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Assessment Plan
North Carolina State University
GER - General Education Requirements_Program

Start Date:	08/20/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Assess the extent to which Colleges, FCTL, CWSP, SA and UGA work together to promote GER assessment efforts through workshop offerings, website resources, etc. Fall of 2003 Assess the extent to which others are invited in to support and assist with the general education assessment process. Specifically, documenting the number of individuals, who they are and where they are from that attend various meetings and workshops for GER assessment. Fall of 2003

Start Date:	01/01/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Assess the amount and breadth of faculty participation in GER assessment through document analysis of Course Action Form documentation, participation in workshops and trainings offered, and participation of faculty training other faculty in the GER assessment process. Spring of 2003 Assess the degree to which faculty are linking their assessment results to decisions making and instructional improvement through document analysis of assessment impact reports and interviews with faculty. Document Analysis to begin Spring 2004, Interviews to take place in Fall 2004 Assess the amount and breadth of CUE's participation and support of GER assessment through document analysis of meetings minutes. Fall 2001 Assess the amount and breadth of academic support services and student affairs participation through the workshops and resources that are provided to GER assessment and document analysis of common outcomes in assessment plans. Participation in workshops and resources- Fall 2003, document analysis of common outcomes - Spring 2004 The sponsoring of a quality assessment conference where faculty have an opportunity to showcase their GER assessment accomplishments. Spring 2004 Assess the degree to which we are able to link planning and budgeting to GER assessment as evidence in document analysis of GER Assessment Impact reports from departments Fall 2005 Assess the degree of flexibility given, so that each GER course can maintain its autonomy and unique definition of meaning through document analysis of Course Action Form documentation. Fall 2004 Assess Undergraduate Assessment's responsiveness to faculty's needs and concerns about GER assessment through document analysis of CUE meeting minutes and communication via electronic mail. Fall 2006

Start Date:	08/20/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Evaluation of Assessment Impact reports submitted to CUE Spring 2004 Survey of faculty and administration; interview randomly sampled faculty and administrators Fall 2004 See assessment of leadership commitment Tracking of attendance of faculty and administration to GER assessment workshops as well as assess their reported value of these sessions. Fall 2003 Assessment of the number of hits to the GER Assessment Online Tutorials Fall 2003 Assessment of the number of hits to the general education assessment website. Fall 2003 Tracking of attendance of CUE faculty and administration to GER assessment workshops as well as their reported value of these sessions. Fall 2003 Evaluation of CAFs

Start Date:	08/20/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Assess amount and type of resources provided to this process from CUE, College Curriculum Committees, and Administration (Division of Undergraduate Affairs). Fall 2003 Assess use of GER assessment evidence used for decision-making purposes (including budgetary decisions) through document analysis of assessment impact reports submitted to CUE. Spring 2004 Assess the balance between administrative and faculty leadership of GER Assessment through document analysis of CUE minutes. Spring 2004

Start Date:	01/01/2004
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Participation of faculty and administrators in assessment conference where they present GER assessment findings - Annual NC State Undergraduate Assessment Symposium To begin in the spring of 2004 The degree to which GER assessment results are used for decision-making through document analysis of assessment impact reports To begin in the Spring of 2004 The extent to which faculty and administrators achievements in GER assessment are showcased on-line and in other venues. To begin in the spring of 2004. Number of publications on GER assessment To begin in the Spring of 2003

Start Date:	08/01/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Assessment of CUE's, CCC's, and Departmental CC's use of Criterion Rubric developed for Course Action Form Documentation. Specifically, documenting the number of criterion rubrics that were submitted to CUE by the various committees, including CUE's use of it. In addition, conduct a document analysis of what feedback is given to faculty submitting proposals to identify common strengths and weaknesses we can then target To begin in the Fall of 2003. Assessment of Course Action Form Documentation Submitted to CUE. Specifically, document analysis of the documentation submitted to identify common strengths and weaknesses To begin in the Fall of 2003 Assessment of systematic use of TracDat for GER Assessment, specifically analyzing whether General Education Assessment results are being documented in TracDat or in an other form on a regular basis and if and how many other departments and units are linking to the goals and objectives of General Education. Beginning in the Fall of 2003. Assessment of the number of hits to the Assessing General Education web site Begining in the Fall of 2003 The sponsoring of a quality assessment conference where faculty have an opportunity to showcase their GER assessment accomplishments. Spring 2004 See assessment of faculty education and rewards. Change in course syllabi required by the university with more emphasis on learning outcomes. Fall 2003

