pace-university-assessment-plan-for-continuous-improvement

Academic Program and Department Assessment - The plan will set a time frame for establishing assessment plans, providing guidance and advice for assessing student learning in all academi

CONTINUOUS IMPROVEMENT

Rationale for Assessment at Pace

As Pace University looks forward to the completion of its first 100 years, it recognizes the importance of quality programs, dedicated faculty, engaged students and committed staff who contribute to the achievement of the Pace University mission to “provide the best possible private education to a diverse and talented student body.” Pace is

positioned to increase its national and international reputation in the years ahead through continuous improvement The Second Century Strategic Plan spans the years 2003-2008 and emphasizes self-evaluation to enhance Pace’s reputation as an internationally

recognized institution within the higher education community This assessment plan is designed to set forth the university’s present activities and future plans for assessment Assessment refers to the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development (Marchese, T.J., AAHE Bulletin, 1987, 40, 3-8) It includes an

examination of overall university goals and objectives, evaluation of program and

departmental effectiveness and student learning Assessment of student learning

demonstrates that the institution’s students have knowledge, skills, and competencies consistent with institutional goals and that students at graduation have achieved

appropriate higher education goals (Middle States Association, Characteristics of

Excellence, 2002) At Pace University, assessment plays an important role in

self-evaluation and Pace’s commitment to continuous improvement

The University-Wide Assessment Plan will target the following areas for assessment purposes:

I The Second Century Strategic Plan (2003-2008) – The plan will include measures of institutional effectiveness as outlined by the goals and objectives set forth therein The University-Wide Assessment Committee will be responsible for reviewing evidence of the progress of the University in meeting its goals and objectives

II Academic Program and Department Assessment - The plan will set a time

frame for establishing assessment plans, providing guidance and advice for

assessing student learning in all academic programs at both the

undergraduate and graduate levels

III Academic Support and Administrative Unit Assessment - The plan will set a

time frame for establishing assessment plans and provide guidance and advice

for all academic support units and administrative units to assess: student

learning, program outcomes and attitudes of major constituencies

Philosophy of Assessment

The University-Wide Assessment Plan was developed consistent with the Principles of Good Practice for Assessing Student Learning outlined by the AAHE (attached) The plan includes a determination of educational values and specific quantifiable objectives and recognizes the importance of community involvement, long-term commitment and implementing change to meet student needs

Pace University has already begun to assess various offerings within its programs and departments across the University It will continue on this path to achieve the following goals:

♦ To improve the effects of teaching and other aspects of the Pace experience on

student learning and development

♦ To attract and retain qualified students

♦ To examine and enhance institutional effectiveness

♦ To advance the reputation and image of Pace through the quality of its programs

♦ To maintain and strengthen Pace’s standing among its competitors

♦ To satisfy the requirements of accrediting agencies

Pace University Mission Statement

The basis for assessment is the University’s Mission Statement and the Core Objectives that follow Each school, department and unit within the University establishes goals and objectives that are consistent with the University mission

Pace’s Mission Statement emphasizes the following:

•A continuous commitment to Opportunitas that provides the benefits of

higher education to students who may otherwise have been excluded due

to social or economic factors

•An emphasis on excellence while strengthening international efforts and investments in technology

•A commitment to self improvement and civic engagement

The assessment plan at Pace University also addresses the University’s core objectives to determine the extent to which these objectives are met and to provide direction for

improvement The major core objectives as stated in the Strategic Plan that will be assessed are:

•To strengthen Pace’s academic excellence and reputation by encouraging faculty and staff, improving the University’s standing, strengthening the academic units and increasing international opportunities for students

•To commit to being a student centered university by increasing diversity, providing competitive services to students, increasing the endowment and increasing student representation

•To strengthen Pace’s financial situation by growing enrollment, instituting a capital campaign and developing opportunities for supplemental revenue

•To celebrate our centennial by emphasizing the University’s contribution

to the city, state and nation

The University-Wide Assessment Plan is consistent with the above mission, goals and objectives of Pace for the next five years and will assist the University in achieving its goals

The Pace Experience

The Pace experience refers to the students’ complete encounter with Pace University during the period they are enrolled, as well as contacts with Pace University after

graduation It includes connections with faculty in class and with administration and staff within the academic support and administrative units through which students learn Assessment focuses on learning that occurs both inside and outside the classroom

Learning at Pace includes students growing in knowledge, in the application of that knowledge in their work and in meeting life’s other challenges, and in the continuous development of sensitivities, values, and the capacity to act in ways that benefit those immediately around them and, ultimately, all people Because learning is a process of lifelong growth, learning at Pace can be seen as making a contribution to a life pattern that began before students became members of the Pace community and will continue long after they have moved on During their time at Pace, students also should begin to develop the habit of reflecting on their growth, alone and with others, with the goal of becoming mature, fully realized contributors to their community and to the world

