Fall 2010 Showcase
Fall 2010 Assessment Showcase Schedule (.pdf)
Assessment Showcase in the News!
Keynote Address by April Mason, Provost and Senior Vice President
Laurel Littrell & Jane Schillie - The Creation of the Office of Library Planning and Assessment (Poster Presentation)
Fred Burrack & Steven Hawks - Bringing Assessment Reporting Online (Poster Presentation)
Trisha Gott & Irma O'Dell - Assessing the Learning in "Blended" Service Learning Programs
Briana Nelson-Goff - Refreshing Your CARC
Fred Burrack & Steven Hawks - Bring Assessment Reporting Online (.pdf)
Bonnie Rush - Using an Online Tool to Document Student Assessment
Brenda McDaniel & Whitney Jeter - Interactive Forms of Classroom Assessment (.pdf)
Brian Niehoff - Assessment in the HLC Accreditation (.pdf)
Raphael (Ray) Yunk, Barbara Anderson, and Troy Harding - Assessment as Instruction (Panel Discussion)
Christopher Little - Assessing the Minor Programs (.pdf)
Warren White & Paul Burden - Selecting and Using Assessments that Align to State Program Standards
Julie Gibbs & Shelly Cunningham - Assessing Learning in Health Promotions and Nutrition Counseling (.pdf)
Assessment Showcase Awards
Recognition for achievement in the implementation of the One45 Assessment Program of Clinical Competencies in the senior veterinary student year of clinical training
Awarded to: Dr. Bonnie Rush, Head of the Department of Clinical Sciences for the College of Veterinary Medicine
K‐State CVM was the first College of Veterinary Medicine in North America to implement the One45 assessment program to record technical skills and formative feedback in the nine American Veterinary Medicine Association (AVMA) clinical competencies, grades, and TEVALS. Prior to implementing this program, faculty observed students completing clinical skill but the skills were not documented or evaluated in writing, and the distribution of skills across the student body was purely by chance, and now the skills can be documented, evaluated, and changes can be made in the type or numbers of skills that students perform based on evaluation of the data collected by this program. Moreover, the program creates a portfolio summary of the students’ strengths and weaknesses in the 9 clinical competencies referred to as a “Spider plot” that provides the student a visual view of how they perform in each of these areas. From 2009 to 2010, changes that have occurred following assessment of the One45 program data include 1) an advanced procedure list for students taking advanced or supplemental training in the equine species and 2) a required list of procedures for students taking electives or advanced training in oncology. Dr. Rush is recognized for her foresight in implementing this program to fit the CVM needs and for encouraging 45 clinical faculty to embrace and participate in the new assessment process. As a result of the implementation of the assessment system, K‐State CVM was acknowledged by the national accreditation body, AVMA Council of Education during their recent site visit, for their efforts in improving the assessment process and considers K‐State CVM a model for other CVMs.
Recognition for achievement in the development and implementation of student learning outcomes across the areas of student life
Awarded to: Dr. Carla Jones, Assistant Vice President of Student Life and Senior Associate Dean of Student Life
Prior to this past year, most of the Divisions of Student Life were in the discussion stages of student learning assessment development, but through the leadership and direction of Dr. Carla Jones, each unit that is involved with student learning has developed student learning outcomes and have either implemented their assessment plans or are in the process of doing so. Her determination for all of the Student Life units to step beyond the threshold of student learning assessment was the driving force that enabled an assessment workshop and many hours of individual guidance with each unit. We commend the work of Dr. Jones and thank her for the many hours put in to this achievement and the many more to come as the programs implement their assessment plans.
Outstanding leadership in development, implementation, and continuation of successful student learning assessment in the program of Athletic Training
Awarded to: Dr. Shawna Jordan of the Athletic Training Education Program, Department of Human Nutrition
This is an exemplary program in their assessment of student learning, faculty engagement, and closing the loop. The program clearly is utilizing direct assessments and making program improvements. In addition, this program completed a re‐accreditation site visit last year, and reaccreditation was confirmed in August 2010. The program continues to work to bring program SLOs in alignment with accreditation standards, but has made considerable improvements in program standards as they relate to student learning.
Successful development and implementation of a new assessment plan
Awarded to: Julie Gibbs and the Office of Health Promotion and Nutrition Education in Lafene Health Center
With enthusiasm and purpose, the Office of Health Promotion and Nutrition Education worked to develop an assessment plan and implemented it with a sincere determination to learn of the educational impact the office provides. With the recent development of student learning assessment plans in the non‐academic units, the Office of Health Promotion and Nutrition is a role model for others in the division.
Outstanding Faculty Involvement
Awarded to: The School of Leadership Studies, Dr. Mary Hale Tolar, Director and Dr. Irma O’Dell, Senior Associate Director
The School of Leadership Studies has continued to maintain a well‐designed student learning assessment process that is integrated throughout their programs. It is clearly evident in the annual progress reports and program summary that the mission of each program remains foremost in student learning assessment and is assessed across the curriculum. The School of Leadership Studies is recognized for the level of faculty involvement in regards to discussion of assessment data and resulting program improvements. This involvement is a key factor in the continuing culture of assessment and to the success of their assessment plan. Communication within the school and among faculty resulting in program improvement places the college as a leader in assessment. Overall, the program demonstrates that there is an involvement in assessment by all faculty and that they are actively working to “close the loop” in assessment of student learning across the curriculum and within the school as a whole unit.
Effective utilization of the College Assessment Review Committee (CARC)
Awarded to: The College of Engineering, Dr. John R. English, Dean and Dr. Gary Clark, Associate Dean and Chair of College Assessment Review Committee
The College of Engineering is recognized for the clear and effective role that the CARC plays in the student learning assessment process throughout the college. The Annual Progress Reports provide a thorough description of the process for review by all faculty and details the curricular actions or revisions based on assessment results. Student Learning Outcomes are clearly tied to the mission of the programs, clearly stated, and assessed across courses, from introductory to advanced classes, using multiple assessment methods. Overall, the program demonstrates that there is an involvement in assessment by all faculty who are actively working to “close the loop” in assessment of student learning across the curriculum.
Improvements to their program’s student learning assessment process
Awarded to: Department of Sociology, Anthropology, and Social Work, Dr. Betsy Cauble, Department Head and Dr. Janice Dinkel, Program Director for the Social Work Program
The Social Work Program has a well‐defined set of student learning outcomes that are sequentially taught across their curriculum and measured with a variety of assessment methods. Enhancements in their assessment processes are evident in clearly written assessment progress reports and reinforced by the awarding of continued accreditation by the Council on Social Work Education (CSWE).