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Strategies for Sustainable Co-curricular Assessment

Strategies for Sustainable Co-curricular Assessment. Workshop Goals - Presenter. Identify and consider context Dispel unfounded claims Clarify HLC requirement(s) Offer framework for implementation Suggest sustainable strategies. Workshop Goals - Attendee.

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Strategies for Sustainable Co-curricular Assessment

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  1. Strategies for Sustainable Co-curricular Assessment

  2. Workshop Goals - Presenter • Identify and consider context • Dispel unfounded claims • Clarify HLC requirement(s) • Offer framework for implementation • Suggest sustainable strategies

  3. Workshop Goals - Attendee • Identify framework best suited to campus culture • Identify three useful, sustainable strategies to adopt • Identify myths that might have been slowing progress

  4. Context • Urgency • Administrative Demand • Software • Personnel • Initiatives

  5. Says Who? Demands, Definitions, Dogma

  6. Best practices or Orthodoxy? Claim Consideration The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs. Backlogs aid Backfill Different Labels for Units Reporting on findings not process • Co-curricular what? • Only sLos? • SLO soup – mapping • Cycle begins with goals • War on grades • Reliance/War on CAS • Definition of Co-curricular • Final report is a report on process

  7. Framework for Implementation

  8. Strategies for Sustainability • Even if you follow a decentralized model, centralize the branding, including the language of the model (the process) and dissemination of data (the product) • Consider documenting similar reports from support units. If no one has time to do anything with it, then why are you requiring it? KPIs, unit productivity reports may suffice • Consider scaling back to Classroom HIPs and/or Student Affairs • Consider reassigning staff duties between academic, co-curricular, and gen ed • Consider providing framework of common initiative, problem, or mission • Consider engaging students looking for classroom projects or research • Consider offering data analysis and reports from your office to units • Post, promulgate, and defend the process you adopt • Expand acceptable submissions to include whatever matters to unit; expect use of results for quality improvement instead of demanding that results focus on student learning

  9. Josie Welsh, PhD welsh-j@mssu.edu Director of Institutional Effectiveness Missouri Southern State University

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