers", there is
further incentive to match assessment with mission and to effectively
implement an assessment program.
In developing a campus plan for assessing student academic
achievement, it has been emphasized with all faculty that assessment
activities should evaluate performance against the stated mission of the
campus and the department/program expectations of graduates. The table
of assessment methods presented previously reflects the recommendations
of the programmatic and departmental faculty. The Educational Policy
Committee of the Campus Assembly has proposed a plan for assessing
student achievement of liberal education requirements (Appendix C); this
proposal will be taken to the Campus Assembly for approval during fall
quarter 1995 for implementation as soon as possible after that time.
In 1989, Dr. Valerie Broughton, Director of
Institutional Research, chaired a study group report on student
assessment. This study group was composed of faculty, staff, and
administrators from across the campus. The group identified assessment
activities which were taking place and made suggestions for activities
which should be undertaken.
Programmatic assessment plans in support of NCA accreditation
are/have been developed at the department level according to guidelines
sent out from the Vice Chancellor for Academic Administration office
(Appendix D). Meetings were held with faculty, as requested, to discuss
the objectives of the assessment requirement as well as to
suggest/discuss the pros and cons of various assessment options. It was
recommended that compliance with the NCA accreditation requirements for
assessment of student academic achievement should build on present
assessment procedures that are used for various undergraduate and
graduate program accreditations.
While program accreditation often will not demonstrate student
academic achievement, accreditation often requires programs to
demonstrate student academic/professional success. We will now have
campus discussions of processes and procedures in order to consolidate
common activities, implement new processes where none exist, and improve
existing assessment programs.
There are several things about this plan and the present college
environment which promote the likelihood of institutional improvement as
a result of this assessment plan. Many significant internal and
external environmental changes have occurred since this accreditation
requirement was established.
First of all, program quality is extremely important to program
accreditation, program reputation, and student recruitment. Faculty
have a vested interest in demonstrating their effectiveness with regard
to their stated objectives and graduate success. Demonstrating that
success to public constituencies and Central Administration will be very
important as budget decisions are made.
Secondly, campus and program accreditation is very important for
credibility with students and potential employers of our graduates.
Many of our programs are accredited and wish to remain that way.
Third, Central Administration of the University of Minnesota is
moving toward "responsibility center management". This will force a
level of accountability that has not existed before. In addition,
"Critical Measures" of performance are being generated within the
University of Minnesota that will add to the verification process
(Appendix B). If we are to be accountable, it is best that we know the
terms and have the data.
Fourth, faculty have already demonstrated interest and support for
assessment of academic achievement by their participation and
involvement in the process thus far. The campus administration
supported, and participated in, several quality improvement initiatives
during recent years and applied for the Malcolm Baldridge award in 1994.
Discussions must continue with regard to what data will be collected,
how it will be used, and how it will be shared internally and externally
to the campus.
Attention has been paid to the manner in which the issue of
assessment has been addressed with faculty, and plans have been promoted
that are clearly beneficial to the program/institution. Meeting the NCA
requirement for assessment is only part of a program of change in higher
education and within the University of Minnesota.
Budget constraints, reallocation of funds, and the need to
prioritize the dispersement of funds is forcing UMD, and all of higher
education, to carefully determine program and institutional strengths
and weaknesses. Such an environment is strong incentive for all
programs to know what they are doing and how well they are doing it.
The great challenge in assessment is to define a process which fairly
and impartially provides data, which allows an evaluation of achievement
and, if possible, can identify situations where improvement is necessary
or desirable.
While some assessment processes are quick to identify inadequacies,
they do not necessarily provide assistance in affecting necessary
change. The assessment activities that are implemented at UMD
will hopefully identify factors that positively and negatively affect
student achievement.
Action steps and projected time lines for full implementation
of the Student Academic Achievement Assessment Plan are given below. It
is important to recognize that some units are already actively involved
in assessment of student performance. Preparing this NCA response has
forced a review of current practices and has stimulated new activity.
It is now very important that the plan be refined for maximum efficiency
and effectiveness.
2. Identify plan for assessing student involvement in learning.
Fall Quarter 1995
3. Complete the campus list of assessment tools/processes
December 31, 1995
4. Identify funding for recommended assessment tools
Winter Quarter 1996
5. Develop policies for use of assessment data
Winter Quarter 1996
6. Define the plan for program assessment/improvement
Spring Quarter 1996
7. Schedule full implementation of assessment activities
Spring Quarter 1996
8.Analyze the usefulness of the data and make process changes
Fall Quarter 1996
Faculty have been receptive to the idea of assessment of student
achievement. Administrative action to this point has focused on
inventorying current activity. The focus on future activity will be on
refinement of a campus plan which is coherent in the assessment
activities, as simple as possible to administer, as cost effective as
possible, and as reliable as possible. Since assessment activities have
already begun, the above time line is appropriate and realistic.
5.Does the plan provide appropriate
administration of the assessment program?
As mentioned previously, there are several internal and
external reasons for us to pay appropriate attention to this process,
including an on-site visitation for renewal of our campus NCA
Accreditation in 1997. The Vice Chancellor for Academic Administration,
the college Deans, and the VCAA support staff will follow through to be
sure that an assessment plan is established and effectively
implemented.
Appendix A
Capstone Course: Required coursework taken during the senior year which demonstrates understanding, integration, and application of previous course content. Successful completion is judged according to expected outcomes.
Portfolio: A file of student materials which demonstrate proficiencies in the expected program outcomes.
Internships/Research: Work or research activities occurring late in a student's program of study which demonstrate expected academic proficiencies.
Grad Placement: Review and analysis of the professional placement of graduates against program expectations as a measure of appropriateness of curriculum and instructional quality (business or graduate school). This includes analysis of the number of graduates employed in jobs related to their field of study and those pursuing advanced study.
Employer Survey: Regular, systematic survey of employers of graduates of UMD programs with assessment of how well students were prepared for the employment positions they filled.
Normed (Nat'l) Exam: Standardized tests which have national norms and/or proficiency expectations. Program success judged against program expectations (# of graduates taking the exam and/or the rate/level of success on the exam).
Cert./Licensure Exam: Certification or licensure exams required for employment or professional application of a graduate's training. Student academic achievement measured by success rate on the exam(s).
Comp (Internal) Exam: Comprehensive exam generated for internal,
local use which measures student achievement against specific standards
of performance.
Student Exit Survey: Self assessment of learning and
satisfaction with program content and delivery by students as they
graduate from the institution.
Alumni Survey: Regular, systematic survey of alumni to assess their satisfaction with their education and solicit recommendations for program improvement.
External Review: Program review and evaluation by external authorities. Accreditation review activities not counted unless they include specific assessment of student academic achievement.
