2013/14 WASC Assessment Leadership Academy (ALA) Syllabus

Amy Driscoll and Mary Allen

Contents

2013/14 WASC Assessment Leadership Academy (ALA) Syllabus

ALA Schedule

Face-To-Face Meetings

ALA Learning Goals and Outcomes

Blackboard

Contacting Us

ALA Evaluation Surveys

Certificate of Completion

Required Books

Segment One (March 12-June7)

Segment One Homework

Additional Resources You Might Like to Explore

First Meeting (June 3-7, 2013)

Segment Two (June 8 to August 9)

Segment Two Homework

Additional Resources You Might Like to Explore

Second Meeting (August 5-9, 2013)

Segment Three (August 10-January 24)

Homework and Activities

Third Meeting (January 23-24, 2014)

Deadlines: Mark These on Your Calendar!...... 21

Appendix A.

Appendix B.

ALA Schedule

The ALA is divided into three segments:

Segment OneMarch 12-June 7, 2013

Segment TwoJune 8-August 9, 2013

Segment ThreeAugust 10, 2013-January 24, 2014

Each segment has a set of assigned readings and homework assignments, and each ends with a face-to-face meeting.

Face-To-Face Meetings

Be sure to structure these into your calendar!

June 3-7, 2013 Segment One Meeting in Oakland, CA

August 5-9, 2013 Segment Two Meeting in Oakland, CA

January 23-24, 2014Segment Three Meeting in Pomona, CA

ALA Learning Goals and Outcomes

Professionals who complete the ALA will have expertise and leadership abilities in:

Goal 1. Assessment Foundations. They will be able to:

1.1Use basic concepts and vocabulary (e.g., close the loop, triangulation) to plan, discuss, and analyze assessments of academic affairs and student affairs programs

1.2Describe common approaches to assessment (e.g., rubrics, program review), their advantages, disadvantages, and appropriateness for specific purposes

1.3Analyze, interpret, and communicate assessment data

1.4Link assessment results to action plans to close the loop

1.5Define and apply measurement principles (e.g., reliability, validity) to assessment

1.6Connect assessment practices with learning theory and pedagogical approaches in a learning-centered environment

1.7Describe conditions and strategies for institutional change related to assessment

1.8Describe philosophical assumptions and the history of assessment in American higher education

1.9Discuss federal, regional, and accreditation policies relevant to assessment and accountability

1.10Discuss national developments in assessment

Goal 2. Assessment Training and Consultation. They will be able to:

2.1Evaluate and provide constructive feedback and support for campus assessment efforts

2.2Guide campus professionals to align pedagogy and curricula with relevant learning outcomes at the course, program, and institutional level

2.3Collaborate with campus professionals to use assessment to improve student learning

2.4Analyze campus culture and provide leadership to better integrate assessment into campus functioning (e.g., data utilization, program review, budgeting, academic and strategic planning)

2.5Promote the engagement of campus professionals in a culture of assessment

Goal 3. Campus Leadership in Assessment. They will be able to:

3.1Describe, select, and use appropriate leadership models and practices

3.2Inform, advise, and engage campus administrators (e.g., presidents, trustees) in the support of assessment

3.3Provide leadership to develop and implement institution-wide assessment tools and systems

3.4Advocate for assessment to improve student learning

Goal 4. Scholarship of Assessment. They will be able to:

4.1Conduct scholarship of assessment and engage/mentor others in similar pursuits

4.2Contribute to regional discussions of assessment, accountability, and educational effectiveness

4.3Situate assessment in the context of national issues, concerns, and priorities

Blackboard

You will submit homework assignments, receive updates and announcements, and respond to our evaluation surveys on Blackboard. Our Blackboard site includes a Meeting Logistics folder with current information and details for our face-to-face meetings and an ALA Share folder in which you can share documents with the group. (Send documents to Amy as email attachments, and she'll post them on Blackboard.) We will send you a Username and Password with log-in information. Our Blackboard is hosted at CSU Fresno. If you experience problems with it, contact Amy Driscoll or the Blackboard help line at CSU Fresno (see below). Please submit your homework as a Microsoft Office product (e.g., Word, Excel) or as a PDF. Each document must have a unique name. Blackboard requires that names include only letters, numbers, hyphens, and underscores (no spaces or other characters), and they must end with the appropriate extension, such as ".doc" for Word documents. For example sue_smith_hw1.doc would be a legal name, but the name sue smith,% would not work because it contains a blank, uses illegal characters, and lacks the extension.Be sure that your name is in the title of your file and on the first page of each document you submit.

