Academic Administration

Review of Assessment Planning in 2008-09


June--collegiate associate deans met with the Vice Chancellor for Academic Administration to review the report of the HLC Site Team as it pertained to assessment.  Decision was made, and the group drafted an application to the HLC Academy for Assessment of Student Learning.  UMD was accepted to the fall 2008 cohort.

July--an Associate Vice Chancellor was appointed and charged with oversight and coordination of a campus assessment plan (Director of  Assessment).

October--Team of 7 attended the Assessment Academy Workshop and returned with a tentative plan for the project which was to build an assessment system for the campus.

October--The Council for Advancement of Student Learning (CASL) was formed.

November/December--The Director of Assessment, with assistance from faculty with assessment experience, worked with the report of an EPC subcommittee charged with writing institutional outcomes, and the mission statements from the preliminary Liberal Education Task Force Report (LETF), to craft student learning outcomes which were then presented to EPC.  EPC approved the outcomes with the intent of presentation to Campus Assemly in April.

December through March--the LETF hosts campus meetings to take input on a proposed revision of the liberal education program.   While the proposal includes a mission statement for a liberal education, no specific learning outcomes are included in the proposal. 

February--A Student Development Assessment Team (SDAT) is formed and charged with identifying student development learning outcomes.

February through April--academic programs are writing program learning outcomes and aligning with the EPC approved campus learning outcomes. 

April--EPC votes to forward the LETF proposal to Campus Assembly, but later rescinds after an appeal from Mathematics faculty.  As a result of these discussion/actions, LETF was directed to consider the alternate proposal from Mathematics, and at the same time to develop learning outcomes for liberal education and bring the proposal back to faculty in fall 2009.

April--The SDAT sends a proposal to CASL.  The proposal is for one set of learning goals, academic and development, that presents a holistic approach to student learning.  Representatives of SDAT met on three different occasions with CASL for a thorough review of the learning domains literature that was the basis for the proposal. 

May--CASL approved an alternate set of learning outcomes that were reaffirmed at the first 2009 meeting and forwarded to EPC for consideration.