Assessment

Institutional Effectiveness: Academic and Non-Academic Assessment

The University is focused on institutional effectiveness and renewal through a commitment to assessment built around the fulfillment of the vision and mission of the Institution.

The Office of Assessment and Accreditation facilitates and supports campus-wide processes for determining and documenting the effectiveness of programs, services, and the institution as a whole in order to foster sustainable continuous quality improvement. The university seeks to encourage and ensure institutional effectiveness and renewal through a commitment to assessing student learning, to fulfilling our overall educational mission, and to planning processes and resource allocation that will support the mission and strategic plan. To that end, the university has developed a systematic process for integrating assessment into the structural and procedural fabric of the university.

All divisions and departments of the university conduct assessment of the effectiveness with which they carry out their specific tasks and responsibilities. These assessments seek to link specific programmatic goals and objectives to the strategic plan. Departments report the results and analysis of the assessment data collected and the use the results to develop action plans to improve processes, services, and student learning. The action plans allow departments and divisional leadership to make data-informed decisions when allocating resources.

Institutional Effectiveness includes: Program Review, Assessment of Student Learning Outcomes (Programmatic and University-Wide), Non-Academic Assessment, and Programmatic Accreditation.

Additional information related to institutional and programmatic accreditation can be found on the Accreditation page.

Assessment at SRU is a continuous cycle inclusive of:

Assessment Planning and Development,
Data Collection,
Evaluation and Analysis,
Action Planning, &
Resource Allocation

Academic Program Assessment

Assessment plans and results are submitted through TracDat annually (due May 31st). The plans and reports are reviewed by the Assessment Committee using a standardized rubric. Departments are given feedback and are able to request resources directly related to achievement of Student Learning Outcomes (SLO) to ensure student success.

University-Wide Learning Outcomes

SRU's Student Learning Outcomes (UWO) were revised by a committee of faculty, staff, and administrators in the spring of 2017 and approved by the University Curriculum Committee in May of 2017. The outcomes are: Effective Communication, Critical Thinking, Scientific Literacy, Quantitative Reasoning, Whole Person Development, Creative and Aesthetic Appreciation, Civic Engagement, Ethics, Diversity and Global Interdependence, and Digital Citizenship. The outcomes are described in detail in the accordion below.

Rock Studies: Formerly Liberal Studies (General Education)

The Rock Integrated Studies Program (the RISP, or, as it is referred to on campus, "Rock Studies") at Slippery Rock University is the general education requirement for all academic majors at the University. It includes 42 credits of the required 120 minimum credits required for graduation. It therefore requires as many credits as many majors, and is just as important as a major to our students' educations. Its purpose is to reinforce connections between learning within major programs and the broader learning gained in an undergraduate curriculum. For additional information or assistance; email assessment@sru.edu.

Assessment of Rock Studies

All courses in the Rock Studies Program are to be assessed each semester the courses are offered. Faculty have the option of providing this information via D2L course shells (with permission) or using an alternative reporting form. Rock Studies outcomes are assessed by specific blocks of the program; below are the necessary documents necessary to understand the options and to report required Rock Studies assessment data.

ROCK STUDIES CORE

Critical Writing

English 102 D2L Submission

English 102 Alternative Submission

English Permission D2L/Acknowledgement for Alternative Reporting

Critical Reading

English 104 D2L Submission

English 104 Alternative Submission

English Permission D2L/Acknowledgement for Alternative Reporting

ROCK STUDIES INQUIRY

Creative Inquiry

Creative Inquiry D2L Submission

Creative Inquiry Alternative Form Submission

Humanities Inquiry

Humanities Inquiry D2L Submission

Humanities Inquiry D2L Instructions

Humanities Inquiry Alternative Submission

Humanities Inquiry Alternative Instructions

Social Science Inquiry

Social Science Inquiry D2L Submission

Social Science Inquiry D2L Instructions

Social Science Inquiry Alternative Submission

Social Science Inquiry Alternative Instructions

Science Inquiry 101

SCI 101 (Natural) Inquiry Combined D2L & Alternative Submission and Instructions

Science Inquiry 102

SCI 102 (Physical World) Inquiry Combined D2L & Alternative Submission Instructions

