Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
•
1 like•558 views
This document is a state of assessment report for a school that addresses 10 questions. It asks about the current infrastructure and processes for assessment, challenges to assessment efforts, and needs to improve assessment. It also inquires about the status of assessment in academic programs and student/staff perspectives on assessment. Specific data is requested on learning outcomes, curriculum mapping, assessment plans, rubric use, and connecting outcomes to the school's mission. The involvement of students in assessment processes is also addressed.
Report
Share
Report
Share
Download to read offline
![1
State of Assessment Report
School Name
Date
1. What infrastructure currently exists to support assessment at [School Name] (e.g., personnel,
assessment centers, budget, resources, assessment-related grants, local expertise, and
administrative support)? How is assessment collected and stored?
2. What are the current challenges and obstacles that prevent the institutionalization of
assessment at [School Name] (e.g., obstacles to faculty and staff engagement)? How have those
challenges changed over time?
3. What are the needs and issues that should be addressed to advance assessment efforts at
[School Name] (e.g., budgeting, philosophical issues, and workload issues)?
4. What is the status of assessment in [School Name] academic programs (classroom assessment,
course assessment, program assessment; how programs have completed assessments, including
closing the loop) OR status of assessment in student affairs and administrative units (how they
have completed assessments, including closing the loop)?
5. What is the [School Name] climate related to assessment (student, faculty, staff, and
administrator perspectives on assessment)?
6. Overall, what percentage of [School Name] programs have learning outcomes, a curriculum
matrix, and an assessment plan? What percent of the learning outcomes have been
assessed? What percent of course syllabi include the course and relevant program level learning
outcomes?
7. To what degree are rubrics being used effectively? Are portfolios used?
8. Are program learning outcomes connected to the Mission and how is student performance in
this area assessed? If no assessment is currently undertaken, specify the plan for addressing this
need.
9. Do program learning outcomes for diversity exist and how is performance in this area
assessed? If no assessment is currently undertaken, specify the plan for addressing this need.
10. Are students involved in the assessment of learning, program review, etc., and if so, how are
they involved? If not, what is the plan for increasing student involvement?](https://image.slidesharecdn.com/asamenstateofassessmentreportschoolnamedate-120412202918-phpapp02/85/Keeping-the-Ball-Rolling-Developing-a-System-that-Supports-Real-Progress-in-Assessing-Student-Learning-Outcomes-in-Undergraduate-and-Graduate-Programs-and-Student-Services-1-320.jpg)
Recommended
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...
The Advancement of Student Learning Council (ASLC) was created to promote a culture of student learning assessment and facilitate program reviews at Pepperdine University. The ASLC aims to train faculty in assessment, conduct annual/5-year program reviews, and provide aggregated assessment data to institutional effectiveness. The charter outlines the ASLC's functions, membership structure transitioning to elected representatives, responsibilities of members, and a timeline for preparing for an upcoming accreditation review through 2022.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...
The document announces a grant opportunity from the Advancement of Student Learning Council (ASLC) to fund projects related to student learning outcomes assessment. The mini-grants of up to $5,000 are intended to support new initiatives that further program-level assessment. Eligible faculty must submit a two-page application by March 1, 2012 describing how their proposed project aligns with their program's assessment plan and advances assessment of student learning outcomes. Funded projects will be evaluated on their purpose, methodology, relevance to assessment, and innovative approach.
Amy Driscoll: Signature Assignments
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Susan Hippensteele: Critical Thinking and Science Literacy Course Impact on S...
Susan Hippensteele presents on the use of the Critical Thinking Assessment Test at the WASC Resource Fair.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
Developing graduate student services
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
Tired of Tests
The document discusses Middle Tennessee State University's plan to assess student learning outcomes. The university is committed to providing academic programs with a process for determining and assessing student learning outcomes. The plan involves raising campus-wide awareness, providing resources for writing learning outcomes, and using assessment results to improve academic programs. The goal is to enhance the university's quality assessment and educational effectiveness.
Recommended
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...
The Advancement of Student Learning Council (ASLC) was created to promote a culture of student learning assessment and facilitate program reviews at Pepperdine University. The ASLC aims to train faculty in assessment, conduct annual/5-year program reviews, and provide aggregated assessment data to institutional effectiveness. The charter outlines the ASLC's functions, membership structure transitioning to elected representatives, responsibilities of members, and a timeline for preparing for an upcoming accreditation review through 2022.
Keeping the Ball Rolling: Developing a System that Supports Real Progress in ...
The document announces a grant opportunity from the Advancement of Student Learning Council (ASLC) to fund projects related to student learning outcomes assessment. The mini-grants of up to $5,000 are intended to support new initiatives that further program-level assessment. Eligible faculty must submit a two-page application by March 1, 2012 describing how their proposed project aligns with their program's assessment plan and advances assessment of student learning outcomes. Funded projects will be evaluated on their purpose, methodology, relevance to assessment, and innovative approach.
Amy Driscoll: Signature Assignments
Signature assignments are common assessment tasks designed collaboratively by faculty that can be adapted to different course contexts while still measuring shared learning outcomes. They provide authentic tasks and a common data set to evaluate student learning across programs and institutions. Well-designed signature assignments engage students, guide effective pedagogy, and facilitate faculty discussions on student learning. Potential disadvantages include the time needed for development and perceptions of inflexibility.
