final version of the self-study document - Keuka College's Middle ...

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The Keuka College Assessment Process Data Gathering Analysis & Conclusions Outcomes Institutional Assessments Accreditation self-studies Periodic Reviews (of Academic programs and nonacademic units) Gen Ed Assessment Student Learning Assessment (course & program) General Public Input/Feedback Keuka Community Institutional Research and Institutional Assessment Division staff & faculty, administration, accrediting agency Division faculty and staff and administration Curriculum Committee, faculty and staff Division staff & faculty Institutional Effectiveness Committee Long Range Strategic Planning President’s Cabinet (via annual report) Advisory Councils (SAC, CAC, Alumni Assoc , Student Senate, and Faculty) Shifts identitfied and discussed thru (committee) and sent to appropriate area to address Accrediting agency sends response and division determines next steps Identifies curricular, facility, equipment, staffing, support needs and initiates changes Shifts identified and discussed thru Curriculum Committee - next steps or other areas to involve are identified Identify areas for further study or change and discuss at proper venue (faculty or division meeting) Input/Feedback Board of Trustees Page 29 of 31 Chapter 4: Inst. Effectiveness & Assessment
Beyond assessment that channels up through the divisions, the institution takes on additional assessment in the areas of general education and institutional goals. The integration of experiential, Program, General Education, and E-LEAP goals as they have been accomplished in the past can be seen in Appendix 4.17 Assessment of Student Learning Plan Diagram. Going forward, this integration will also be tied in with the annual reviews by the Institutional Effectiveness Committee. The general educational outcomes are maintained and assessed through efforts of the Curriculum Committee. There are sixteen stated general education goals, and the committee is currently reviewing four each year in an on-going four-year process and results are analyzed and acted upon by the committee. The overall institutional goals, the Essential Learning Goals (E-LEAP), are assessed through alignments with programs and divisions and by institutional assessments overseen by the Institutional Effectiveness Committee and analyzed by Institutional Research and Institutional Assessment. Institutional assessment such as NSSE and Noel-Levitz are on opposing two-year cycles, while others are beginning a periodic assessment cycle. Results are discussed in the Institutional Effectiveness Committee and next steps for significant results identified. Annual assessment reports are due either on June 15th or September 15, depending on the particular program. The Institutional Effectiveness Committee reviews the individual reports after submission and prepares summary reports for the start of the new academic year or later, depending upon submission date (see above). For June 15th submissions, the timing enables areas to work on recommendations over the summer months, and areas requiring additional resources can be addressed prior to the start of a new academic term. This timing is paramount to ensuring that assessment results are available and analyzed as a critical part of the planning process for each area or division for the coming academic year. Results of institutional assessments, program reviews, and annual assessment reports will drive the work of the Institutional Effectiveness Committee in the coming fall and provide essential information to the President’s Cabinet to inform decision-making, planning, and budgeting. The newly developing College-wide strategic plan features assessment support and activities throughout the document. A major inclusion is support for a College eportfolio system. The Dean for the Center for Experiential Learning and the Director of Educational Technology have been reviewing multiple companies that provide assessment-based e-portfolio systems. During the 2011-2012 academic year, a number of faculty and experiential learning staff have been evaluating Foliotek (http://www.foliotek.com/). The preliminary results indicate that this will be a beneficial product moving forward (Appendix 4.55 Pilot Program for Foliotek Eportfolios Spring 2012). This product is particularly attractive because it is based on assessment first. The faculty have been utilizing more rubrics in their assessments, and there is interest in using the AAC&U VALUE rubrics to help with Gen Ed and E-LEAP assessments. The Foliotek system integrates rubrics with the document repository, and will allow faculty to directly complete rubric-based assessments. Lastly, assessment of student learning is valued, recognized, and supported through funding (grants to fund faculty attendance at assessment workshops), awards Page 30 of 31 Chapter 4: Inst. Effectiveness & Assessment
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Table of Contents Table of Contents
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Appendix Document Title Middle Stat
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Appendix Document Middle States Sel
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4.41 Business China Program 2011-20
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Middle States Self Study Chapter 6
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esponses to open-ended questions ab
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Chapter 5: Admissions, Retention an
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esponse to their recommendations, t
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TURNAROUND 20 STRESS FACTORS Stress
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administration identified three gro
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courses, Field Periods, practica, e
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possess the knowledge and experienc
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As this Self-Study documents, Keuka
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offer online course and accelerated
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The Student Code of Conduct, as pro
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Handbook, but policies governing fa
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The Taskforce on Academic Program P
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The Strategic Planning Committee (r
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future through expanding programs a
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process, and associated timeline, r
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times per year for the Vice Preside
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was retained in early Fall 2012 to
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full-time and two part-time employe
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Table 2.4 Distance Education Enroll
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Interfund loan of approximately $1.
