PLAN FOR THE EDUCATIONAL EFFECTIVENESS REVIEW
The Educational Effectiveness Review will be centered on the
six research questions, two for each theme, that were formulated
as an addendum to the WASC accreditation review proposal. Since
the research questions are quite broad, more specific questions
will be generated, so that results can be obtained using existing
data sources as well as research projects to be carried out prior
to the Educational Effectiveness review.
The questions will be addressed by small research teams of interested
faculty, staff, and administrators led by members of the WASC
Steering Committee. Each research team will have partial freedom
in selecting the narrower research questions, with oversight
and coordination by the entire Steering Committee and a smaller
leadership team. In addition to preparing a report that responds
to the research questions, the research teams will be charged
with drafting strategic goals relating to educational effectiveness.
These goals will be submitted to the Academic Senate for approval
and incorporation into the university strategic plan.
The broad research questions are listed below, along with sample
questions of the type expected to be addressed in the self-study
of educational effectiveness. Also listed are examples of evidence
sources that will be available to the research teams and to the
Educational Effectiveness visiting team. Research support will
be provided by the office of Institutional Research, Planning,
and Assessment and by the Center for Enhancement of Teaching
and Learning. Research teams may elect to use surveys, focus
groups, or student projects to obtain additional information.
A. Institutional Context
Broad research questions were not drafted in this area. Sample
questions that might be addressed are:
a. How effective are our academic and administrative
program review processes?
b. How effective is the decentralized
organizational structure?
c. How effective is the new athletic
thrust to ensure academic success and integrity?
d. To what
extent are data from processes such as administrative program
review and student learning outcomes assessment
used to inform decisions?
e. What is the return on investment
in academic technology?
f. Can faculty members achieve appropriate
balance among competing demands on their time (teaching, research,
service, personal
lives)?
Possible Evidentiary Materials:
Program review and outcomes assessment reports
HERI surveys
National Survey of Student Engagement
B. Opportunity – “Access to Quality Programs for
Diverse Populations”
1. How effective is the university in attracting and supporting
a diverse student body?
Indicators include Public Image – both academic and quality
of life; Formal Outreach activities; Special Admission programs;
and Student Support – academic, health, and wellness.
a. How effective are our outreach activities in attracting
a diverse student body? a quality diverse student body?
b. How
effective are our student support services in promoting academic
success of at-risk groups?
c. How effective are our support
services in helping all students (undergraduate, graduate,
first-time freshmen, transfer students,
distance learning) become successful graduates?
2. How effective is the university in providing quality educational
programs that meet the diverse needs of students?
Indicators include Quality, Range, and Responsiveness of academic
programs and their delivery, with emphasis on Student Learning
Outcomes Assessment.
a. What progress has our campus made in the
area of assessing student learning?
b. What does post-degree
success of our students tell us about the quality of our academic
programs?
c. How effective is our student learning outcomes
assessment program?
d. How does the Honors College influence the academic
community on campus?
Possible Evidentiary Materials:
University Catalogue
Report of the Task Force on Student Success
Report of the Task Force on Academic Advising
Student Learning Outcome Assessment Plans
Department Annual Reports
Alumni Survey
Survey of Department Chairs
Honors College Annual Report
C. Exploration – “Discovery of Knowledge, Self,
and Society through Expanding Horizons”
1. How effective is the university in encouraging student discovery
of knowledge, self, and society?
Indicators include Knowledge, focusing on General Education
and on building upon the classroom experience with learning opportunities
beyond the academic setting; Self, focusing on experiences fostering
personal growth; and Society, focusing on service, diversity,
and international enrichment.
a. How effective is our General
Education experience? What works well, what doesn’t?
b.
How effective are our service-learning experiences? What works
well, what doesn’t?
c. Does participation in research result
in better preparation of students for employment and/or further
study?
2. How effective is the university in providing an environment
that encourages exploration, delivery, and exchange of knowledge
by faculty and staff?
Indicators include Exploration, focusing on research and development;
Delivery, focusing on efforts to improve and expand our presentation
of courses and programs; and Exchange, focusing on interactive
experience both within and among the various constituencies.
a.
To what extent can the campus infrastructure (space, facilities,
equipment maintenance) support continued growth in research
activity?
b. How does the growth in and emphasis on research impact
undergraduate teaching and learning?
Possible Evidentiary Materials:
GE assessment data, including
surveys of students and faculty, and analyses of student work
Report of committee examining moving grants funding stateside
MBRS project reports to the National Institutes of Health
Biographical data and “last lectures” of those receiving
the Provost’s awards
D. Interaction – “Transformation through Integration
of Knowledge and Experience”
1. How effective is the university in facilitating various forms
of interaction in support of a stimulating campus learning community?
Indicators include Curricular Interactions, with special attention
to learning communities and other structured efforts; Events,
Performances, and Exhibits; Clubs and Organizations; the role
of the Physical and Psychological Environment; shared governance
and collaboration through Committees and Task Forces; and student,
staff and faculty Support Activities.
a. How significant are co-curricular
activities and student government in fostering student engagement?
b.
How well does the campus physical plant support opportunities
for formal and informal interaction?
2. How effective is campus interaction with the community in
serving student learning and the region?
Indicators include Student Learning in activities such as internships
and other programs structured to increase student-community interaction;
Regional Campus-Community efforts including K-12 initiatives;
campus opportunities for individuals in the Community; and interaction
with Industry, Professions and Agencies through various campus
programs and centers.
a. What are the costs and benefits of decentralizing
activities more commonly channeled through extension?
b. What is the economic and cultural/social impact
on the region of the university?
Possible Evidentiary Materials:
Task Force on Student Success
Milestones reports
Reports from centers (including Maddy Institute, Futures Institute,
CVHEC) and administrative units
Survey of Institutes and Research Centers
|