Susan Hippensteele: Critical Thinking and Science Literacy Course Impact on S...
Susan Hippensteele presents on the use of the Critical Thinking Assessment Test at the WASC Resource Fair.
Jennifer Lindholm: Capstones and Core Competencies: Emerging Pathways for As...
UCLA has over 27,000 undergraduate students across 5 academic units and 125 majors. The university aims to implement capstone experiences for all majors by 2019 to foster student development and assess learning outcomes at the course, program, and institutional level. Capstones include senior seminars, research projects, internships, and community projects. They are designed to deepen discipline knowledge and integrate learning, with common goals of research, critical thinking, and communication skills. Surveys found capstones provided intellectual challenges and helped students apply knowledge from major coursework.
Helen Chen: Electronic Portfolios and Student Success: A Framework for Effec...
This document discusses electronic portfolios and their effective implementation to promote student success. It provides an overview of assessment methods that can be used with eportfolios, including performances, common assignments, and classroom assessment techniques. The document outlines an eportfolio implementation framework that involves defining learning outcomes, understanding learners, designing learning activities, assessing student learning, using eportfolio tools, and evaluating the impact. It also discusses identifying stakeholders and mapping learning objectives across different levels. The document promotes using eportfolios to help students integrate and synthesize their learning.
Developing graduate student services
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
Tired of Tests
The document discusses Middle Tennessee State University's plan to assess student learning outcomes. The university is committed to providing academic programs with a process for determining and assessing student learning outcomes. The plan involves raising campus-wide awareness, providing resources for writing learning outcomes, and using assessment results to improve academic programs. The goal is to enhance the university's quality assessment and educational effectiveness.
Without Borders
The document summarizes the mission and activities of the University of Texas TeleCampus consortium, which coordinates online and distance education programs across 14 University of Texas institutions. Key points:
- The UT TeleCampus facilitates collaborative online degree programs across UT institutions and provides services like course development funding, quality assurance, and student and faculty support.
- It coordinates several fully online master's programs across multiple UT institutions and oversees hundreds of online course sections annually, serving thousands of students.
- The consortium aims to expand access to UT programs through online learning and shares best practices for distance education across the UT system.
State board leadership doc
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Quality Course Development
The document discusses Park University's quality course development process. It introduces the course development team and their roles in assisting faculty to develop and maintain high-quality online courses. The summary outlines the course development checklist, working with instructional designers, quality review process, and focus on maintaining course quality over time.
Embedding graduate attributes in a mathematics programme
Exploring the question of what the focus should be when embedding Graduate Attributes in a mathematics university curriculum
European Maturity Model for Blended Education
EMBED Maturity Model for Blended Education, presented during the EMBED Launch in Edinburgh on 2 September 2019.
https://embed.eadtu.eu/en
Ins and Outs of Program Evaluation
Kathryn Brockmeier presented an introduction to program evaluation, including its benefits and basic steps. Program evaluation involves collecting information to make decisions about program effectiveness and demonstrate results to stakeholders. It can investigate what works or doesn't work. The key steps are assembling an evaluation team, preparing by defining what will be evaluated and measurable objectives, developing an evaluation plan, collecting evaluation information, analyzing the data, and preparing a report. Real-world examples of programs evaluated included library internships and scholarships. Questions were invited.
Gauging Effectiveness of Instructional Grants
The document discusses two grant programs managed by a center for teaching and learning to promote excellence in student learning. It outlines the center's process for developing guidelines, requirements, and systems to evaluate the purposes, topics, activities, and outcomes of funded projects. The center analyzed grant reports and found improvements in student learning, grades, and test scores as well as lower failure rates in courses impacted by the grants.
Efs wsu inital ppt
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
Leadership in eLearning: Developing the Next Generation of Leaders
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
Student Learning Outcomes Assessment: An Update
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
How do you think naac is ensuring external and internal quality at higher edu...
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
NTLT Conference 2011 Sue Walbran keynote
This document discusses using data and evidence to improve learning outcomes. It outlines a plan involving outcomes, ways of knowing, evaluation indicators and data collection. Audit, research, monitoring and evaluation are described as ways to collect different types of data to understand what is happening and track trends. Outcome indicators relate to employment, further study, skills acquisition and well-being. Process indicators track achievement data, complaints and performance reviews. Data gathering, analysis, reporting and improvement are part of the cycle. Good practice grants are available for initiatives that demonstrate learner benefit through evidence-based self-reflection within a supportive organizational culture.
FTLA 2011
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
Overview of saar
This document provides an overview of student affairs assessment at the University of Oregon. It begins with common definitions for assessment, evaluation, research, and student learning in the context of student affairs. The purpose of assessment is then outlined as improving student learning and program/service effectiveness through systematic data collection and use of findings to guide decision-making. An assessment model for the division is introduced. Next steps include establishing an assessment team, setting divisional priorities, and unit directors working with the interim director to define assessment plans. Resources like workshops and a website are also listed to support the assessment process.
1410 young
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
Bronx CC Assessment and ePortfolio for 5.6.11
Bronx Community College is developing a general education assessment program through a series of faculty workshops. The General Education and Assessment Team leads the workshops to help faculty align course outcomes with proficiencies, develop rubrics to assess student work, and use assessment results to improve courses. Faculty participants work with mentors between workshops to bring materials back to their departments for discussion. The goal is to have faculty revise syllabi and develop assessment tools for the next semester so a continuous assessment cycle can be established. ePortfolios may also be incorporated into the assessment program.
