April 2002

prepared by Corrine Donley, University Assessment Coordinator

jump to Activities of the FSCASL Faculty Survey on General Education Status of Program Assessments Programs Not Reporting assessment home page

Activities of the FSCASL

This report contains the results of the annual reporting process that called for assessment reports from all undergraduate and graduate programs in 2000-2001. The FSCASL compiles this data to demonstrate that the assessment of student learning at the University of Wisconsin Oshkosh is progressing toward full compliance with North Central Association of Colleges and Schools’ (NCA) recommendations at their visit in 1996. We attempt to give feedback to all programs that report their progress to us each year.

The FSCASL has three long-term goals toward which it is working.  The first is to be a motivated committee that acts to govern itself by meeting regularly each semester, fully participating in discussion and planning, maintaining a quorum at all meetings, and working in teams of two to three persons to accomplish the work.  The goal has been met since attendance at meetings has improved from fall 1998.

The second goal is to diligently maintain and improve faculty attitudes toward the process of assessing student learning by helping faculty to be aware of the profitability of assessment for students at the University of Wisconsin Oshkosh through publications, individual assistance to programs, and workshops. Social Validation Scales have been distributed to all Department Chairs and many other faculty members who have asked for assistance.  The results of the pre and post surveys from the 1999/2000 and 2001, were published in the FSCASL Newsletter in February 2002.  There were no changes at the .05 level of significance in a generally lukewarm attitude toward the process of the program.

The third goal is to progress toward compliance with the University Assessment Plan designed in 1995 through monitoring of ongoing assessment plans, dissemination of useful information (please refer to our web page), facilitating discussion, advocating for funding, designing and implementing a general education assessment program, and willingly assisting programs who do not have plans. The percentage of programs that have approved plans have decreased to 88% this year; programs that have made changes as a result of involvement in assessment without collecting data (pre modification) have increased to 78%; and programs that have analyzed data to make programmatic changes (post modification) have increased to 55%.  In 2000-2001, the greatest increase was in the percentage of post modification programs.

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Faculty Survey on General Education

The FSCASL conducted a faculty survey this year.  In September 2001, the Committee surveyed the faculty to determine the state of assessment in general education courses.
The University’s Assessment Plan includes the following ten goals for student learning in general education:

1. Effective written and oral communication;
2. Skills related to critical thinking, problem solving, and creativity;
3. Heightened intellectual, cultural and humane understanding and sensitivity;
4. The ability to manipulate symbol systems and use quantitative methods;
5. Skills associated with the scientific method including rational inquiry, data collection, analysis, theory formulation, and hypothesis testing;
6. An understanding of world history, civilization, and political processes;
7. An understanding of economic and social sciences;
8. An understanding of the interdependence of humankind and the natural world;
9. An understanding of the principles of mathematics and the sciences;
10. An understanding of literature, the arts, and systems of human thought.

The survey indicated that material related to each goal is covered in a large number of courses.  Many courses cover more than one of the areas 6-10.  Also for each goal, student accomplishment is being assessed in a number of courses.  The subject area goals (6, 7, 9, 10) are assessed most often, while goals 3 and 8 are assessed least often.  Both tests and performance-based assessment tools are used.

raw data from faculty survey

Status of Program Assessments

We have included a detailed explanation of the report in grid form, the grid itself, and a list of programs who did not report for one and two years.  If the data are incorrect, please inform Corrine Donley, the University Coordinator of Assessment, so that she may revise the report.  It is especially important that you check the assessment tools that are listed by your program on the grid.

In the future, the FSCASL plans to assist new programs in the University to design assessment plans and to help programs that are in the process of developing their plans.  Another possible project includes conducting a pilot study for use of the "Academic Profile" for the assessment of our General Education Program.

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Explanation of Status Grids

The attached grids were prepared in spring 2001 [updated July 2002]. We include them for your information since they provide an overview of the assessment activities of the 70 programs. The grids provide assessment information in a visual form that is readily digestible. We hope they are useful to you. They include the following:

61 plans were approved between 11/94 and 6/01.  Eight plans remain unapproved for 2000-01 including Anthropology, Environmental Studies, English as Second Language, Information Systems at the graduate level, Music Performance, Music Education, Music Therapy, and Religious Studies. The General Education Plan has been approved, but the verbal written skills have been the only part implemented each year.  The faculty and alumnae surveys have been conducted.  A pilot for the "Academic Profile" will be conducted Spring 2002, and the Office of Institutional Research is currently conducting student surveys.

The Pre Modifications column indicates program modifications have been made as a result of involvement, but not data collection and analysis.  Fifty-four plans reached this stage in 2000-2001.

The Post Modifications column indicates program modifications have been made as a result of the analysis of data and 38 programs have attained this status.

The remaining columns show the variety of instruments/measures that programs are using to collect student achievement data.  All are using more than one measure and most are using, or plan to use, three or more.

Grids Showing Status of Assessment Plans:
    College of Business Administration
    College of Education and Human Services
    College of Letters and Science
    College of Nursing

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Educational Programs Not Reporting in 2000-2001

Two Years

Art Education
Computer Graphics
Fine Arts
Fitness Management/Health Promotion
Special Education (graduate)

One Year

Curriculum & Instruction (undergraduate)
Curriculum & Instruction (graduate)
Human Services
Physical Education ­ Teacher Preparation
Social Work
Speech Communication

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last updated March 3, 2002