Assessment & Research Studies

Dr. Judy ShoemakerCUE PresentationJune 10, 2009http://www.assessment.uci.edu/

Mission Statement

Our mission is to support excellence in undergraduate education by: providing data and analysis regarding

undergraduate students and undergraduate education, and

leading campuswide assessment activities.

Information about undergraduate students

Student enrollment data New freshmen, new transfers, all undergraduates School, class level, gender, ethnicity, first language,

first generation/low income status Average SAT scores U/U students

Student tracking system Retention statistics

Annual Profile of Undergraduate Students

UC Undergraduate ExperienceSurvey (UCUES)

Contents Academic engagement, quality of teaching, quality of

advising, self-reported learning gains, extracurricular activities, undergraduate research, post-graduation plans, satisfaction

Academic program review Results by school and major

Ad hoc studies Diversity studies for Campus Climate Work Group

ethnicity, gender identification, sexual orientation EAP and non-EAP learning outcomes and satisfaction Graduate school aspirations

Information about undergraduate education Course enrollments

Writing courses General education (GE) courses First Year Integrated Program (FIP) courses Freshman and Transfer Seminars

Course evaluations FIP Courses Freshman and Transfer Seminars Peer Tutoring Program for Writing and Research Skills

New majors and minors Educational policies

Ad hoc research studies

Instructional quality of summer courses enrollment and student characteristics student survey faculty interviews compared features of introductory courses (summer vs. academic year) grades in sequenced courses

Survey of 5th year seniors and 3rd year transfer students Placement testing

Predicting grades in introductory physical sciences courses (AP, SAT, Placement Testing)

Relationship between LD and UD writing course grades Academic honesty survey (faculty, students) Instructional technology survey (faculty, graduate student TAs)

Campuswide assessment activities

Assessment is a process: identify important learning outcomes measure achievement toward outcomes use results for program improvement

Good educational practice Focus on the learner Set high expectations Provide feedback Helps students focus their studying efforts

Need for assessment

Accountability Demonstrate the value of undergraduate education Continuous improvement process

Accreditation Specialized programs – Engineering, Nursing,

Business The institution as a whole – Western Association of

Schools and Colleges (WASC) WASC assessment requirements:

course, program and institutional levels academic and non-academic programs

Current assessment activities

Student learning in the major Workshops for department chairs UC-wide workshop on SLO’s Assessment grants

General education SLO’s for each category New majors/minors need SLO’s Assessment of writing (LD and UD)

Academic support programs SLO’s Assessment strategies

Assessment activities for next year

Campus Assessment Committee Assessment grants Assessment plans for academic departments Fall Quarter workshop on assessment methods GE categories Academic program review Course evaluations Assessment plans for DUE academic support

programs

Primary audiences

Dean and Associate Dean of DUE DUE managers Associate deans of undergraduate education

Dean’s Advisory Council Senate Council on Educational Policy

Policy Subcommittee Vice Provost for Academic Planning Chairs and assessment coordinators in each department Other campus committees and work groups Other faculty and staff

Collaborations with DUE Units

Unit Research Question

Academic Testing How well do pre-calculus placement test scores predict grades in first math class?

Campuswide Honors Program What is the yield from Honors Event Day?

Center for International Education

Compared to non-EAP students, are EAP students more satisfied with their UCI education and do they report more learning gains?

Classroom Technology Support What are the instructional technology needs of faculty and graduate student TA’s? What recommendations do they have for general assignment classrooms?

Dean’s Office To what extent are the goals of the Freshman and Transfer Seminars being achieved?

What are faculty’s perceptions regarding the frequency of academic dishonesty and to what extent should reporting procedures be changed?

Collaborations with DUE UnitsUnit Research Question

DUE-IT To what extent have DUE-IT services met the expectations of staff, and what services need improvement?

LARC What is the impact of LARC tutoring on course grades?

SAAS To what extent do SAAS services improve the retention and graduation rates of first generation and low income students?

TLTC Working together on assessment workshops and resources for faculty

Transfer Student Surveys

What data should be collected on transfer students who use services?

UROP To what extent are students satisfied with their summer undergraduate research experiences?

U/U Advising How do former and current U/U students describe the benefits of the U/U program, especially in relation to selecting a major?

Partnering with A&RS

Assessment of learning outcomes Surveys and focus groups Information and data analysis Retention & graduation studies UCUES studies

A&RS Staff

Name Primary Responsibility

Dianna Mendozadmmendoz@uci.edu

Research Specialist & UBC

Chris Procelloc.procello@uci.edu

Assessment plans

John Selegeanselegean@uci.edu

Data analysis & research studies

Natalie Schonfeldnschonfe@uci.edu

Assessment, surveys, focus groups, course evaluations, scoring rubrics

Zohreh Soltanizsoltani@uci.edu

Curricular research and policy research and analysis

Judy Shoemakerjudy@uci.edu

Director