Ldp presentation -assessment
This presentation provides an introduction to assessment for a leadership development program. It defines assessment and differentiates between formative and summative assessment. It outlines the Higher Learning Commission's criteria for assessing student learning, including having clear learning goals and using direct and indirect measures. It discusses Northern Arizona University's assessment processes and its work with the HLC Academy for the Assessment of Student Learning to improve assessment practices across campus. Upcoming revisions to program assessment plans and a new assessment software system are also mentioned.
Peer Review
This document discusses peer review of teaching. It defines peer review as "a fair, systematic process originating with the unit and out by an informed colleague or colleagues who will use clearly stated criteria for gathering a multidimensional body of evidence from multiple sources for the purpose of evaluating the teaching performance of a faculty member." Peer review is used for hiring, promotion, tenure, teaching awards, and other purposes. There are two types of peer review: formative, which focuses on development, and summative, which evaluates performance for accountability. The document outlines various peer review activities and processes, potential resistance to expanding peer review, and considerations for developing criteria and training reviewers.
Ursula Mc Gowan 2008
The document proposes an inclusive assessment practice to help students from diverse backgrounds develop evidence-based writing skills. It involves scaffolding research skills using feedback rubrics to guide students. The rubrics provide explicit criteria and expectations before assignments, and are used to provide instant feedback on strengths and areas for improvement. This apprenticeship model integrates skill development into the core curriculum and supports students transitioning into university research and writing.
Chapter 32
This document discusses evaluating a program's teaching resources. It recommends taking a holistic, systematic, and ongoing approach. Key parts of the process include defining resources, mapping them to goals, choosing an evaluation framework, collecting data, and connecting it to strategic planning. The goal is not just assessing student learning but all elements that support learning, such as resources. Future challenges include evaluating interprofessional programs and online/blended learning. Ongoing evaluation helps ensure resources continue meeting needs.
Sample template for DsMEA.docx
This document outlines a template for a DsMEA (Division School Monitoring and Evaluation Activity) report. It includes 7 areas of concern regarding school-based management. For each area, it lists proposed corrective actions and time frames for resolving issues. It also includes sections for school performance indicators, unresolved concerns from previous evaluations, and best practices. The template provides a structured way to report on monitoring of schools and identify issues needing attention.
SACS Readiness Week: Jackson State University's Re-Accreditation Process
SACS Readiness Week: Jackson State University's Re-Accreditation ProcessJackson State University Center for University Scholars
This document summarizes Jackson State University's re-accreditation process with SACS. It outlines the leadership team and committees overseeing compliance certification and development of a Quality Enhancement Plan. It provides timelines for completing documentation, conducting reviews, and submitting materials to SACS. Emerging themes for the QEP include intercultural awareness, service learning, and information literacy.More Related Content
What's hot
Without Borders
The document summarizes the mission and activities of the University of Texas TeleCampus consortium, which coordinates online and distance education programs across 14 University of Texas institutions. Key points:
- The UT TeleCampus facilitates collaborative online degree programs across UT institutions and provides services like course development funding, quality assurance, and student and faculty support.
- It coordinates several fully online master's programs across multiple UT institutions and oversees hundreds of online course sections annually, serving thousands of students.
- The consortium aims to expand access to UT programs through online learning and shares best practices for distance education across the UT system.
State board leadership doc
The Tennessee Learning Centered Leadership System was adopted by the State Board of Education in November 2009. It establishes new instructional leadership standards to align selection, preparation, licensure, evaluation, and professional development of educational leaders. Collaboration between local education agencies and higher education in leader preparation is now required. The system also implements a more rigorous four-tiered licensure process and defines competency-based completion standards for instructional leader programs.
Quality Course Development
The document discusses Park University's quality course development process. It introduces the course development team and their roles in assisting faculty to develop and maintain high-quality online courses. The summary outlines the course development checklist, working with instructional designers, quality review process, and focus on maintaining course quality over time.
Embedding graduate attributes in a mathematics programme
Exploring the question of what the focus should be when embedding Graduate Attributes in a mathematics university curriculum
European Maturity Model for Blended Education
EMBED Maturity Model for Blended Education, presented during the EMBED Launch in Edinburgh on 2 September 2019.
https://embed.eadtu.eu/en
Ins and Outs of Program Evaluation
Kathryn Brockmeier presented an introduction to program evaluation, including its benefits and basic steps. Program evaluation involves collecting information to make decisions about program effectiveness and demonstrate results to stakeholders. It can investigate what works or doesn't work. The key steps are assembling an evaluation team, preparing by defining what will be evaluated and measurable objectives, developing an evaluation plan, collecting evaluation information, analyzing the data, and preparing a report. Real-world examples of programs evaluated included library internships and scholarships. Questions were invited.
Gauging Effectiveness of Instructional Grants
The document discusses two grant programs managed by a center for teaching and learning to promote excellence in student learning. It outlines the center's process for developing guidelines, requirements, and systems to evaluate the purposes, topics, activities, and outcomes of funded projects. The center analyzed grant reports and found improvements in student learning, grades, and test scores as well as lower failure rates in courses impacted by the grants.
Efs wsu inital ppt
The document describes the education fellowship scheme at WSU. There are four levels of fellowship with increasing requirements.
