MasterSyllabi

MasterSyllabi - SOUTHERN ASSOCIATION OF COLLEGES AND...

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Unformatted text preview: SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSION ON COLLEGES December 6-9, 2003 MASTER SYLLABI: The First Step Toward Assessing Learning Outcomes by Boyd Collier Tarleton State University ABSTRACT To construct a systematic, assessment of student-learning outcomes for each academic program, current and well-articulated master syllabi must be used by faculty. Every course syllabus should identify specific learning outcomes, methods by-which the learning will occur, and appropriate assessment techniques or tools. From all of the relevant course syllabi, each program can be evaluated for student-learning outcomes accomplishment. Objectives: 1. To illustrate a faculty approach to student-learning outcomes. 2. To demonstrate that master syllabi are key elements in successful academic programs. 3. To impress upon participants that planning and evaluation through master syllabi are necessary ingredients to achieve course and program objectives. 4. To provide attendees with an opportunity to practice what they learn. 5. To provide tools related to conducting assessment. 2 MASTER SYLLABI: The First Step Toward Assessing Learning Outcomes I. Institutional Effectiveness II. Faculty Involvement III. Educational Outcomes IV. Embedded Assessment V. Critical Ingredients of Master Syllabi 3 I. Institutional Effectiveness Whenever I have asked others to explain to me their understanding of the meaning of institutional effectiveness, the one I remember most is: institutional effectiveness is a four-letter word! Intense interest in measuring the outcomes of higher education especially comprehensive program assessment of student learning is now beginning its third decade. The available evidence suggests that this intense interest will continue and that the performance bar will be raised. Although institutional effectiveness is a university-wide task, renewed focus is on the primary mission of all institutions of higher education which is student learning. Margaret Sullivan, director of the College Consulting Network of the Commission on Colleges at the Southern Association of Colleges and Schools (SACS) and Peggy Wilds, member of the College Consulting Network, SACS, make this point very clear in their recent article, Institutional Effectiveness: More than Measuring Objectives, More than Student Assessment: . . . the most important purpose of an institution of higher education is to educate students. Thus the most important element of institutional effectiveness is the impact the institution has on the knowledge base of students . Similarly, the new essential requirements for candidacy and membership by SACS state that The institution demonstrates that each academic program has stated learning outcomes and ensures appropriate levels of student achievement. Related to this threshold requirement are indicators of quality: 1. There are appropriate levels of student achievement and equivalent quality of all programs regardless of method of instruction or location of program. of all programs regardless of method of instruction or location of program....
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MasterSyllabi - SOUTHERN ASSOCIATION OF COLLEGES AND...

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