Students are expected to master common material through the University Core

requirements at the undergraduate level and through school-based common requirements

at the graduate level In addition, students explore a specialty in depth, whether in the Dyson College or one of the professional schools Students not only master the content

of their programs, but also develop the ability to identify both routine and unexpected problems and apply their knowledge and skill to the solution of those problems on their own and in the company of others They develop a habit of reflection and the ability to think critically Finally, Pace students’ learning includes community engagement – action

in service to the societies in which they live and work Pace students are active

participants in the academic, social, co-curricular, and civic life of the University

Student interaction and engagement is part of the broader mission of Pace University that extends beyond the cognitive and intellectual development of students It aims to include

increased understanding of self and others; expansion of personal, intellectual, cultural, and social horizons and interests; development of personal moral and ethical standards; preparation for useful and productive employment and membership in a democratic society; and the general enhancement of the quality of graduates’ post-college lives The University-Wide Assessment Plan requires that programs, departments and units set forth plans and procedures for assessing the Pace experience since learning occurs

throughout the University and is not limited to classroom exposure

The Role of the University-wide Assessment Committee

The Committee has established a philosophy and framework for ongoing, university-wide assessment and improvement Its continuing task will be to evaluate progress on

achieving the goals and objectives of the strategic plan, ensure continuity, dissemination

of information, and review of the assessment process in the schools and departments and encourage and shepherd assessment of student learning in all units The University is committed to developing a sense of faculty, staff, and student ownership of the

assessment plan in the hope that ownership will translate into a commitment to use assessment results in improving courses and programs

The University-wide Assessment Committee was established early in 2002 to work with the Vice President for Planning, Assessment, and Research to recommend an overall assessment plan for the University The Committee has elected representation from the Faculty Councils and representation from each of the schools augmented by appointed members with experience in assessment The majority of Committee members –

appointed and elected – should come from the faculty

The University-Wide Assessment Committee will be responsible for establishing overall assessment plans at three basic levels, each of which is described in detail in this

document

I Assess the progress in achieving the goals and objectives of the Second Century Strategic Plan on an annual basis and recommend courses of action for the

University

II Advocate, guide and monitor assessment at the Program and Department levels, and develop strategies for analyzing, interpreting and sharing the results of global assessments where appropriate

III Guide and assist in the development of assessment plans for the Academic Support Units and the Administrative Units consistent with the Strategic Plan and student learning, departmental effectiveness and service to major constituencies

I Assessing Pace University’s Second Century Strategic Plan

The University-Wide Assessment Committee will be responsible for evaluating the progress in achieving the goals and objectives of the strategic plan on an annual basis and will recommend courses of action to the President for improvement when

necessary The Office of Planning, Assessment, Research and Academic Budgeting will be responsible for collecting and disseminating data to the committee members and the committee will meet annually in June to evaluate progress on the strategic plan The committee will then draft a report to the President comparing actual performance on the objectives of the strategic plan and expected performance as set forth in the document “Reaching New Heights: Pace University Second Century Strategic Plan 2003-2008.”

In some instances quantifiable guidelines are specified in the strategic plan However, where measures have not been identified, the University-Wide Assessment

Committee will serve as a resource to those relevant units and departments

identifying measures and methods for evaluating those points within the strategic plan

II Program and Departmental Evaluation

Academic program assessment at the undergraduate level will focus on assessing student learning in the core curriculum and within a student’s major Assessment will include evaluation of both academic knowledge and the skills and abilities learned in the core and major Dyson College will be primarily responsible for assessing learning in the Core curriculum, while schools and departments will be responsible for handling assessment of the major Dyson College will be responsive to the needs of the professional schools in the assessment of the learning objectives of the Core Curriculum

Graduate assessment will focus on academic knowledge within the student’s discipline and the skills and abilities learned within the programs Each school will develop

assessment plans for its graduate programs

All academic units will report assessment results to the Office of Planning, Assessment, Research and Academic Budgeting for overall evaluation purposes

Undergraduate Programs

The Core Curriculum

Assessment of student outcomes from the Core Curriculum begins with the Core’s

learning outcomes The faculty needs to describe specific learning outcomes related to the Core and indicate how the Core’s outcomes support the University’s mission

Learning outcomes describe what students should know, be able to do, and value at the completion of the Core Assessment plans developed within Dyson College will indicate specifically how faculty will determine whether learning objectives have been met The

plan will describe what methods will be used and what target groups will be measured and will include a process for evaluating the assessment plan itself It will also include a timeline with deadlines for data collection, analysis, reporting, and recommendations for improvement The plan will identify those responsible for the various elements of the assessment program and will make provisions for sharing data with internal and external stakeholders

Dyson College will be responsible for assessing the core curriculum and individual department plans will be in place by December 2004 to assess student learning outcomes University Curriculum Committees and the Special Task Force on the Core defined the level of acquired knowledge and competencies for a strong

general education program and a structure for delivering the learning that should be part of all Pace students’ general education experience The Special Task Force adopted the following wording:

All Core courses must foster Communication and Analysis

Communication – Learn to express ideas clearly and effectively.

