Suggested Script for Cold Calls to Program Points


DRAFT DRAFT DRAFT
Cold Calls to WSU Programs

Who you are
·        This is a beginning of the process of actively contacting all programs to solicit their participation in the Dec 18 self-study reporting. Prior to this point, contact was indirect, via the College-level program liaisons.

My name is _______________ with the Office of Assessment and Innovation.  As your College Assessment Liaison probably told you, accreditation and accountability expectations for higher education have been changing, and the accreditation process for us will now require updates every two years with a report on learning outcomes progress due next fall, 2010.

What your role is
·       I am the designated OAI contact selected to work with you and your program.  As you may know, the Office of A and I was established to meet new assessment requirements and to help do so in ways that keep the focus on improving the student learning experience.  Our charge is to help WSU programs develop, if they are not already in place, assessment strategies that meet new assessment requirements in ways that leverage faculty expertise and that are meaningful and useful for WSU faculty.

What you understand their role to be
·       As you may know, in order to meet the fall report deadline, some level of assessment needs to be conducted next spring so that the results can be used to guide improvements.  It is using evidence to ‘close the loop’ that is the common denominator of assessment requirements coming from all of our stakeholders, including the NWCC&U, professional accreditors, OFM, the legislature, or the HEC Board (all now pressing us for accountability).  I’m calling because I understand you are the point person for your program and I want to make sure you are aware that there is a December 18th deadline for sharing your plans.

The Process Overview
·       After you have shared your planning document in the template provided to you by your college assessment liaison, available from me, or accessible online at (https://universityportfolio.wsu.edu/2009-2010/Pages/default.aspx ), your plan will be reviewed and feedback provided. That review and feedback will be based on criteria available in the ‘Guide to Assessing Assessments [A of A].’  The Guide is being developed to help clarify the principles of assessment that our accreditors expect, and of course it might be a useful resource as you prepare your plan.
·       The same systematic process, our charge, will be conducted as WSU’s and your program’s assessment continues, and ideally you and your team will join us in refining the criteria and process to help us make the activity as useful as we can for improving the WSU student experience.
·       To be clear, this process at this point is intended to be formative assessment that we will use so that we can do more than comply with accreditation–we want to help shape it while the opportunity for us and for our accreditors is still possible.  We hope you may also help us identify colleagues in your field who might find this exercise useful and to ensure that the review of your program is conducted by experts you know and trust.
What we can do to help
·       It may be that what this activity entails is overwhelming or confusing right now.  The OAI was established to help you navigate this challenge and to do it in a way that is effectively integrated into your everyday teaching practice.  We have developed a number of strategies over the last several years that you may find useful, and we have developed and identified a number of resources that can help.  Let me know if you want to meet and talk about this, and of course I welcome the opportunity to meet with any of your assessment team who are available as well.

Comments added to original post

questions for an initial mtg, F2F or phone or whatever

Here’s what I try to run through to start the discussion of prog assessment:

Initial conversation about program assessment (phone or F2F)

Tell me about your program.
I’m not very familiar with XXXXXXXXX; could you tell me a bit about your program, students, faculty, and capstone to help us plan an appropriate pilot assessment.

What do you think is working well in your program?  What’s an issue that you all struggle with?  (See if they can identify a question.)

Does the program already have student learning goals?

What direct measures to target

Capstone:
•Does your program have a capstone project?
(Basic info re mode, size, how many students / projects each semester/year,  All seniors?  Mostly seniors?  Timing  )
•Which student work / class is appropriate for capstone assessment?  Individual or group work?
(If it’s a huge project, could students write a short piece about the project,  3-4 pages providing an overview of their thinking about the project, and reflection – like something you might include in a portfolio or prep for a job interview —  and the project is an “appendix” to that, for our assessment??)
•Logistical issues to address?  Format of project or other.  Can we collect digital copies? Need clean, unmarked.
•Assignment prompt and course syllabus
•Logistics of collecting student work this semester.

Lower division core class
•Does your program have a lower division core class or classes?
(Basic info re mode, size, how many students / projects each semester/year,  All first year students?  Mostly?  Timing  )
•Which student work / class is appropriate for assessment?  Individual or group work?
•Logistical issues to address?  Format of project or other.  Can we collect digital copies? Need clean, unmarked.
•Assignment prompt and course syllabus
•Logistics of collecting student work this semester.

Other stuff
•Do a program inventory.
•Who will participate in assessment?  Faculty, instructors, TAs, others
•Look at the timeline for getting started. General timeline this semester and next (attach our sample timeline)
•Student learning goals – into a rubric
•How do your faculty share ideas about teaching, or learn new teaching practices?  What kind of teaching resources (articles, workshops, conferences, brownbags, etc) are used by instructors?  How are they shared, informally or formally?

Green, Kimberly at 12/18/2009 12:33 PM
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