Contacting Us

Amy

Mary

Barbara (for questions about WASC Senior educational programming)

Barbara Beno (for questions about ACCJC educational programming)

Julie (for questions about meeting logistics)

Blackboard Assistance from CSU Fresno559-278-7373 during normal working hours

ALA Evaluation Surveys

You will respond to a series of evaluation surveys as you progress through the ALA. All these surveys will be administered in Blackboard, and Blackboard protects your anonymity. No one will be able to associate your responses with your name. Aggregated survey data will be used to assess the impact of the ALA and to revise future ALAs. Your honest feedback will be much appreciated!Be sure to hit SAVE AND SUBMIT when you have completed each survey.

Certificate of Completion

A Certificate of Completion will be awarded to each ALA participant who completes all assignments and evaluations by the stated deadlines and participates in all face-to-face meetings.

Required Books

Order these right away, if you don't already have them, so you can begin your reading assignments. All can be purchased from Amazon.com, except for Peter Ewell's monograph, which should be ordered directly from CHEA, Keeling’s book from NASPA, George Kuh'spublication from the AAC&U, and the Nichols & Nichols book from Agathon Press (see URL on page 4).

  1. Allen, M. J. (2004). Assessing academic programs in higher education. San Francisco: Jossey-Bass.
  2. Allen, M. J. (2006). Assessing general education programs. San Francisco: Jossey-Bass.
  3. Banta, T. W., & Associates. (2002). Building a scholarship of assessment. San Francisco: Jossey-Bass.
  4. Bresciani, M. J. (2006). Outcomes-based academic and co-curricular program review. Sterling, VA: Stylus.
  5. Diamond, R. M. (Ed.) (2002). Field guide to academic leadership. San Francisco: Jossey-Bass.
  6. Driscoll, A., & Wood, S. (2007). Outcomes-based assessment for learner-centered education. Sterling, VA: Stylus.
  7. Ewell, P. (2008 ). U. S. Accreditation and the future of quality assurance: A tenth anniversary report from the Council of Higher Education Accreditation (CHEA). Washington DC: CHEA. [order directly from CHEA at chea.org]
  8. Keeling, R. P. (Ed.) (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, and NIRSA. (order from NASPA; or download a free PDF version at
  9. Kuh, G. D. (2008). High-impact educational practices. Washington, DC: AAC&U. [purchase from the AAC&U at aacu.org]
  10. Light, T. P., Chen, H.,Ittleson, J. (2012). Documenting learning in Eportfolios: A guide for college instructors. San Francisco: Jossey-Bass.
  11. Nichols, J. O. & Nichols, K. (2005) The Department’s Guide to Assessment Implementation in Administrative and Educational Support Units (available for $14 at
  12. Suskie, Assessing Student Learning: A Common Sense Guide (2nd edition; 2009). San Francisco: Jossey-

Bass.

13.Tagg, J. (2003). The learning paradigm college. San Francisco: Jossey-Bass.

Reading assignments in the above books are spread across the ALA, as shownbelow:

Book / Segment One / Segment Two / Segment Three
  1. Allen, Assessing Academic Programs in Higher Education
/ Ch. 1-7
  1. Allen, Assessing General Education Programs
/ Ch. 1-4
  1. Banta & Associates, Building A Scholarship of Assessment
/ Ch. 10, 14 / Ch. 5-6
  1. Bresciani, Outcomes-Based Academic and Co-Curricular Program Review
/ Ch. 1-4
  1. Diamond, Field Guide to Academic Leadership
/ 7, 8 / Ch. 1-3, 5, 14, 15, 19
  1. Driscoll & Wood, Outcomes-Based Assessment for Learner-Centered Education
/ Ch. 1, 3-5, 9 / Ch. 2 / Ch. 11
  1. Ewell CHEA monograph
/ Ch. 1, 6
  1. Keeling, Learning Considered 2: Implementing a campus-wide focus on the student experience
/ Ch. 1-5, 9
  1. Kuh, High-Impact Educational Practice (AAC&U)
/ Entire report
  1. Light, Chen, & Ittleson, Documenting learning with Eportfolios: A guide for college instructors
/ Ch. 1-9
  1. Nichols & Nichols, The Department Head’s Guide to Assessment Implementation in Administrative and Educational Support Units
/ Ch. 1-5
  1. Suskie, Assessing Student Learning: A Common Sense Guide
/ Ch. 1-4, 8-13, 15-17 / Ch. 5-7 / Ch. 18
  1. Tagg, The Learning Paradigm College
/ Ch. 1-7, 11-13

In addition, you will be reading a set of articles and reviewing some websites during each ALA segment. Details are provided below.