Analysis – Think clearly and critically Fuse experience, reason, and training into

considered judgment Comprehend, interpret, and analyze texts, processes, and media Core courses will explicitly and comprehensively incorporate and integrate a significant number of the general principles Specific learning objectives relevant to each of these competencies will be evaluated on an on-going basis, and will be incorporated into the assessment plan

♦ Intellectual depth, breadth, integration, and application – Examine, organize and

use disciplinary ways of knowing and apply them to specific issues and problems in intellectual, professional, and community life

♦ Effective citizenship – Be involved and responsible in the community Act with

informed awareness of contemporary issues in their historical contexts Develop leadership abilities Understand and value diversity within American culture

Integrate service and learning

♦ Social Interaction – Know how to get things done in committees, team projects, and

other group efforts Listen to and understand the views of others and help reach conclusions

♦ Global, National, and International Perspectives – Become familiar with traditions

that shape our world and nation Read and discuss texts from diverse traditions and perspectives Understand the cultural, economic, social and biological

interdependence of global and national life

♦ Valuing – Recognize different value systems Understand one’s own self and one’s

own values, and the values of others Read important texts that foster humanistic values

♦ Problem Solving – Figure out what the problem is and what is causing it With

others or alone, form strategies that work in different situations; then get done what needs to be done, evaluating effectiveness

♦ Aesthetic Response – Study important works of the human imagination in order to

develop aesthetic and literary sensibility Make and defend judgments about the quality of artistic expressions

♦ Information Literacy and Research – Locate, evaluate, and make efficient and

ethical use of information resources

♦ Scientific and quantitative reasoning – Understand the workings of the natural

world Develop problem-solving strategies using scientific and quantitative reasoning

♦ Technology Fluency – Make efficient use of technology for personal and

professional needs Use graphics, electronic media, computers, and quantified data

The Major

Assessment of learning outcomes in the major begins with the goals of the department related to the Missions of their school and the University Faculty will be responsible for formulating assessment programs that mesh with University goals To make assessment part of a department’s culture, faculty, with the department Chair’s support, will develop program objectives and express them in terms of desired learning outcomes Faculty will review syllabi to relate program objectives and learning outcomes to specific courses and

to the related Core Curriculum goals Faculty will be involved in planning, developing

or selecting measurement techniques, collecting data, interpreting the results, and using the results to improve the curriculum

Faculty will decide at what points student learning should be assessed, e.g., at entry into the major, midway through the Major, at graduation, and perhaps for alumni at 1 and 5 years out At a minimum, faculty will probably want to assess learning at entry and at completion of the program In implementing their assessment plan, faculty will specify who will get assessment results and how their department and their colleagues will use the results to foster improvement Faculty will assess knowledge, skills, and values both for their program’s core courses and for specialty courses This plan provides a set of procedures that departments may choose to follow in outlining their own assessments It can be found under the title Assessment Plan Procedures

The College and Professional Schools of the University and their academic departments have developed mission statements and academic goals related to students’ specialties

that further amplify the principle of Opportunitas These include:

♦ Acquisition of specific problem-solving skills and professional competencies that serve as a solid foundation for future graduate or professional studies, or that foster positive immediate and long term outcomes in students’ careers

♦ Ability to apply professional skills in a manner that reflects ethical values and a commitment to social responsibility

♦ Acquisition of skills in quantitative analysis, abstract reasoning, information research, and technological fluency appropriate to their profession or discipline

♦ Acquisition of attitudes and habits of reflection necessary for life-long learning in their area of professional competence

Graduate Programs

Each graduate program will have a clearly stated mission and objectives that nest within their school’s/college’s and the University’s Mission Statement Faculty will identify student outcomes for both their program’s core courses and career concentration or major Each program will assess its students’ learning outcomes in light of the program’s

mission and objectives Assessment of graduate programs incorporates all the same elements as assessment of undergraduate programs, adapted to the shorter length of programs at the graduate level Faculty will determine the means of assessment and the points at which assessment is done – generally, at entry and at program completion

