Criterion Three: Student Learning & Effective Teaching
The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
Resources
Outcomes Assessment
- Student Outcomes Plans for each degree granting academic program
- Student Outcomes Plans for major non-degree granting programs (GE, Honors)
- Student Affairs Outcomes Assessment Plans
- First Year Programs Assessments
- Learning Communities Outcomes Assessment
- Academic Opportunity Program Outcomes Assessment Plan
- Student Support Services Outcomes Assessment Plan
- Career Center Activity
- Experiential surveys from career center Spring 08
- Advising evaluations (Students Advisors)
- Creation of position for Assessment & Accreditation
- Training for Outcomes Assessment
Data on Faculty and Staff Performance and Development
- CIRT/CTL Schedule of Professional Development including guest speakers Spring07pt1 pt2 Fall07 Spring08
- Compensated faculty development
- Faculty and Staff Travel
- New faculty orientation program
- Smart Classroom transformation and training
- Mini grants – Focus Indiana
- CPSCE data
- Faculty data matrix (Area of specialization, Degree, FT/PT)
- Teaching Awards Caleb Mills College Teaching Awards
- Faculty workload reports
- Presentations at AASCU, NACADA, 1st year programs
- Graduate faculty status
- TA instruction courses – percentage of attendance
- FYP Measuring the Impact of Faculty Development
- Professional organizations 1. Percentage of presentations from faculty 2. Percentage of leadership roles
Programs and Programmatic Links
- McNair Scholars program
- Sycamore Advantage
- Laptop program
- Renewal programs
- Advising development programs
- American Democracy Project (ADP)
- Student Support Services
- Disabled student services
- Field sites data from career center
- ACTRC data
- Commuter student programs
- Study Abroad Travel by Students and Faculty
Classroom Issues
- Policies for classroom assignment
- Classroom utilization statistics
- Processes to smart up a room
Other OSPIRE & Non-OSPIRE Studies and Data
- Academic Advising Improvement Team Report
- NSSE Results
- TAFFY Report (post-UC recommendations)
- Retention and graduation rates
- Licensing Exams CoE CoN
- OSIRE Studies of FYE:
- First Year College Experiences and Academic Outcomes
- Attrition Profile of ISU Transfer-In Students
- Stopout and Dropout Behavior at ISU
- Retention Programs' Performance at ISU
- FYP Examination of the importance of the first six weeks
Information Technology
- Wireless plan
- Notebook University Plan
- CIO Annual Report 2007 2006 Data on faculty use, help desk tickets, etc can be found within this report.
Comparative Information
- IPEDS data on dollars spent on instruction
- Staffing reports from similar universities for our support services
Core Component 3a: The organization's
goals for student learning outcomes are clearly stated for each educational
program and make effective assessment possible.
Examples of Evidence
- The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for both.
- Assessment of student learning provides evidence at multiple levels: course, program and institutional.
- Assessment of student learning includes multiple direct and indirect measures of student learning.
- Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves.
- The organization integrates into its processes for assessment of student learning and uses the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams, placement rates, transfer rates).
- The organization's assessment of student leaning extends to all educational offerings, including credit and noncredit certificate programs.
- Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.
- Faculty and administrators routinely review the effectiveness of the organization's programs to assess student learning.
Core Component 3b: The organization values and supports effective teaching.
Examples of Evidence
- Qualified faculty determine curricular content and strategies for instruction.
- The organization supports professional development designed to facilitate teaching suited to varied learning environments.
- The organization provides services to support improved pedagogies.
- The organization demonstrates openness to innovative practices that enhance learning.
- The organization supports faculty in keeping abreast of the research on teaching and learning, and of technological advances that can positively affect student learning and the delivery of instruction.
- Faculty members actively participate in professional organizations relevant to disciplines they teach.
Core Component 3c: The organization creates effective learning environments.
Examples of Evidence
- Assessment results inform improvements in curriculum. Pedagogy, instructional resources, and student services.
- The organization provides and environment that supports all learners and respects the diversity they bring.
- Advising systems focus on student learning, including the mastery of skills required for academic success.
- Student development programs support learning throughout the student's experience regardless of the location of the student.
- The organization employs, when appropriate, new technologies that enhance effective learning environments for students.
- The organization's systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.
Core Component 3d: The organization's learning resources support student learning and effective teaching.
Examples of Evidence
- The organization ensures access to the resources (such as research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.
- The organization evaluates the use of its learning resources to enhance student learning and effective teaching.
- The organization regularly assesses the effectiveness of its learning resources to support learning and teaching.
- The organization supports students, staff, and faculty in using technology effectively.
- The organization provides effective staffing and support for its learning resources.
- The organization's systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.
- Budgeting priorities reflect that improvement in teaching and learning is a core value of the organization.