Associate fellowship requires a 1,400 word application demonstrating engagement in two areas of teaching practice. Fellowship requires a 3,000 word application demonstrating engagement across all five areas of teaching practice.
Senior fellowship requires a 6,000 word application including two case studies and evidence of leadership. Principal fellowship suggests a 7,000 word application addressing educational impact, reflective practice, and advocate statements.
The scheme is aligned with the UK Professional Standards Framework involving areas of teaching activity, core knowledge, professional values, and descriptors for each fellowship level. Applications must provide evidence of teaching quality and continuing professional development.
Leadership in eLearning: Developing the Next Generation of Leaders
This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
Student Learning Outcomes Assessment: An Update
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
How do you think naac is ensuring external and internal quality at higher edu...
National Assessment and Accreditation Council (NAAC) was established by the UGC in September 1994 at Bangalore for evaluating the performance of the Universities and Colleges in the Country. NAAC's mandate includes the task of performance evaluation, assessment and accreditation of universities and colleges in the country. Since its eastablishment, NAAC is working towards quality enhancement in Higher education. Check the slides to know more.
NTLT Conference 2011 Sue Walbran keynote
This document discusses using data and evidence to improve learning outcomes. It outlines a plan involving outcomes, ways of knowing, evaluation indicators and data collection. Audit, research, monitoring and evaluation are described as ways to collect different types of data to understand what is happening and track trends. Outcome indicators relate to employment, further study, skills acquisition and well-being. Process indicators track achievement data, complaints and performance reviews. Data gathering, analysis, reporting and improvement are part of the cycle. Good practice grants are available for initiatives that demonstrate learner benefit through evidence-based self-reflection within a supportive organizational culture.
FTLA 2011
Presented during the session, Student Success Initiative High Impact Practices Roundtable, of the Summit 2011: Taking Student Success to the Next Level
Overview of saar
This document provides an overview of student affairs assessment at the University of Oregon. It begins with common definitions for assessment, evaluation, research, and student learning in the context of student affairs. The purpose of assessment is then outlined as improving student learning and program/service effectiveness through systematic data collection and use of findings to guide decision-making. An assessment model for the division is introduced. Next steps include establishing an assessment team, setting divisional priorities, and unit directors working with the interim director to define assessment plans. Resources like workshops and a website are also listed to support the assessment process.
1410 young
The document discusses Christchurch Polytechnic Institute of Technology's (CPIT) introduction and development of its self-assessment and external evaluation processes from 2007-2011. It outlines CPIT's principles for self-assessment, including embedding it in regular practice and focusing on student learning outcomes and stakeholder feedback. The document also describes CPIT's generic self-assessment process of stocktaking, evaluative conversations, reporting, and closing loops.
Bronx CC Assessment and ePortfolio for 5.6.11
Bronx Community College is developing a general education assessment program through a series of faculty workshops. The General Education and Assessment Team leads the workshops to help faculty align course outcomes with proficiencies, develop rubrics to assess student work, and use assessment results to improve courses. Faculty participants work with mentors between workshops to bring materials back to their departments for discussion. The goal is to have faculty revise syllabi and develop assessment tools for the next semester so a continuous assessment cycle can be established. ePortfolios may also be incorporated into the assessment program.
Ldp presentation -assessment
This presentation provides an introduction to assessment for a leadership development program. It defines assessment and differentiates between formative and summative assessment. It outlines the Higher Learning Commission's criteria for assessing student learning, including having clear learning goals and using direct and indirect measures. It discusses Northern Arizona University's assessment processes and its work with the HLC Academy for the Assessment of Student Learning to improve assessment practices across campus. Upcoming revisions to program assessment plans and a new assessment software system are also mentioned.
Peer Review
This document discusses peer review of teaching. It defines peer review as "a fair, systematic process originating with the unit and out by an informed colleague or colleagues who will use clearly stated criteria for gathering a multidimensional body of evidence from multiple sources for the purpose of evaluating the teaching performance of a faculty member." Peer review is used for hiring, promotion, tenure, teaching awards, and other purposes. There are two types of peer review: formative, which focuses on development, and summative, which evaluates performance for accountability. The document outlines various peer review activities and processes, potential resistance to expanding peer review, and considerations for developing criteria and training reviewers.
Ursula Mc Gowan 2008
The document proposes an inclusive assessment practice to help students from diverse backgrounds develop evidence-based writing skills. It involves scaffolding research skills using feedback rubrics to guide students. The rubrics provide explicit criteria and expectations before assignments, and are used to provide instant feedback on strengths and areas for improvement. This apprenticeship model integrates skill development into the core curriculum and supports students transitioning into university research and writing.
Chapter 32
This document discusses evaluating a program's teaching resources. It recommends taking a holistic, systematic, and ongoing approach. Key parts of the process include defining resources, mapping them to goals, choosing an evaluation framework, collecting data, and connecting it to strategic planning. The goal is not just assessing student learning but all elements that support learning, such as resources. Future challenges include evaluating interprofessional programs and online/blended learning. Ongoing evaluation helps ensure resources continue meeting needs.
What's hot (20)
Embedding graduate attributes in a mathematics programme
Embedding graduate attributes in a mathematics programme
Leadership in eLearning: Developing the Next Generation of Leaders
Leadership in eLearning: Developing the Next Generation of Leaders
How do you think naac is ensuring external and internal quality at higher edu...
