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Contributor:Shane Desselle
Administrative/Academic Title:Dean and Professor
Institution:California Northstate University
Other Contributors:Karen McClendon, Director of Institutional Effectiveness and Assesssment; Leanne Coyne, PhD, Assistant Professor of Pharmaceutical & Biomedical Sciences, and Assessment Committee Chair
Title:Note-Worthy Practice – Standard 3 – California Northstate
Tool/Process Description:
The California Northstate University College of Pharmacy (CNUCOP) was founded in part upon pedagogical delivery systems that embrace frequent and substantive assessment. This is witnessed through the use of team-based learning (TBL) in every course throughout the didactic component of the curriculum and even partly modeled during experiential rotations. As such, the organization has assumed a culture of assessment that pervades systems and functions throughout its teaching and evaluation processes for student learning and other programmatic outcomes. One component of the College’s assessment portfolio is the measurement of student achievement across 3-7 Student Learning Outcomes (SLOs). Instructors work with the Director of Institutional Effectiveness and Assessment (DIEA) to devise, review, and amend course SLOs unique to each course but which are based on curricular mapping and in comportment with the institution’s program learning outcomes (PLOs) and co-curricular learning outcomes (CLOs). The DIEA assists faculty with development of assessment strategies for the course and with a summative assessment of SLOs aligning with the College’s PLOs. Faculty de-identify student responses to the assessment and provide this data to the Assessment Committee. The Assessment Committee chair works with the DIEA to map the performance of the class as a whole, and each student on SLOs. The class’s overall performance is mapped onto a rubric of performance with the following intervals: Initial, Developing, Developed, and Proficient with Evidence. As such, faculty are provided with the level of performance and proficiency of the entire class across each of the SLOs and thus can tailor their instructional strategies and areas of emphasis in future iterations of the course. On the College’s intranet drive, students are able to look up their performance on the SLOs of each course, as is the student’s advisor. The course coordinator, student, and student advisor are given access to the student’s performance. This allows a robust mechanism for self-evaluation, reflection, and assessment by students, faculty, the Assessment Committee, and DIEA. The College and DIEA use this data and employ a similar mechanism in evaluating various programmatic outcomes, most notably achievement of mission. A graduated rubric is comprised of four indicators of achievement with clear and descriptive performance levels. The College uses various sources of evidence to determine performance on each indicator. Data are gathered to determine student and faculty engagement in professional activities; students’ communication and ethical decision-making skills; curriculum strength through its foundation in science; and engagement of faculty and students in scholarly activity. The College’s performance on each of the four indicators is likewise deemed to be Initial, Developing, Developed, or Proficient, by the Assessment Committee and DIEA. Feedback is provided to the appropriate stakeholders, ranging from the Curriculum Committee, Strategic Planning Committee, Dean, other College administrators, faculty, and student leaders. These results are used to make improvements in didactic and experiential courses, Student Affairs’ support and activities, support for scholarly activity for both students and faculty, and all other activities that support the College’s mission.

Tool/Process Details:

Length of use:1-3 years
Adapted From:
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