IMPORTANT ADVICE: You will probably spend intense time studying some of the materials and less time, perhaps skimming, other materials. Be comfortable with both levels, perhaps marking your readings for future use and highlighting segments for raising questions. This variation will allow you to become familiar with all of the readings, preparing you for interactions with our guest facultyand participation in ALA activities and informing your practice as an assessment leader.

NOTE: Segment Two is approximately eight weeks long, and it has many readings. Please consider reading ahead during Segment One so you will have enough time in Segment Two to complete the readings and other assignments in Segment Two.

Segment One (March 12-June 7)

This first segment focuses on the basics of assessment, the historical and philosophical foundations of assessment, and the national picture of assessment and accreditation.

Segment One Homework

  1. Begin by completing the Course Orientation on Blackboard, including submitting a short biography and completing the Pre-ALA Survey that is in the Course Orientation folder—as soon as possible. After downloading the ALA Syllabus, please enter all deadlines and meeting dates in your calendar.
  1. Develop a campus profile related to assessment for your campus and submit it via Blackboard by May 20th, 2013. Be sure to include your name in the file title. Organize your review intoeight labeled sections:
  • Current infrastructure to support assessment (e.g., personnel, assessment centers, budget, resources, assessment-related grants, local expertise, administrative support)
  • Challenges and obstacles that prevent the institutionalization of assessment (e.g., obstacles to faculty and staff engagement) as well as motivations and supports that promote the institutionalization of assessment
  • Needs and issues that should be addressed to advance assessment efforts (e.g., budgeting, philosophical issues, workload issues)
  • Status of assessment in academic programs (classroom assessment, course assessment, program assessment; how programs have completed assessments, including closing the loop)
  • Status of assessment in student affairs and administrative units, such as Counseling Centers and Financial Aids Offices (how they have completed assessments, including closing the loop)
  • Institution-wide surveys that are routinely administered, such as CCSSE, NSSE, or CIRP, and how each is used to support campus decision-making
  • Campus climate related to assessment (student, faculty, staff, administrator’s perspectives on assessment)
  • An analysis of your institution’s assessment efforts using the AAHE Assessment Principles (

Each section is likely to be a paragraph or two; and you're welcome to use bulleted, annotated lists for some sections, if that works better for you. Only Mary Allen and Amy Driscoll will read these papers, and they will respect your confidentiality. The main purpose of this assignment is to help you clarify the state of assessment on your campus, and what you learn might influence the development of your ALA project.

  1. Develop an idea or two for your project by considering what you learned from your Campus Profile assignment (above) and by discussing possible projects with relevant campus stakeholders, such as your supervisor, advisory committee, relevant administrators, Academic Senate leadership, etc. For each idea you are considering, briefly(approx. one page) specify the following:
  2. major purpose of the project (what would you want to accomplish?),
  3. questions to be answered,
  4. the deliverable(s) (e.g., a GE assessment plan, a new assessment website, revised program review guidelines), and
  5. basic timeline.

Projects should serve campus needs and should be conducted in a scholarly way so there is potential for sharing what you’ve learned with a broader audience. Submit this assignment on Blackboard by May 24th. Again include your name in the file title. During Segment Two you will finalize your project and conduct the literature review to support its development, and your final project report will be due in Segment Three.

Here are examples of projects from previous ALA participants:

  • Develop pilot capstone assessment courses at a community college
  • Develop a course-embedded assessment system at two institutions (collaborative project involving two ALA participants)
  • Develop and pilot test a system for disseminating and using GE assessment results more effectively to close the loop
  • Conduct an assessment of the quality and impact of program review and revise the process based on findings
  • Develop a system to systematically teach assessment to doctoral students to prepare future faculty
  • Design a web-based alignment grid for all programs at an institution.
  • Develop an assessment guide for faculty, student affairs, or specific disciplines (the arts, architecture, nursing, etc.)
  1. Complete readings. As you complete the readings, think about how you could integrate them into your work and which you might share with faculty, staff, or administrators at your institution.Complete the reading evaluation survey by June 3rd. The survey is in the Segment One Evaluation folder.

4. a. Assessment Basics. Read the following to develop an understanding and appropriate use of assessment terminology, concepts, and approaches. Keep a record of any topics that need clarification or additional elaboration and raise questions about them when we meet in June.