How do you think naac is ensuring external and internal quality at higher edu...
Similar to Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
Sample template for DsMEA.docx
This document outlines a template for a DsMEA (Division School Monitoring and Evaluation Activity) report. It includes 7 areas of concern regarding school-based management. For each area, it lists proposed corrective actions and time frames for resolving issues. It also includes sections for school performance indicators, unresolved concerns from previous evaluations, and best practices. The template provides a structured way to report on monitoring of schools and identify issues needing attention.
SACS Readiness Week: Jackson State University's Re-Accreditation Process
SACS Readiness Week: Jackson State University's Re-Accreditation ProcessJackson State University Center for University Scholars
This document summarizes Jackson State University's re-accreditation process with SACS. It outlines the leadership team and committees overseeing compliance certification and development of a Quality Enhancement Plan. It provides timelines for completing documentation, conducting reviews, and submitting materials to SACS. Emerging themes for the QEP include intercultural awareness, service learning, and information literacy.Iec university naac ppt dr bhanul
This document provides information about NAAC accreditation for IEC University in Baddi, Himachal Pradesh. It discusses the benefits of NAAC accreditation, including helping institutions identify strengths and weaknesses to improve quality. It outlines NAAC's criteria for assessment, which includes 7 criteria divided into key indicators. The criteria cover areas like curriculum, teaching-learning practices, research, infrastructure, student support, governance, and best practices. The document emphasizes that NAAC accreditation is a process of quality assurance that can help institutions achieve excellence and improve outcomes for students.
Assessment in the Department of Communicative Disorders - Radford
Assessment in the Department of Communicative Disorders - RadfordJackson State University Center for University Scholars
This document provides an overview of assessment practices in the Department of Communicative Disorders at Jackson State University. It discusses the various factors that influence their assessment plan, including discipline standards, university standards, and accreditation standards. It then provides examples of how the department assesses students, such as through course evaluations, clinical skill evaluations, and tracking student progress. It also discusses how the department organizes and uses assessment data to evaluate and improve its programs.Wasc evaluator training webinar spring 2011
The document provides information and guidance for evaluators conducting WASC accreditation visits in Spring 2011. It outlines the context and process for accreditation reviews, including the three-stage review process and expectations for capacity/preparatory and educational effectiveness reviews. It also provides guidance on preparing for the visit, such as roles and responsibilities, timeline, pre-visit preparation, and determining visit strategy.
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for site visits in spring 2011. It covers the context and process of accreditation, changes to the standards and review process, preparing for and conducting visits, developing team recommendations, and writing effective team reports. The goal is to equip evaluators to conduct effective visits, produce high-quality reports, and make sound judgments regarding institutions under the standards.
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for site visits in spring 2011. It covers the context and process of accreditation, changes to the standards and review process, preparing for and conducting visits, developing team recommendations, and writing effective team reports. The goal is to equip evaluators to conduct high-quality reviews and make sound judgments about institutions under the accreditation standards.
Learn@UW Executive Committee Roadmap Presentation, July 2014
This document outlines a roadmap for guiding decisions around academic technology at the University of Wisconsin System. It details a process from September 2013 to July 2014 involving planning, information gathering, and determining outcomes. The goals are to prioritize funding for instructional applications, build capacity for future needs, and understand the learning ecosystem. Key aspects of the proposed roadmap include continuing a system-wide learning management system, constructing faculty support structures, understanding student needs, developing a UW System community, and identifying guidelines and practices. Next steps include gathering feedback, assessing implications, prioritizing goals, and identifying implementation steps.
WASC Evaluator Training Fall 2010
This document provides an overview and agenda for an evaluator workshop to prepare accreditation team members for fall visits in 2010. It covers the context and process of accreditation, changes to standards and reviews, tips for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip evaluators to conduct high-quality reviews and make sound judgments aligned with WASC standards.
K-D Consulting's support of HLC Criteria for Accreditation
Employing their expertise and the power of University Interactive Simulation, K-D Consultants can provide strong support to colleges and universities in meeting Higher Learning Commission Criteria for Accreditation
Tools And Resources For Continuous Improvement Of Technology In Schools
This document discusses tools and resources for evaluating technology integration programs in K-12 schools. It describes formative and summative evaluation, and how evaluation differs from assessment. Common elements evaluated include instructional materials, projects, and programs. Evaluation models like CIPP and Flashlight are presented to help generate evaluation questions. The remainder of the session focuses on freely available data collection tools, including the School Technology Needs Assessment (STNA) and the LoFTI classroom observation tool. Effective use of the data is discussed, such as for professional development planning.
8 components of educational planning
The document discusses the 8 major components of educational planning: 1) educational status and head count, 2) supply and demand of teachers, 3) educational financing, 4) school buildings, 5) curriculum development, 6) educational materials, 7) expansion models, and 8) legal bases. Educational planning ensures success, diminishes trial and error, and provides alternatives while saving time, money, and effort. It involves determining student and teacher numbers, budgeting, financing, facilities, curriculum, materials, expansion, and legal considerations.
Interactive activity 2 logical framework chapter 2
The document discusses various analytical tools and frameworks used for education sector analysis, including:
1. Sector analysis involves collecting data on the education system to examine how it functions and meets needs, identify issues, and inform remedial actions.