Start Date:	08/20/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Document analysis of GER assessment impact reports from departments for evidence of accountability. Accountability being defined as the integration of planning and budget processes with the results of and decisions made for improving the delivary and learning outcomes of GER courses. Fall 2006 Articulate the level of understanding of the required Course Action Form Documentation and Syllabus changes through document analyses of course action form documentation and syllabi. Fall 2004 Demonstrate that faculty's participation in GER assessment is based on innate intellectual curiosity or is intrinsically motivated. Fall 2003 Articulate an understanding of why the assessment of the General Education Program has evolved to its current process (assessment history of the General Education Program) Spring 2006 Demonstrate the extent to which GER assessment is used to improve student learning and teaching through document analysis of assessment impact reports submitted to CUE. Spring 2004

Start Date:	08/20/2003
End Date:
Status:
Evaluation of Your Assessment Process:
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Assessment of stated GER assessment characteristics. See the rubric found at http://www.ncsu.edu/undergrad_affairs/assessment/files/ger/caf_criteria.pdf Fall 2003 Assess the flexibility and diversity of the process through document analysis of Course Action Form documentation and assessment impact reports and a cohort analysis of GER Assessment. Both to take place in Fall 2006 Assessment of the systematic use of TracDat to document the GER assessment process. See same method under Rituals, Rewards, and Symbols Fall 2003 Assess the use of GER assessment findings in decision making for instructional improvement through document analysis of assessment impact reports Spring 2004 Evaluation of the decisions made to changes in the General Education program as documented in the GER assessment impact report. Spring 2005

Start Date:
End Date:
Status:
Evaluation of Your Assessment Process:	1. Each department shall be responsible for assessing their GER courses and documenting the results of their assessment. Results of each portion of the assessment shall be used to improve GER offerings and GER objectives. Results will be used to inform decisions and revisions in the assessment plan and the GER program. 2. Each department shall be responsible for documenting the decisions and recommendations received or given based on their assessment results. Results from the aforementioned will be utilized to improve the general education requirements at NC State.
Assessment Methods Method Criterion Assessment Schedule How do you plan to use this data? Develop a Process for removing GER Courses from the GER List It shall be achieved when CUE votes to accept the process. February 2001 - Developed a process for removing GER courses from the GER list. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Develop a Process for Adding GER Courses from the GER List It shall be achieved when CUE votes to accept the process. February 2001 - Developed a process for adding GER courses to the GER list. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Develop Questions for Reviewing GER Area Rationales It shall be achieved when CUE votes to accept the questions. February 2001 - Developed questions for reviewing GER area rationales Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Review the Rationale, Requirements, and Implementation of each General Education Requirement area and articulate learning objectives that each course offered in that area must meet. It shall be achieved when CUE votes to accept each sub-committee's proposed learning objectives. February 2001 - Began to review the rationale, requirements, and implementations of each General Education Requirement area and articulate learning objectives that each course offered in that area must meet. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Review the Instructions for Preparing Course Action Forms as it Pertains to GER Courses It shall be achieved when CUE votes to accept their recommendations. May 2001 - Review the instructions for preparing course action forms as it pertains to GER courses. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Develop Learning Objectives for Computer Literacy, Diversity, and Writing and Speaking Across the Curriculum It shall be achieved when CUE votes to accept this definitions and learning outcomes. August 2002 - Develop learning objectives for computer literacy, diversity, and writing and speaking across the curriculum. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change. Implement the Assessment of the General Education Requirements · The CUE approved plan will be presented to the Council on Undergraduate Program Review (CUPR) for use in each program area?s assessment plans. · The GER assessment plan will be put into action when CUE and CUPR vote to approve the plan. January 2003 - Implement the assessment of the program, developmental, and learning objectives of the General Education Requirements. Through the engagement in this process of assessment, CUE has come to realize that the articulation of learning objectives for each area of GER will assist them with course review and approval for GERs. In addition, CUE has recognized that students will most likely better understand the reasons they are taking particular GER courses, as the learning objectives will be provided to them on each GER course syllabus. Finally, CUE has been able to identify particular issues regarding the implementation of GERs that may need to be addressed through policy change.