  • AAHE Assessment Principles (Available for download on Blackboard)
  • Allen, Assessing Academic Programs in Higher Education, Chapters 1-6
  • Allen, Assessing General Education Programs, Chapters 1-4
  • Driscoll & Wood, Developing Outcomes-Based Assessment for Learner-Centered Education, Chapters 1 and 3
  • Suskie, Assessing Student Learning: A Common Sense Guide (2nd edition), Chapters 1-4, 8, 10-13

4.b. Learning, Pedagogy, and Assessment. Read the following to develop a background in learning-centered pedagogy and curriculum to promote student success and to develop connections among assessment practices, learning theory, and pedagogy for a learner-centered environment. Consider implications for your campus and, as much as possible, relate these ideas to your project planning.

  • Barr, R. B. & Tagg, J. (1995, November/December). From teaching to learning--a new paradigm for undergraduate education. Change, 27(6): 12-25. Available at
  • Driscoll & Wood, Developing Outcomes-Based Assessment for Learner-Centered Education, Chapter 4
  • Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change, July/August, 2-13. Available at
  • Kuh, High-Impact Educational Practice, entire report (purchase from the AAC&U)
  • Tagg, The Learning Paradigm College, Chapters 1-7, 11, 12, and 13

4. c. Rubrics. Read the following to develop a foundation of understanding about rubrics in preparation for our session on rubrics:

  • AAC&U Rubric Collection at scan for rubrics that might be useful to you
  • AAC&U VALUE Rubrics at scan for rubrics that might be useful to you
  • Allen, Assessing Academic Programs in Higher Education, Chapter 7
  • Driscoll & Wood, Developing Outcomes-Based Assessment for Learner-Centered Education, Chapter 5
  • Suskie, Assessing Student Learning: A Common Sense Guide (2nd edition), Chapter 9

4. d. Closing the Loop. Read the following in preparation for our June 7th session on “closing the loop” and consider data available at your institution that could be used for decision-making:

  • Baker, G., Jankowski, N., Provezis, S., & Kinzie, J. (2012). Using Assessment Results: Promising Practices of Institutions that Do It Well. Available at
  • Banta, T. W., & Blaich, C. (2011). Closing the assessment loop. Change, 43 (1), 22-27 (available for download on Blackboard)
  • Driscoll & Wood, Developing Outcomes-Based Assessment for Learner-Centered Education, Chapter 9
  • Finley, A. (2011). Assessment of high-impact practices: Using findings to drive change in the Compass Project. Peer Review, 13 (2). 29-33.Available at
  • Funk, K., & Klomparens, K. L. (2006). Using the assessment process to improve doctoral programs. Chapter 5 in Maki & Borkowski, The Assessment of Doctoral Education. [available for download on Blackboard]
  • Suskie, Assessing Student Learning: A Common Sense Guide (2nd edition), Chapters 15-17
  1. e. Assessment and Accreditation. Read the following for background on accreditation and the national picture and to consider the recent history, philosophical assumptions, and shifts in assessment practices and philosophy. Consider the arguments for and against accreditation for accountability in higher education. Keep track of questions raised by the readings and pose them when we meet with Peter Ewell.
  2. ACE National Task Force for Institutional Accreditation. (2013 ) Assuring academic quality in the 21st century: Self-regulation in a new era. Available at
  3. Cook, B., & Hartle, T. (2011). Why graduation rates matter—and why they don’t. Available at
  4. Ewell, P. (2008 ). U. S. Accreditation and the future of quality assurance: A tenth anniversary report from the Council of Higher Education Accreditation (CHEA). Washington DC: CHEA, Chapters 1 and 6.
  5. Ewell, P. (2009). Assessment, accountability, and improvement: Revisiting the tension. NILOA Occasional Paper 1
  6. Ewell, P. (2012) The Lumina Degree Qualifications Profile (DQP): Implication for Assessment. Occasional Paper #16. Available at
  7. Lumina Foundation. (January 2011), The Degree Qualifications Profile. Available at
  8. New Leadership Alliance. (2012). Committing to quality: Guidelines to assessment and accountability in higher education. Washington, DC: New Leadership Alliance. Available at
  • Provezis, S. (2010). Regional accreditation and student learning outcomes: Mapping the territory. NILOA Occasional Paper 6

Additional Resources You Might Like to Explore

Got questions about assessment?

  • North Carolina’s assessment site is outstanding:
  • Insider Higher Education articles on assessment and accountability are archived at
  • NILOA resources, You can get free email updates from them by going to Look for "Join Our Email List" on the right side of the screen.

Interested in post-baccalaureate learning outcomes?