As with undergraduate assessment, the results of both formative and summative

assessments will be used in designing course and program improvements The

assessment process itself will be continuously reviewed to ensure its effectiveness Student performance on national and state licensing or certification examinations is often important to graduate programs In developing assessment plans, departments should also give special consideration to the need for professional graduate programs to interface with external accrediting bodies Meeting the requirements of external accrediting bodies may stand in lieu of internal assessments

III Academic Support, Student Services, and Administrative Unit Assessment

Academic Support and Student Services

Students’ engagement with the Pace Community is furthered and supported by academic support and student services units that serve as important elements of the Pace

Experience The mission of academic support and student services units is to provide direct or indirect support for learning as well as for other high quality services to

students The aim is to create an academic and social context within which students may grow into engaged and responsible adults The mission encompasses students' thinking and learning, understanding of self, multi-cultural understanding, emotional intelligence, social responsibility and civic competency, physical well-being, and recreation and social

Framed by the Pace University Mission, academic support and student services units must be responsive to the full spectrum of diverse student needs, abilities and cultures Student services and the co-curriculum provide support to Pace’s diverse student

populations such as older students, students with disabilities, international students, distance and distributed learning students, and students at all the multiple sites that comprise Pace University These services reinforce and extend the University’s influence beyond the classroom Student services promote the comprehensive development of the student, and they become an integral part of the educational process, helping to

strengthen learning outcomes Student services and the co-curriculum engage the learner

in the life of the University

Academic Support Units including Student Services units contribute to the

accomplishment of the mission, vision and goals set forth in the Second Century Strategic Plan Although these units may not be primarily instructional, they do contribute directly

to the delivery of instruction and the consequent student learning Assessment helps Academic Support units and Student Services units to determine appropriate services and service quality Assessment also fosters the effective linking of academic support

services to academic programs

In designing an assessment plan, Academic Support and Student Services units will show their connection to Pace University’s Mission and Strategic Plan Units should prepare mission statements that describe the Units’ purpose and services and identify their

constituents Unit goals are derived from Unit mission statements and further refined into measurable objectives Objectives may be process oriented, outcome oriented, or attitude oriented

Academic Support and Student Services units identify the means for assessing attainment

of their objectives and set the criteria for judging success Units engage in data

collection, analysis, and interpretation of findings, determine who gets assessment results, and define processes to use assessment results for improvement As in other cases, assessment programs within Academic Support and Student Services Units should be reviewed to determine their effectiveness

Administrative Support Unit Assessment

Similar to Academic Support Units, assessment of Administrative Support Units begins with a mission statement that supports the University’s Mission Institutional

effectiveness depends on the efficient and effective delivery of services to all University constituents Administrative Units play an important part in making the institution effective

The process of developing assessment plans for Administrative Support Units follows the same sequence as that for Academic Support Units: goals are derived from the Units’ Mission Statement and Strategic Plan; the goals are refined into measurable objectives Units determine how to assess the accomplishment of their objectives and set the criteria for judging success They engage in data collection, analysis, and interpretation,

determine who will receive assessment results, and define processes for using the

assessment results for improvement Units’ assessment programs are evaluated to ensure effectiveness

Assessment Plan Procedures

1 The Provost’s Office will be responsible for the general oversight of assessment This oversight will include those Offices reporting directly to the President on behalf of the President (e.g DoIT, Human Resources, etc.)

2 The Office of Planning, Assessment, Research and Academic Budgeting (OPARAB) will provide guidance and support for assessment activities across the University It will provide funding assistance, when possible, for planning and implementing assessment and will be a repository of information and resources on assessment

3 OPARAB will also serve as a repository for outcomes studies and reports

4 In the submission of assessment findings and outcomes reports, every effort will be made to protect the privacy of students, faculty, and staff in the reporting and use of assessment data

5 OPARAB will organize events for the dissemination of information, e.g., NSSE results, and at which Schools, Departments, Divisions, Units and other members of the University community will report on their assessment efforts

6 The Provost’s Office will require that beginning on September 1, 2004 and continuing through December 31, 2004, all University units will submit an initial written

assessment plan for their area Plans within the schools and academic departments will focus on degree programs and on major departmental activities Plans within academic support and administrative units will focus on student learning, service and university functions as appropriate Plans will include:

a The name or names of those responsible for assessment within each Unit, School, Department or Program

b A mission statement for each Unit, School, Department or Program

c General goals for each Unit, School, Department or Program

d Specific objectives and related measurement tools1 for the implementation of assessment that will be available for review on request Objectives and measurements will focus on student learning outcomes, student feedback, and

1 Measurements of learning outcomes could include pencil and paper tests, portfolios that present the products of learning, rubrics, case analyses, work products from problem-centered learning activities, nationally recognized examinations, presentations and other performances that are evaluated by faculty or