|
Institutional Effectiveness Home Page
Templates for Document Creation
Academic Year
|
|
Note: (do not use for
creation of Assessment Documents) Type all I.E. plans in
12 point, Times New Roman following the I.E. template.
The
documents can NOT be modified online. In order to modify,
save to your computer.
Template
for I.E. Plans
- Mission Statement
The mission statement
should succinctly give the department's/unit's
purpose and direction - its reason for existence The
first sentence should be a global sentence about the department/unit.
The next several sentences should be about each
program within the department/unit and what they do. When
appropriate, focus on students first. In brief, the mission
statement should answer the following questions:
- Who are you?
- What do you do? For academic departments,
this should include the teaching, research, and
(when appropriate) service mission.
- Who do you do it for? The
mission statement must be written with complete
sentences, proper noun/verb agreement, and in a style
understandable to individual outside the department/unit.
- Goals (3-8 Goals, numbered
Goal1., Goal 2., etc.)
Goals are long-range, broad-based aims and expectations
of the dept/unit. They must relate back
to the mission statement and focus the
direction of assessment activities to be conducted
by the department/unit. They should be generic enough
that they will not change much from year to year.
Goals for academic programs must include (but are
not limited to) learning goals as guides for instruction
and for assessing student learning outcomes. Learning
goals should specify what is to be learned and the
level of performance that is expected upon completion
of the program. Goals must be written as complete
sentences with proper noun/verb agreement.
- Objectives (listed under Goals and
numbered 1.1., 1.2.,...2.1., 2.2., etc.)
Objectives describe actions that are needed to achieve
the goal. They are measurable and must include
an action verb. Objectives are attainable, contain
a performance standard, and identify a time frame
(short or long term). Example: "I am going to do
this by this amount by this date."
For student learning objective, succinctly state the
learning results for your program and operationally define
the student competencies you wish to assess:
- What is to be achieved?
- What level of knowledge,, behavior,
or skill?
- Under what condition? Multiple measures
of goal attainment are more effective than one, thus
more than one objective should normally be used with
each goal (but do not force it).
- Strategies (listed under
Objectives and numbered 1.1., 1.2.,...2.1., 2.2.,
etc.)
Strategies describe HOW you will achieve
your objectives. They are the means by which objectives
will be achieved. At least two strategies must be listed
for each objective.
- Assessment
tools (listed at the end of each Goal - after
the Objective and Strategies)
There must be at least one assessment tool for each objective.
For student learning outcome, SACS requires
at least two direct measures and two indirect measures.
For academic departments, the final I.E. plan
must be reviewed by the faculty and approved by the chair and
the dean. The mission statement will conclude with the statement
"Reviewed by the faculty on (date)" and be signed by the chair
and the dean. For non-academic units, the final I.E. plan must
be approved by the unit and division heads (when applicable)
and by the appropriate vice-chancellor.
Prepared: June 24, 2002
top
|
|
