For questions about the College's outcomes assessment practices, contact the Academic Affairs Office at (570) 326-3761, ext. 7310.
QTA Goals 2007/08
- Arrange professional development activities
- Small-group informational session, videotaped for distribution to broader audience via the Web.
- E-portfolio session presented by PSU facilitator to Council of Deans.
- Electronic presentations for both live audiences and Web-based distribution.
- Assessment forum offering faculty and staff the opportunity to bring questions, concerns, ideas to the forefront.
- Topical session for new faculty.
- Keep QTA Web site current and newsworthy
- Maintain focus on dual audience, addressing general informational needs for internal and external constituents.
- Provide Web access to template for reporting assessment results.
- Report results of faculty survey on site.
- Post annual goals.
- Periodically review and update FAQs.
- Solicit and post five strong examples of assessment and data analysis.
- Provide useful assessment templates
- Enhance the architecture for formalizing the College’s approach to assessment.
- Coordinate with the Council of Deans to improve the process of Program Review.
- Identify where College resources are being expended.
- Tie Program Review to the budget process.
- Ensure that the majority of criteria are qualitative.
- Consider how to frame the Program Review, most notably the fiscal aspect, in terms of faculty role and impact.
- Contribute to the College’s Mission/Vision/Goals workgroup.
- Follow through on Middle State’s Periodic Review Report recommendations:
- Develop and schedule professional development activities focused on assessment.
- Offer separate sessions for faculty and supervisors focused on available data and the use of queries to gather assessment-related information.
- Identify strong illustrations of assessment approaches and applications, and engage those practitioners in presenting professional development sessions for colleagues.
- Build in an assessment mechanism for all activities.
- Make assessment commitment/methodology a formal piece of new faculty orientation.
- Add a topical session during the spring semester.
- Include assessment as a topic in the FAC100 course required of all new full-time faculty and in the FAC102 writing-enriched certification course.
- Review current surveys developed by the Office of Strategic Planning and Research.
- Provide more direct-to-assessment needs information.
- Determine the possibility of gaining more direct-to-major data to limit the number of major-specific surveys being distributed to the same population.
- Coordinate efforts so as to provide timely data in support of accreditation needs.
- Obtain more concrete information from graduates on employment, mobility, additional education, and certifications/licensure.
- Balance the use of institutional surveys with commercially prepared surveys that offer norming/comparative information with peer institutions.
- Identify additional potentially useful data sources, both commercially prepared and institutionally designed (e.g., data that might be helpful in drafting curriculum proposals).