The Office of Assessment has selected the Mechanical Engineering undergraduate and Computer science graduate programs as this year’s recipients of the Excellence in Assessment citation.
The Mechanical Engineering undergraduate program is recognized for its efforts and achievements in the following areas:
- Utilization of assessable criteria to measure student demonstrations of outcomes.
- Innovative implementation of Canvas for data collection.
- Clearly defined levels of achievement that expose specific learning needs.
- Use of automated dashboards to analyze assessment results.
Leading the assessment efforts in this program is Kevin Wanklyn.
The Computer Science graduate program is recognized for its efforts and achievements in the following areas:
- Effective use of assessment for curricular decisions
- Thorough analysis and discussion of assessment data
- Planning to incorporate student feedback and other data into the assessment process
- Making the assessment process useful
To learn more about assessment methods, visit the Office of Assessment’s website or Twitter page.
Canvas has immense capabilities that can reduce the amount of time spent on the process of assessment. The Office of Assessment can help programs implement these new tools and design custom reports that meet the program’s needs. The custom reports works to enhance the data and act as an approachable deliverable to departments, faculty and programs.
To learn more about the process, click on the link and check out this PDF:
Canvas Power BI Marketing Document
“100% of why I think we have continued to make progress and were not stagnate is because of the faculty.” Dr. Irma O’Dell is a senior associate director for academic affairs and associate professor of leadership studies. O’Dell came to Kansas State University about 15 years ago. When she first arrived she worked for Linda Thurston for two years. And then joined the Staley School of Leadership Studies, which is where she is now, going on her 13 years a Kansas State University.
O’Dell recalled the memories of when she first came to the Staley School and learned that there were 16 student learning outcomes, which she thought was a little much. She also recalled that there were several per class and then after some time and talking they decided that they needed to make some adjustments. “It’s been a process,” O’Dell stated. They did not reduce their student learning outcomes overnight, it happened over time.
The Staley school make O’Dell very proud because they not only want to interact with their students, but they also want them to use their leadership skills and talents to make a difference. “That’s something we’re really proud of, and in order to do that we create partnerships with not only individuals on campus, but also individuals in the community as well as the surrounding community.”
The faculty is a contributing factor to the success of the school. “We would not have these SLOs (student learning outcomes) or SDOs (student development outcomes) without the faculty.” O’Dell said that even though she’s the one that’s gathering the information and putting it together, they’re the ones that deliver in the classroom.
Attend this year’s Institute for Student Learning Assessment to learn approaches to effectively and meaningfully assess critical thinking. Faculty from a variety of disciplines will share strategies to assess critical thinking in their classrooms and programs.
Date: October 25, 2017
Time: 9am – Noon
Location: Bluemont Room, K-State Student Union
Cost: Free for all K-State Faculty and Staff
Registration is closed.
Limited walk-up seating will be available on the day of the event.
Schedule at a glance (View the full schedule)
||Registration & Coffee
||Defining Critical Thinking as a Guide to Assessment in Higher Education – Pat Ackerman
||Excellence in Assessment Award Highlight: Critical Thinking in Athletic Training – Shawna Jordan
||Effective Strategies for Critical Thinking: 20-minute rotating mini-sessions
||Closing Session: Critical Thinking Expectations at K-State – Bronwyn Fees, Jana Fallin, and Fred Burrack
The Tilford Multi-Cultural Competencies define Knowledge Learning as Awareness and understanding needed to live and work in a diverse world. Knowledge of:
- Cultural Self — The ability to understand one’s ethnic identity and how it influences identity development.
- Diverse Ethnic Groups — Knowledge of diverse ethnic groups and their cultures.
- Social/Political/Economic/Historical Frameworks — Awareness of how social, political, economic and historical issues impact race and ethnic relations in the world.
- Changing Demographics — Understanding population dynamics related to ethnic minority and majority citizens.
- Diversity Implications for Career — Understanding how diversity impacts the academic discipline, career and professional development.