Page 53 and 54: A systems management component that
Page 55 and 56: 2010-11 Actual 2.0% 2.0% 2011-12 Ac
Page 57 and 58: Chapter 3 Leadership, Governance, a
Page 59 and 60: President for Center for Profession
Page 61 and 62: The Committee on Trustees has been
Page 63 and 64: Range Strategic Planning Committee
Page 65 and 66: the transition process. He was full
Page 67 and 68: provides advice, recommendations an
Page 69 and 70: committee work and are brought to t
Page 71 and 72: Staff The Staff of Keuka College pa
Page 73 and 74: At this time, students in the overs
Page 75 and 76: greater opportunities than ever bef
Page 77 and 78: Data-Driven Strategic Planning As n
Page 79 and 80: as well, such as continuing to inve
Page 81 and 82: along with members of the Student S
Page 83 and 84: 4,000 students (1,000 FTE) in China
Page 85 and 86: esult, our analysis of non-academic
Page 87 and 88: Effective learning assessment start
Page 89 and 90: assessment cycle have been schedule
Page 91 and 92: own work effectively. Future assess
Page 93 and 94: documents provided each program wit
Page 95 and 96: make oral presentations and partici
Page 97 and 98: meet the criteria to allow faculty
Page 99 and 100: The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103: assessment data for improvement acr
Page 107 and 108: Standard 8: Student Admissions and
Page 109 and 110: Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112: events, College branding, transfer
Page 113 and 114: Cumulative grade point average of 2
Page 115 and 116: oth the partner school and Keuka to
Page 117 and 118: Table 5.2 Scholarship Yield Analysi
Page 119 and 120: and tour the residence halls. Stude
Page 121 and 122: Learning through participation in a
Page 123 and 124: Faculty members usually employ a co
Page 125 and 126: Table 5.5 Campus ASK Appointments 2
Page 127 and 128: Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130: students with the skills and strate
Page 131 and 132: *The Library pays for the add-ons a
Page 133 and 134: Retention and Graduation Rates The
Page 135 and 136: First Year Experience program— In
Page 137 and 138: analysis of historical persistence
Page 139 and 140: Table 5.17 Utilization of ASK Servi
Page 141 and 142: Campus Life Beyond the classroom, t
Page 143 and 144: nature of courses, laboratories, an
Page 145 and 146: Recommendations: 5.1 Assess the rec
Page 147 and 148: Table 6.1 Keuka College Faculty Lin
Page 149 and 150: ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152: appointments will participate in an
Page 153 and 154: online video orientation materials
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Faculty members seeking to attend a
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Likert Scale, from “strongly disa
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Committee review of faculty files,
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Educational Offerings The Mission o
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Presentation 47 39.2% Case Study 17
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2. “Coursework emphasized: synthe
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To support student learning at each
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Organizational Management, and Crim
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Keuka enrolls international student
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Rubric). The learning goal is pract
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College Writing, and/or MAT 095, De
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• The Dean provides ongoing suppo
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policies and procedures, a copy of
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Credit for Prior Learning Keuka Col
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outcomes are evaluated throughout t
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GLOSSARY January 2013 Middle States
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DRIVE Diversity, Responsibility, In
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NS,M&PE Natural Sciences, Mathemati
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