2. Tools described include logical framework analysis, problem trees, SWOT analysis, and stakeholder analysis. These help structure the analysis, identify relationships between problems, and assess internal strengths/weaknesses and external opportunities/threats.
3. The analyses examine factors like access, quality, costs, management, and impacts to comprehensively assess the education system's current situation.
SBM-Tool-final (1).pdf
This document provides a template for a school's self-assessment of its School-Based Management practices. It includes sections for leadership and governance, curriculum and instruction, accountability and continuous improvement, and management of resources. Each section includes several indicators and levels of practice (from 0 to 3) for evaluating performance. Evidence examples are also provided for each indicator. The leadership and governance section is filled out as an example. It assesses the school's practices in developing and reviewing development plans, organizational structure, communication networks, and leader training. Recommendations and scores are to be included upon completion of the self-assessment.
Assessment 101 Part 3
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGES
The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
Designing and Implementing Service Delivery Models in Research Administration
Service-delivery models are critical to the success of the research enterprise. To be effective in service delivery, it is necessary to gather the appropriate data and assess the needs of the researchers and staff. This can be accomplished through regular communication with the target population and actively obtaining specific feedback on all areas of research administration services. Gaining support and endorsement from
upper level management is critical for the success of service-delivery models. It is also important to regularly evaluate the effectiveness of implemented service-delivery models especially as the needs of the target population change and as regulations and requirements change. The evaluation findings can be used to determine if and what improvements need to be made to service-delivery models.
Curriculum Design Processes
The document summarizes Catherine O'Donnell's task of mapping out the existing curriculum development process at Ulster University and identifying where a new reflective tool called Viewpoints could fit within that process. It lists many of the policies, documents, committees, and feedback mechanisms that directly influence the curriculum development process. It also requests feedback on any gaps in the mind map being created to illustrate the relationships between these different influences, and ideas for how Viewpoints could enhance the university's approach to curriculum design.
Teac powerpoint 1
- The document discusses the accreditation process of the Teacher Education Accreditation Council (TEAC).
- TEAC aims to provide public assurance that graduates of education programs are competent, qualified, and caring teachers based on evidence from the programs.
- Programs seeking TEAC accreditation must provide evidence that graduates have acquired the necessary knowledge and skills and that the faculty effectively monitors and improves the quality of the program.
swot STRENGHT WEAKNESSES THREATS OPPURTUNITIES
As a tool for analyzing internal and external factors affecting performance
As a tool for formulating strategies
Formulate interventions (strengths-opportunities, opportunities-weaknesses, strengths-threats, weaknesses-threats)
List strengths & weaknesses of organization, identify current & future opportunities and threats.
mandate - learners
main user of services “we” provide
effectiveness is measured thru target groups
Similar to Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services (20)
SACS Readiness Week: Jackson State University's Re-Accreditation Process
SACS Readiness Week: Jackson State University's Re-Accreditation Process
Assessment in the Department of Communicative Disorders - Radford
Assessment in the Department of Communicative Disorders - Radford
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
Wasc evaluator training webinar spring 2011 (Jan 11, 2011)
Learn@UW Executive Committee Roadmap Presentation, July 2014
Learn@UW Executive Committee Roadmap Presentation, July 2014
K-D Consulting's support of HLC Criteria for Accreditation
K-D Consulting's support of HLC Criteria for Accreditation
Tools And Resources For Continuous Improvement Of Technology In Schools
Tools And Resources For Continuous Improvement Of Technology In Schools
Interactive activity 2 logical framework chapter 2
Interactive activity 2 logical framework chapter 2
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGES
ASSESSMENT AND ACCREDITATION:REVISED PROCESS -AFFILIATED/CONSTITUENT COLLEGES
Designing and Implementing Service Delivery Models in Research Administration
Designing and Implementing Service Delivery Models in Research Administration
More from WASC Senior
Peter Facione: Questions for Assessing Critical Thinking Usefully
This document discusses key questions to consider when assessing critical thinking skills. It outlines three basic options for measuring learning outcomes: 1) Using rubrics and rating tools to evaluate student work, 2) Having students complete tests or complete performance tasks that are scored, and 3) Gathering qualitative data through focus groups, interviews or observations. It also provides 14 questions to guide the assessment process, including defining the construct being measured, collecting baseline data, developing valid and reliable measures, sampling approaches, gathering and analyzing data. The goal is to develop meaningful assessment of critical thinking that can show growth, strengths and accomplish learning goals.
Terry Rhodes: Show Me the Learning: Valid Assessment of Learning in Undergrad...
The document discusses the VALUE (Valid Assessment of Learning in Undergraduate Education) project, which developed 15 rubrics to assess student learning outcomes across institutions. It details the project activities, outcomes developed, commonalities among the rubrics, and studies demonstrating the rubrics' validity, usability, and reliability. Institutions have widely adopted the rubrics to assess writing, critical thinking, civic engagement, and other outcomes, and the results are helping to improve student learning.
WASC Regional Forums October 2011
The document outlines goals and pressures around redesigning the WASC accreditation process to better suit the 21st century. The key goals are to shorten reviews, increase transparency and public accountability, explore alternative models of education, and increase oversight of for-profit institutions. It discusses both external pressures like concerns over student outcomes and value of degrees, as well as internal dissatisfaction with the lengthy and costly nature of the process. It considers alternative accreditation approaches and core principles around compliance, improvement and public accountability. Regional data on institutions, student enrollment, and common issues identified in reviews are also presented.
