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

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institutional effectiveness and student learning, including assessment of co-curricular learning activities, to meet our regional (Middle States), state (NYSED), and specialized accrediting requirements across all delivery formats and locations.” The Associate Vice President for Academic Programs (AVPAP), who reports directly to the Vice President for Academic Affairs, is responsible for coordinating the assessment of student learning at Keuka College. The AVPAP oversees a prescribed assessment process, requiring the submission of annual assessment reports each year which he reviews and posts on the College Moodle Assessment site. The first step in an effective student learning assessment plan is clearly articulated goals at the course, program, and institutional levels. Over the last 5 years, we have significantly strengthened our goals across all levels through intentional integration. In April 2010, the Keuka College faculty officially adopted five goals as our institutionlevel essential learning goals and labeled them our “E-LEAP Goals” (Appendix 4.16 E- LEAP Definitions). These E-LEAP goals replaced our existing 15 Graduate Outcomes (of which only eight were formally defined and operationalized) that had been in place for over 15 years. This initiative was lead by the “GO Team,” an ad hoc committee on graduate outcomes (GO), or the institutional-level essential learning outcomes. (The ad hoc GO Team completed its charge at the end of the 2010-2011 academic year.) The E- LEAP goals are based on the four AAC&U “LEAP” essential learning outcomes (see http://www.aacu.org/leap/ for more information) which are: Knowledge of Human Cultures and the Physical and Natural World, Intellectual and Practical Skills, Personal and Social Responsibility, and Integrative and Applied Learning. The AAC&U Learning Outcomes were designed around integration with one another for both General Education and the programs, and with a “first to last” (freshman to senior) progression, and crossdisciplinary ideals. Keuka added a fifth goal, the “E,” for our “experiential education” as this is our institutional hallmark and is an important method and component of student learning for Keuka students. During the 2010-2011 academic year, the ad hoc GO Team put together an integrated plan for assessment of student learning which was approved at the April 2011 faculty meeting, and posted prominently at the top of the Assessment Moodle site (Appendix 4.17 Assessment of Student Learning Plan Diagram). While the new E-LEAP essential learning goals and definitions are new, they are not a complete departure from our old graduate outcome statements (goals). In two Spring 2010 presentations to faculty, the GO Team demonstrated how the E-LEAP goals were aligned to the old graduate outcomes as part of the new adoption process (Appendix 4.18 Alignment of New E-LEAP and Old Graduate Outcomes). This alignment procedure allowed the faculty and administration to ensure that we were fundamentally retaining the same essential learning goals of Keuka College, but in a format that was easier for all constituents (students, faculty, staff, alumni, administration and outside groups) to understand, articulate, and for faculty and administration to assess. In addition, we retained five of the graduate outcome essential learning goal definitions (Appendix 4.19 Existing Graduate Outcome Statements) to better define four of our General Education (Gen Ed) goals. Because E-LEAP assessment is a function of both Gen Ed and Program assessment, it is discussed following both Gen Ed and Program assessment below. Page 11 of 31 Chapter 4: Inst. Effectiveness & Assessment
Effective learning assessment starts with clear learning goals, and the syllabus is the tangible place where instructors communicate and students see the course expectations and goals (course, Program, Gen Ed, and E-LEAP). Each semester, a copy of each syllabus must be submitted to and retained by the Academic Affairs office. However, in 2011, to ensure the inclusion of syllabus learning goals, the Vice President for Academic Affairs created a syllabus checklist (Appendix 4.20 Course Syllabus Checklist) that now must accompany each syllabus copy each semester. Faculty must clearly indicate on the checklist that all applicable goals are communicated on the syllabus and on the course’s learning management system (Moodle) site, if applicable. The checklist is helping to bring greater consistency to this (and other) important parts of the syllabus. It serves as a beginning touchstone to both the faculty member and the students that learning and assessment are critical to the success of the class. The College has continued to make significant progress in developing assessment plans, integrating goals (course, program and institutional), collecting assessment evidence, and using this evidence to confirm and improve student learning. Assessment of student learning routinely occurs across our learning locations (traditional campus, New York State ASAP locations, and overseas sites) and across our different teaching platforms (i.e., face-to-face, hybrid, and online). We continue to work to better align goals and streamline assessment efforts to make our assessment more useful, cost-effective, accurate, planned, and sustainable, with the ultimate goal of continuously improving student learning. The assessment plan matrix provides an overview of the learning goal, identifies where the learning goal is addressed, lists assessment activities, and includes the analysis utilization plan (Appendix 4.21 Table 4.3 Keuka College Assessment Plan Matrix), and the alignment and hierarchy of learning goals is presented in a diagram (Appendix 4.17 Assessment of Student Learning Plan Diagram). General Education As described in the 2012-2013 Keuka College Record, “A Keuka College education is based on the liberal arts courses as delivered primarily through our general education program. The general education program is the common educational experience of all Keuka College students, providing them with the breadth of knowledge, intellectual skills, and personal dispositions of an educated person” (63). Gen Ed requirements are based on a set of student learning goals which are organized into three learning categories: Foundational Skills, Breadth of Knowledge, and Dispositions (Appendix 4.22 General Education Learning Goals). Students in the Accelerated Studies for Adults Program typically are admitted with 60 credits or more of transferable credit and meet most general education requirements through a credit evaluation process, although they may need additional credits to meet prerequisite, liberal arts, or graduation requirements. Students in the overseas programs take the same general education courses as their traditional campus counterparts, delivered by their home universities, and these courses are accepted as transfer credits and counted toward graduation requirements. Capstone courses in the major build upon general education learning outcomes across all delivery and format offerings. Page 12 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
Page 35 and 36: The Taskforce on Academic Program P
Page 37 and 38: The Strategic Planning Committee (r
Page 39 and 40: future through expanding programs a
Page 41 and 42: process, and associated timeline, r
Page 43 and 44: times per year for the Vice Preside
Page 45 and 46: was retained in early Fall 2012 to
Page 47 and 48: full-time and two part-time employe
Page 49 and 50: Table 2.4 Distance Education Enroll
Page 51 and 52: 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: esult, our analysis of non-academic
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 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
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
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analysis of historical persistence
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Table 5.17 Utilization of ASK Servi
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Campus Life Beyond the classroom, t
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nature of courses, laboratories, an
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Recommendations: 5.1 Assess the rec
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Table 6.1 Keuka College Faculty Lin
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ASAP Table 6.5 ASAP Faculty Lines 2
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appointments will participate in an
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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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