To achieve academic effectiveness at WOU, we:
- Align: We coordinate our teaching efforts
- Assess: We study learning as a community of scholars
- Evolve: We use what we learn to improve
- Shine: We celebrate our successes
- Submit course goals and alignments — target date for all courses: March 31, 2017.
- 85% of Gen Ed courses have been submitted thus far: How is my program doing on submitting General Education goals?
- You can still submit General Education course goals: Please do so as soon as possible.
- Examples of course goals and an excellent resource for developing course goals
- Glossary of terms
- UNDERGRADUATE PROGRAMS
- GRADUATE PROGRAMS
- 2016-17 INITIATIVES
- FACULTY PRESENTATIONS
WOU’s undergraduate learning outcomes (ULO’s)
ULO’s, the future of jobs and what employers seek: Click here
The civic case for a liberal and transformative education
The economic case for a liberal and transformative education
Alignment and assessment
Clarification of alignment tasks for Fall 2016 and Winter 2017: Follow up from September 21, 2016 Academic Affairs meeting (UPDATED 9-30-16)
What does ULO alignment and assessment mean for my program and courses? [In a chart]
Assignment Design and Library (LEAPTx)
Transparent Assignment Design (UNLV)
All 16 LEAP rubrics: Helpful in thinking about other program outcomes and how to measure them
- Framework for the pilot project to assess WOU graduate outcomes – the Degree Qualifications Profile (DQP): Brief Summary of DQP, Full version of DQP
- Timelines for the pilot project to assess of WOU graduate learning outcomes (GLO’s) and graduate programs
- Pilot of assessment of writing in graduate programs, 2016-17
- Pilot rubric for writing in graduate programs (developed Sept 2016)
GLO: Analytic Inquiry
Sharing the results of assessment, good or bad, is an essential part of a successful assessment program. Faculty can learn from one another. Each department needs to see what the others are doing and how well their efforts are working. Such sharing provides opportunities for departments to engage in peer review, steer away from failed experiences, and replicate successes where appropriate. – Wendy Weiner (2009). “Establishing a culture of assessment.” Academe June/July, AAUP
- WOU Academic Program Learning Outcomes
- Link to program assessment plans, reports and documentation (WOU campus access only: You will be prompted to provide your paw print – portal – credentials)
Academic Program Review
- Links to draft documents coming soon
Plan for Academic Effectiveness
- Link coming soon
Willamette Promise is a consortium with OIT, Corban University, 3 ESD’s and almost 40 school districts in our region. Through the Willamette Promise, WOU provides opportunities for high school students to earn assessment-based college credits for core OTM-AAOT courses.
Quantitative Literacy Professional Learning Community
- Alignment and assessment: Examine the level of quantitative literacy among WOU undergraduates by collaboratively reviewing student work in courses aligned with the Quantitative Literacy outcome.
- Curricular innovation and collaboration: As an interdisciplinary group, develop, pilot and assess a new college mathematics course to satisfy BS requirements and serve students in natural sciences, social sciences and pre-professional fields who will not take calculus.
- General education MTH and CS courses, Q-designated courses, and courses that choose Q as primary ULO’s will be added to the Quantitative Literacy Moodle page so instructors can submit two samples of student work from an assignment that gave students the opportunity to demonstrate quantitative literacy skills.
- Supporting documents: Timeline, Quantitative Literacy at WOU (Faculty Senate Presentation, Spring 2015), PLC 9-23-16 Minutes, PLC 10-21-16 Minutes, 12-2-16 Open House for QL PLC
Graduate Outcomes: Writing
- Collaboration and assessment: A pilot to examine the level of writing skills among graduates of WOU’s graduate programs by collaboratively reviewing student exit projects and other written work aligned with the Graduate Writing standard.
- Innovation and improvement: Identify and pilot cross-disciplinary strategies to strengthen writing abilities of WOU graduate students.
- Supporting documents: Timeline, Background, Degree Qualifications Profile
Graduate Outcomes: Analytic Inquiry
- Collaboration and assessment: A pilot to examine the level of analytic inquiry skill among graduates of WOU’s graduate programs by collaboratively reviewing student exit projects and other work that reflects student ability to “disaggregate, reformulate and adapt principal ideas, techniques or methods at the forefront of the field of study in carrying out an essay or project” (Degree Qualifications Profile). The working group agreed upon this rubric for Analytic Inquiry.
- Supporting documents: Timeline
WOU faculty present on assessment and their use of ULO’s in the classroom.
- Shaun Huston, Geography, led a discussion of assessment at the Association of Pacific Coast Geographers (APCG)
- Melinda Shimizu, Earth Science, presented on how she builds inquiry & analysis and critical thinking into each class meeting in ES 106 (Earth Science LACC course)