Assistant Chair Fall 2011 Webinar
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair in planning, taking notes during meetings, drafting sections of the team report, and ensuring all tasks are completed. Common challenges like an ineffective chair or team members lacking preparation are discussed. The document also reviews protocols for the 2010-11 visits, such as addressing student success and program review in reports.
Wasc Evaluator Training Webinar - July 13, 2011
The document provides an overview of an evaluator workshop for accreditation visits in fall 2011. It discusses the evolving context of accreditation, changes in higher education, perceptions of accreditation, and changes within the WASC region. The agenda covers the accreditation review process, preparing for and conducting visits, developing recommendations, and writing team reports. It also addresses recent requirements around student success, program review, sustainability, the impact of recession, and marketing accuracy.
WASC Evaluator Training Webinar Fall 2011
This document provides an overview and agenda for an evaluator workshop to prepare participants for conducting accreditation visits in the fall of 2011. It covers the context and processes for accreditation reviews, expectations and timelines for the capacity/preparatory and educational effectiveness reviews, roles and responsibilities of evaluation team members, strategies for preparing for and conducting visits, developing recommendations, and writing effective team reports. The goal is to equip participants to conduct thorough, evidence-based reviews that result in useful feedback and judgments about institutions.
Underprepared Students, Underprepared Institutions: Transformation 360º
Academy for College Excellence (ACE) serves under-prepared college students. Through a full-time semester-long accelerated program, ACE helps students learn and transform themselves from the inside out as they rethink their relationship to learning and to college. But the ACE program works because it transforms institutions as well as students. It is classroom-based, and much of what students in other programs get through outside counseling, ACE students get in the classroom. Over the last 8 years, ACE has demonstrated that it is both sustainable and scalable, today serving over 750 students in seven community colleges across three states. This talk focuses on ACE's program design, the transformations it requires, and how two-year and four-year institutions alike can adapt its approach to their own mission and students.
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...
At present, there is no national consensus in the US on the learning outcomes appropriate to associate, baccalaureate, and master's degrees. Such a consensus could serve many purposes, but one of the most important would be its potential positive impact on the learning process. Gaston has written on the Bologna Process and was one of the consultants to the Lumina Foundation's draft degree qualifications profile, titled "A Transformational Challenge for U.S. Higher Education." In his talk, he focuses on the advantages US students would enjoy as a result of more clearly defined expectations at each degree level. He also suggests ways in which such expectations might enhance the process of institutional accreditation.
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...
One of the most powerful features of technology-enhanced learning environments is that they allow us to embed ongoing formative assessment and feedback into instructional activities. Using intelligent tutoring, virtual laboratories, simulations, and frequent assessment and feedback, the Open Learning Initiative at Carnegie Mellon University supports flexible and responsive instruction that fosters learning. As students work through OLI courses, we use technology to collect real-time data that informs four positive feedback loops: feedback to students, to instructors, to course designers, and to learning science researchers. The results are promising. Our experience shows that educational technology can make higher education less expensive and more accessible while increasing effectiveness -- breaking the iron triangle - while serving greater numbers of students who bring enormous variability in their background knowledge, relevant skills and future goals. In fact, learning technology may be essential, if we are to meet President Obama's goal to raise the nation's college graduation rate to 60% by 2020.
Webinar on New Federal Regulations
A briefing by Ralph A. Wolff, President of the Senior College Commission of WASC outlining new Federal Regulations that impact WASC accredited institutions.
ACSCU New ALO Lunch
The document provides four recommendations for new Academic Liaison Officers (ALOs) regarding their role with the WASC Accreditation Commission for Senior Colleges and Universities. The first recommendation is to learn and use the CFRs (Criteria for Review) as they provide the foundation for strong decision making and policy. The second is to keep the broader vision of good teaching, deep learning, and evidence-based decision making in mind amidst details. The third is to share this vision by explaining WASC's goals to colleagues and distributing WASC guidelines. The final recommendation is to accept invitations to serve on visiting teams to gain experience evaluating other institutions.
Anya Kamenetz DIYU at the 2011 WASC ARC
Colleges and universities today can no longer afford to conduct business as usual. The pressures of rising costs and ever-stronger mandates for accountability, access and success are too strong. Students, meanwhile, have urgent questions about the return on their investment and the relevance of the education they're receiving in a 21st century context. The way we connect, communicate, and access information is changing every day. When will these changes substantially affect education? Kamenetz addresses all these concerns and sets forth her vision of a future that includes personal learning networks, personalized learning paths, expanded peer learning and assessment, and learning that blends experiential and digital approaches. Faculty and administrators need to lead the way from the second to the "third horizon" of change by incorporating the seeds of future transformation while improving their institutions' working today.
Assistant chair spring 2011 webinar
This document provides guidance for assistant chairs for WASC accreditation visits. It outlines the roles and responsibilities of assistant chairs before, during, and after the visit. These include assisting the chair with planning, taking notes during meetings, drafting sections of the report, and editing the final report. Common challenges for assistant chairs like an ineffective chair or unprepared team members are discussed. The document also reviews protocols for the visits, emphasizing the evaluation of student success, program review, sustainability, finances, and compliance with revised standards.