Non-Academic Assessment

Plan: Assessment Planning and Development

Review mission and goals,
Alignment to institutional mission and strategic plan,
Determine methods and criteria

Timeline: Continuous (Emphasis on development & implementing action planning)

ACT: Data Collection: Collect data from direct & indirect methods.
Timeline: Fall & Spring of Academic Calendar Year

Evaluate:
Evaluation and Analysis: Review and contextualize assessment data to reveal progress and opportunities.
Timeline: Late Spring Early Summer
Evaluation & Analysis IE Assessment Committee: Review of department assessment plan & reports by the committee using a rubric to provide feedback to departments
Timeline: Fall & Spring Semesters

Respond/Report:
Action Planning: Using the data evaluated and analyzed to create an action plan to improve/continue/increase impact on department's success.
Timeline: Report and Action Plan due July 31

Assessment plans and results are submitted through TracDat annually (due August 15th). The plans and reports are reviewed and feedback is given to departments. Additionally, departments are able to request resources directly related to goals and objectives to support the mission of the department, college, division, and institution.

Program Review

The State System Board of Governors Program Review Policy 1986-04-A lists three purposes for the need for system universities to undertake a program review process:

To assure deliberate and continuous attention to enhancement of the quality and to assure mission centrality of academic- and student-support programs with State System Universities.
To analyze and employ quantitative and qualitative data, including student-learning outcomes, on individual programs that will contribute to both university and State System planning.
To provide the chancellor and Board of Governors, as well as the council of trustees of each university, with assurance that University programs are being assessed in a systematic fashion and that plans for making continuous improvements are developed and implemented.

Slippery Rock University of Pennsylvania program review Policies and Procedures are integral to the planning processes of the university, an essential element in determining the centrality of programs to the mission and goals of the university, and represent one way the university continually improves its programs. Academic, Student Affairs, and Nonacademic departments participate in 5-year program review as a method for demonstrating current strengths and opportunities as well as strategic planning at the department level.

Institutional Effectiveness

Measures/Methods demonstrating Institutional Effectiveness include:

Annual Assessment of Student Learning Outcomes (SLO)
Regional & Programmatic Accreditation, Academic and Nonacademic Units
Annual Institutional Effectiveness Assessment, Nonacademic Units
Institutional Surveys Including: NSSE, SSI, and FYE Surveys
5 Year Program Review for Academic and Non-Academic Units
Demonstrated alignment of student learning and department goals to the SRU mission and vision, accreditation standards, and the State System Strategic Plan.

Student Learning Outcomes Assessment

Slippery Rock University's sustainable processes used to assess student learning is based on 7 principles. This process is coordinated by the Assessment Core Committee, led by Dr. Michael Holmstrup.

Assessment begins with a vision of the types of learning and development that provide the greatest value for students.
Assessment must reflect an understanding of learning and development as multidimensional, integrated, and revealed in performance over time.
The assessment process is most effective when it is ongoing, systematic, and self-aware.
Assessment works best when the programs it seeks to improve have clear, explicitly stated learning outcomes/program goals.
Assessment planning and implementation are collaborative activities that must involve faculty, staff, students, and administrators.
Effective assessment of program goals, of learning, and of student and staff development when results are disconnected from decisions concerning faculty and staff retention and promotion.
Assessment leads to improvement when high quality teaching, learning, and student development are visibly valued, encouraged and implemented.

Graduate students achieve a separate set of general outcomes that complement the specific outcomes of their chosen programs. Graduate-level programs assess student achievement of these outcomes in their own disciplinary contexts. Assessment results inform program and institutional efforts to strengthen curricula, pedagogy, and educational resources. Upon completion of graduate-level programs there are three outcomes that all post-baccalaureate SRU graduates will be able to do:

Apply the major best practices, theories, or research methodologies in the field(s) of study.
Apply knowledge from the area(s) of study to address problems in the field.
Formulate arguments or explanations to both an academic and general audience, in both oral and written forms.

SRU University-Wide and Liberal Studies Student Learning Outcomes

SRU University-Wide Student Learning Outcomes - UPDATED & Approved by UCC 2017

Slippery Rock University's vision is that SRU will excel as a caring community of life-long learners connecting with the world. In addition, the fundamental educational mission of Slippery Rock University is to transform the intellectual, social, physical, and leadership capacities of students in order to prepare them for life and career success. With this vision and mission as the foundation, the SRU Student Learning Outcomes provide the basis for SRU graduates to become life-long contributors as citizens and leaders in their communities and the broader world. Students at Slippery Rock will achieve these SLOs through their academic programs, the liberal studies program, and co-curricular programs and activities.

