September 29, 2000 TO:
John Wiley, Provost FROM:
Mike Subkoviak, Associate Dean RE:
1999-2000 Assessment Report for the School of Education In response to your request of August 8th, the following
report of assessment activities for 1999-2000 and assessment plans for
2000-2001 is provided. I.
Assessment Activities for 1999-2000 A.
Progress was made on many fronts in implementing assessment plans
during the past year. First,
funds provided by the Campus Assessment Council were used to employ three
graduate students to work on the development of assessment rubrics for our
teacher education programs. As
you may know, we are required by the Department of Public Instruction to
have a performance-based assessment system in place by the Fall of 2001; and
campus funds continue to supplement the School=s
investment in the development of this system.
In addition, the School conducted:
an alumni survey of its 1996-97 graduates, a ten-year institutional
review of the undergraduate Special Education Program, and self-studies of
two administrative support units that provide academic advising (Education
Academic Services) and job placements (Educational Placement and Career
Services) for our students. B. As you know, the process that we have developed to use assessment information to make changes involves having an academic department or support unit implement an action plan in response to recommendations arising from a program review. For example, the Special Education Program, Education Academic Services, and Educational Placement and Career Services have developed action plans evolving from 1999-2000 program reviews; and these action plans will be implemented with the approval and oversight of the Academic Planning Council. C.
Examples of specific changes made as a result of 1998-99 assessment
activities are as follows. Counseling
Psychology revised the requirements for the doctoral program, reducing the
number of foundations courses in order to provide more opportunities for
students to engage in and learn about research.
Curriculum and Instruction improved graduate student recruitment, and
this fall 43 new graduate students began, the highest number of fall semester
starts in five years. A number of
other examples of such changes can be provided, if desired. D.
Two of the most significant challenges to implementing action plans
evolving from assessment are: (1)
inadequate resources and (2) human resistence to change.
Regarding the former, unfunded mandates and recommendations issued by
review panels, accrediting bodies, the Department of Public Instruction, and
the State Legislature often require reallocation from other seemingly
essential programs. Regarding the
latter, Dean Farrell is fond of saying, AThe only people who like change are babies in wet diapers.@
All too often people talk the talk but fail to walk the walk when it
comes to implementing action plans. II.
Assessment Plans for 2000-2001 During
2000-2001, four reviews are planned. First,
an accreditation review of the master=s
program in Rehabilitation Psychology will be conducted.
Second, self-studies of two support units (Center for Instructional
Materials and Computing; Instructional Media Development Center) and one
research center (Center on Education and Work) will take place.
Finally, the funds provided by the Campus Assessment Council will
continue to support the development of an assessment system for our teacher
education program. If
you have questions, please call Mike Subkoviak or Jane Hay at 2-0458.
Have a great day! xc:
Martha Casey, Asst Vice Chancellor Eden
Inoway-Ronnie, Assoc Acad Planner Charles
Read, Dean
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