Designing WASC Senior for 2012 2020
The document discusses plans to revise the WASC accreditation process and handbook for 2012-2020. It outlines key issues like graduation rates, credit transfer, and accountability. It proposes combining the first review with the proposal stage, shortening the process from 5 to 3 years, and using more off-site reviews. Task forces will focus on retention, learning outcomes, reporting, and institutional reviews. Revisions aim to streamline compliance while promoting improvement and accountability.
Assistant chairs webinar (Sept 15, 2010)
1) The document provides an overview and agenda for an assistant chair webinar to prepare them for their role on accreditation visits.
2) It outlines the key responsibilities of assistant chairs before, during, and after the visit including drafting sections of the report, taking notes, and ensuring team cohesion.
3) Common challenges for assistant chairs like an ineffective chair or unprepared members are discussed along with updates to the accreditation process regarding student success, program review, and finances.
WASC CPR 2010_aubyn fulton
The document summarizes the process of preparing for a WASC accreditation review at Pacific Union College, a small Adventist liberal arts college. It describes establishing a WASC planning committee with faculty, staff, and administration representation to oversee the self-study. The committee separated duties between a chair for continuity and a writer to craft the report. Extensive communication kept the campus informed and involved through meetings, emails, and a website. While the process was time-intensive, dividing tasks and gaining input helped produce an honest self-assessment that satisfied the accreditation team.
Capacity and preparatory review workshop 2010
The document provides information about an upcoming Capacity and Preparatory Review (CPR) Workshop for institutions undergoing reaffirmation of accreditation with the WASC Senior College and University Commission (WSCUC). It discusses the purpose and goals of the CPR, which is to demonstrate an institution's core commitment to institutional capacity and readiness for the subsequent Educational Effectiveness Review. The workshop will provide guidance to institutions on developing the CPR self-study report, engaging the campus community, and preparing for the reaffirmation process.
W 2 WASC 101
The document summarizes the accreditation process used by the Western Association of Schools and Colleges (WASC). It discusses the three main stages of review: the Proposal/Capacity and Preparatory Review, the Educational Effectiveness Review, and the follow-up process. It also explains the focus and requirements of the Capacity/Preparatory Review and Educational Effectiveness Review, which evaluate an institution's resources and student learning outcomes.
Program Review for Integrated Planning
This document outlines the key elements of an effective program review process for community colleges. It discusses integrating program review, planning, resource allocation, and assessment of student learning outcomes and institutional effectiveness. The presentation provides details on developing program missions aligned with institutional missions, identifying student and program outcomes, analyzing achievement and learning outcome data, identifying gaps, and using the results to plan program improvements and reallocate resources. The goal is to embed this systematic, ongoing process at all levels of the institution to continuously assess and improve programs, student achievement, and institutional quality.
ALO Workshop
This document summarizes an accreditation liaison officers annual workshop. It provides an overview of Western Association of Schools and Colleges (WASC) activities including the number of accredited institutions, new applicant institutions, peer participation, committee activities like reviews and site visits, and educational effectiveness. It also discusses key policy issues around student outcomes, regulations, and a task force report on improving student success.
More from WASC Senior (20)
Peter Facione: Questions for Assessing Critical Thinking Usefully
Peter Facione: Questions for Assessing Critical Thinking Usefully
Terry Rhodes: Show Me the Learning: Valid Assessment of Learning in Undergrad...
Terry Rhodes: Show Me the Learning: Valid Assessment of Learning in Undergrad...
Underprepared Students, Underprepared Institutions: Transformation 360º
Underprepared Students, Underprepared Institutions: Transformation 360º
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...
Intending Learning and Learning by Intent: 10 Ways in Which a Degree Qualific...
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...
Learning Unbound: Evidence-based Design and Education’s Third Horizon Candic ...
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Recently uploaded (20)
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Keeping the Ball Rolling: Developing a System that Supports Real Progress in Assessing Student Learning Outcomes in Undergraduate and Graduate Programs and Student Services
- 1. 1 State of Assessment Report School Name Date 1. What infrastructure currently exists to support assessment at [School Name] (e.g., personnel, assessment centers, budget, resources, assessment-related grants, local expertise, and administrative support)? How is assessment collected and stored? 2. What are the current challenges and obstacles that prevent the institutionalization of assessment at [School Name] (e.g., obstacles to faculty and staff engagement)? How have those challenges changed over time? 3. What are the needs and issues that should be addressed to advance assessment efforts at [School Name] (e.g., budgeting, philosophical issues, and workload issues)? 4. What is the status of assessment in [School Name] academic programs (classroom assessment, course assessment, program assessment; how programs have completed assessments, including closing the loop) OR status of assessment in student affairs and administrative units (how they have completed assessments, including closing the loop)? 5. What is the [School Name] climate related to assessment (student, faculty, staff, and administrator perspectives on assessment)? 6. Overall, what percentage of [School Name] programs have learning outcomes, a curriculum matrix, and an assessment plan? What percent of the learning outcomes have been assessed? What percent of course syllabi include the course and relevant program level learning outcomes? 7. To what degree are rubrics being used effectively? Are portfolios used? 8. Are program learning outcomes connected to the Mission and how is student performance in this area assessed? If no assessment is currently undertaken, specify the plan for addressing this need. 9. Do program learning outcomes for diversity exist and how is performance in this area assessed? If no assessment is currently undertaken, specify the plan for addressing this need. 10. Are students involved in the assessment of learning, program review, etc., and if so, how are they involved? If not, what is the plan for increasing student involvement?