Annual Assessment Report
Each May, after the spring term ends, the Academic Dean’s office requires every program to submit an Annual Assessment Report that lists each of the program’s student learning outcomes (SLO) and identifies those that were assessed during the academic year. For each of the outcomes that were assessed, the department indicates the methodology used to assess the SLO and reports the findings from the assessment. If the findings warrant, the department identifies a change to the curriculum or to the program that will likely lead to an improvement–this is called “closing the loop.”
The 2012 Annual Assessment Reports for each major follow.
In colleges and universities, the term “assessment” implies continuous improvement. The Assessment Committee, reporting to the dean, is responsible for administration and oversight of the assessment of student learning with respect to the curriculum at the College, including the improvement of student learning in the general education curriculum. The Assessment Committee also assures compliance with academic standards for accreditation by the Southern Association of Colleges and Schools (SACS).
For 2013-2014, members of the Assessment Committee include:
- Caryl Schunk, chair and representative for the division of the Arts
- Chafic Bou-Saba, representative for the division of Social Sciences
- Kent Grumbles, director of institutional research and assessment
- Adrienne Israel, Dean of the Faculty
- James Parrigin, representative for the division of Humanities
- Sylvia Trelles, representative for the division of Humanities
- Megan White, representative for the division of Natural Sciences and Mathematics
General Education Learning Outcomes
In November 2012, Guilford’s faculty approved the following general education learning outcomes (GELOs) for all students who graduate from Guilford. Students can attain these outcomes in required courses, courses in their major, or outside the classroom.
|GELO1||Communicate effectively with others using listening, speaking, and writing.|
|1.2 Oral Commmunication|
|1.3 Written Communication|
|GELO2||Organize and analyze quantitative and qualitative information.|
|2.1 Quantitative Literacy|
|2.2 Information Literacy|
|GELO3||Interpret problems and solutions using a broad range of knowledge and disciplines.|
|GELO4||Think creatively and critically using evidence, questioning assumptions and generating integrative solutions.|
|4.1 Creative Thinking|
|4.2 Critical Thinking|
|GELO5||Discern their roles and reponsbilities beyond themselves through reflection on Guilford’s core values of community, diversity, equality, excellence, integrity, justice & stewardship.|
|GELO6||Demonstrates responsible civic and global engagement beyond Guilford College.|
The Assessment Committee has outlined a plan for assessing the general education learning outcomes that requires minimal effort on the part of faculty who teach FYE 101-102, ENG 102, GST 101 and IDS 400. The assessment plan uses existing surveys and standardized tests to assess GELOs 2, 3, 5 and 6, and relies on the academic departments to assess GELOs 1 and 4 in their existing curriculum with the use of rubrics. The Committee has also drafted a semester-by-semester assessment schedule so that faculty who teach these courses can plan accordingly. The Assessment Committee holds informal discussion sessions each year to help faculty understand their role in the process and to connect general education assessment to an existing assignment in their course.
- Creating Student Learning Outcomes
- Assessment Methodologies
- Student Learning Assessment: Options and Resources. Middle States Commission on Higher Education
- ePortfolio: Constructing Meaning Across Time, Space, and Curriculum (Carmean, 2002)
- Do Grades Make the Grade in Program Assessment? (Rogers, 2002)
- Colleges, Accreditors Seek Better Ways To Measure Learning (Golden, 2006)
- Seven Principles For Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
Association of American Colleges and Universities (AACU) Assessment ResourcesOver the last two decades of increased attention to assessment in higher education, many campuses have found creative and sophisticated ways to gather evidence of student learning, discover the degree to which courses and programs accomplish intended outcomes, and probe the achievement of institutional goals and mission. AAC&U works with campuses to set clear goals, plan instruction and curricula to achieve the goals, assess student accomplishment, and revise and improve the whole learning/teaching cycle. Visit their website.Southern Association of Colleges and Schools (SACS)The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master’s or doctoral degrees. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process.To gain or maintain accreditation with the Commission on Colleges, an institution must comply with the standards contained in the Principles of Accreditation: Foundations for Quality Enhancement and with the policies and procedures of the Commission on Colleges. The Commission on Colleges applies the requirements of its Principles to all applicant, candidate, and member institutions, regardless of type of institution (public, private for-profit, private not-for-profit). Visit their website.Other ResourcesColleges That Change Lives, Inc.Colleges That Change Lives, Inc. (CTCL) is a non-profit organization dedicated to the advancement and support of a student-centered college search process. They support the goal of each student finding a college that develops a lifelong love of learning and provides the foundation for a successful and fulfilling life beyond college. Guilford College has been selected as one of these colleges.View Guilford College’s Report.U-CANThe National Association of Independent Colleges and Universities (NAICU) has developed U-CAN (the University and College Accountability Network), a free, consumer-informed college information Web site. For the first time, institutions of higher education have come together to develop and deliver key college information directly to consumers. With U-CAN, we will take an important step toward better educating consumers, and fostering student satisfaction and success.View Guilford College’s U-CAN Profile.