Valdosta State University - Quality Enhancement Plan (QEP) - Undergraduate Engagement in Discipline-Based Inquiry Program Sample Program and Student Learning Outcome Assessments Table 1 - Project and Student Learning Outcomes Assessment [Each proposal must include project assessments and student learning outcomes assessments. This form should be used.] Program Assessment (Sample for a Project) Goals Activity Timeline Person Responsible Performance Indicator Contingency Plan Recruit students for a research track in the major Advertise during advising sessions. Advertise in freshman seminars. to all departmental majors. 1/30/11 - 3/15/11 Dept. QEP Coordinator Register 10 students to participate. If low then expand network. If high then celebrate. Develop gateway and capstone seminars for research track within major Investigate programs at other universities to compare gateway/capstone course syllabi, possible tracks within the BIOL major, etc. Discuss feasibility of research track within major with colleagues. Examine current undergraduate offerings for courses that could be designated (or adapted to become) as research-intensive. 1/30/11 - 3/15/11 Faculty participating in QEP program within the department/ project Complete sample syllabi for seminar; complete new course form, complete curriculum change forms. If complete, add to course offerings. If not complete, incorporate elements into existing courses. Host departmental research institute to showcase student research. Invite plenary speaker. Organize student poster presentations. Create an undergraduate student research award. 2/15/2011 Dept. QEP Coordinator and dept. faculty Register at least 25 student attendees Administer opinion surveys to attendees If low then publicize. If high then celebrate.
Student Learning Outcomes Assessment (Sample for a Project) Student Learning Outcomes (5-6 for each proposal) Assessment Method(s) Timeline Person Responsible Performance Criteria Contingency Plan Students will demonstrate how to locate and evaluate scholarly sources appropriate to the discipline. Students will complete an annotated list of sources as part of their research essay. Due at the end of the semester Instructor of course Students will: 1. know the key databases for research in this area of Political Science. 2. be able to search the key databases to generate a list of sources pertinent to topic. 3. locate, obtain sources. 4. read, comprehend, and write a 1-paragraph annotation of each source. 5. complete an annotated list of sources in correct bibliographic format. 6. write a 2-page overview of key trends and figures in the research on the topic for the last 15 years. If student achievement results are low, then review, re-teach topic. If high, then celebrate. Students will demonstrate understanding of research ethics in relation to human subjects. Students will pass the online CITI training module. Due in Week 4 Instructor of course Students must pass one module to move to the next; when they have successfully completed all modules, they are issued a certificate, which they will present to their instructor. Work individually with students who have not passed the modules to understand where their difficulties are and help them to learn the required information. Revise syllabus for future sections of course to address most common difficulties. Students will understand the different techniques for drawing a probability sample for a public opinion survey and when each technique should be used. Students will respond to an essay question on a final examination. End of semester Instructor of course Students will explain correctly at least three different sampling techniques and when each is to be used. If student achievement results are low (fewer than 75% of respondents answer the question correctly), then revise syllabus and/or how unit is taught to improve success in future sections. If high, then celebrate.