Slippery Rock University students will

1. Act as effective communicators:

Communicate successfully with diverse audiences in speech and writing.
Demonstrate active listening skills.
Apply analytical reading to support language use.

2. Apply critical thinking to argument and problem solving:

Gather, analyze and evaluate information and ideas.
Produce well-supported reasons and evidence.
Reach well-argued conclusions and decisions.
Use a variety of viewpoints and reflective thought.

3. Develop scientific literacy:

Explain and predict natural phenomena through use of observation, experimentation using appropriate technology, and scientific reasoning.
Make decisions based upon understanding of scientific concepts and processes.

4. Apply quantitative reasoning in appropriate contexts:

Create and use mathematics in a variety of forms including formulas, graphs, schematics, and computing, where appropriate.
Implement experimentation and quantitative reasoning to solve problems and make inferences.

5. Develop as a whole person:

Acquire and apply knowledge and skills in the major and profession, including soft skills.
Make connections beyond traditional disciplinary boundaries.
Demonstrate a desire for lifelong learning.
Establish an identity that incorporates emotional and physical wellness.

6. Demonstrate creativity and develop aesthetic appreciation:

Demonstrate understanding of the role of creativity in discovery, innovation, and artistic expression.
Develop aesthetic perception and appreciation.

7. Become civically engaged:

Acquire and apply skills and knowledge based on partnership and reciprocity within and beyond the university community.
Contribute to the betterment of society.

8. Act ethically:

Respect the range of ethical perspectives.
Understand their own values and principles.
Recognize the consequences and impacts of their actions on others.

9. Develop a worldview that acknowledges diversity and global interdependence:

Understand the importance of diverse experiences, cultures, and identities.
Understand the ways that group and individual inequalities and interactions impact self and society.
Apply multiple perspectives to address local, regional, global, and cultural issues.

10. Act as responsible digital citizens:

Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world.
Use relevant digital technologies competently in ways that are safe, legal and ethical.

SRU Liberal Studies Student Learning Outcomes

Basic Requirements

Locate, evaluate, and organize information.
Present information in oral or written formats.
Conduct independent research on a topic of the student's choosing.
Analyze, interpret, and develop and aesthetic understand of literature.

The Arts

Identify the genres, periods, media, and styles of music, dance, theatre, literature, and the visual arts.
Be able to draw interpretive conclusions about the creative processes and artistic media used by artists.
Critically analyze works of art and the context in which they were produced.

Global Community - Non-US Courses

Describe how values, attitudes, and beliefs affect the ability of people to relate to that which is different.
Evaluate general theories, models, arguments, or perspectives that explain the contemporary or historical relationships among social, political, economic, or environmental systems.
Communicate an understanding of how language or culture affects one's perception of the world.

Global Community - US Courses

Explain the relationships between the major actors and institutions in the American and global political and economic systems.
Explain the core values of American society, how these have arisen, and how they influence beliefs and behavior.

Human Institutions and Interpersonal Relationships

Identify and evaluate issues and problems within human institutions and interpersonal relationships using ethical criteria.
Demonstrate how ethical criteria can be used to foster cooperation and promote respect for diversity.
Evaluate social, emotional, cognitive, and/or biological aspects of personal development within human institutions and interpersonal relationships and explain how these affect human beliefs and behavior in everyday life.
Analyze and evaluate how globally diverse contexts affect beliefs and behaviors of individuals, groups, organizations, and human institutions and how these contexts influence civic engagement.

Science, Technology, and Mathematics

Demonstrate basic knowledge of facts, terms, concepts, and theories central to STEM programs.
Develop skill in using materials, techniques, tools, and technology central to STEM programs.
Demonstrate synthesis and integration of information and ideas.
Analyze and interpret experimental data and results effectively.

Challenges of the Modern Age

Analyze a contemporary challenge from an ethical perspective.
Evaluate problems using multiple viewpoints.
Locate, synthesize, and evaluate information to make thoughtful decisions.

Academic Affairs