Using Assessment Results: A Shout Out to Academic Departments

Gathering evidence of student learning or program effectiveness is only a means to an end. Assessment results are meaningful when they are useful and relevant. What follows are some excellent examples of how departments and faculty have used assessment to strengthen program offerings or make inquiries into student success.

The Biology Department examined two years’ worth of results from graduating seniors’ performance on the Major Field Achievement Test (MFAT) and discovered that students’ knowledge of ecology (especially at the levels of community, ecosystem, and biome) was an area of weakness.  The faculty then examined the curriculum map for the biology major and noted that students are only exposed to material in ecology in the general biology course, unless they elect to take an ecology course.  This discovery had obvious implications for curricular changes and/or modifications to the major requirements, including adding ecology as a required course for the major.

The departmental faculty also discussed the learning outcomes for the capstone courses offered in the major. Since students may choose the course they wish to complete, the faculty determined that the learning goals should be comparable for each. Specifically, one capstone course was redesigned as a writing intensive course to ensure its consistency with the other capstone experience.

The Physics Department recently submitted a proposal to the Curriculum Committee for a 1-credit optional course designed to give students practice applying concrete problem-solving strategies to a wide range of physics problems. This curriculum change was made when the faculty observed that a number of students struggled with the math required in PHY 151 and were unable to complete the homework required to become proficient with the subject matter.

The History Department made a significant curriculum change by changing a 1-credit gateway course to a 3-credit one.  This modification was informed by student performance in the capstone course. Not only will this change allow for a “broader, deeper, and more comprehensive foundation for the methods-and-research spine of the program,” it will also allow the faculty to implement a more sustainable assessment plan that measures growth in the major.  

MBA faculty see assessment as integral to the scholarship of teaching and learning (SoTL). Stephanie Nesbitt, Matt Marmet, and Tracy Balduzzi will have the results of one of their assessments published in the spring edition of The Business Research Consortium Academic Journal of Education. This article, titled “The Impact of Behavioral Engagement on Outcomes in Graduate Business Blended Learning Environments,” is part of a larger study on student engagement/student success. They will also be presenting their work in both poster form and a 60-minute presentation at the Teaching Professor Conference in Atlanta, GA this June.

David Fontaine implemented the Athlete Viewpoint survey to measure coaches’ performance, student-athletes’ satisfaction, and student learning outcomes.  He used the findings to transform the athletic program at UC.  Michael Cross, Penn State University Assistant Director of Athletics and co-founder of Athlete Viewpoint, commended Fontaine’s work in a blog published at ultimatesportsinsider.com.  Cross writes, “Having real data and analytics should be incorporated into all areas of [an] athletic program to enhance performance, mentor, lead, and support decision making.”  He credits Dave Fontaine with doing just that, and he urges other athletic directors to follow this leadership example.