Learning Goals and Student Assessment Plans
should make certain that the department/program has learning goals relevant for
the majors and the minors offered by the department/program. The most
recent learning goals are available on the department/program web pages.
Any changes that are made in the learning goals should be sent to the Associate
Provost and the web page should be updated. Learning goals are also collected
in the Student Assessment Plan links in Faculty Resources.
addition to the learning goals, each department has a student assessment plan
that describes how student learning is assessed. Again, the most recent
version is available at the above link in Faculty Resources. The student
assessment plan describes how the department/program will evaluate how well the
students are progressing with the learning goals. More detailed examples
of how data is evaluated can be found in Section F.4.c. of the Faculty
are expected to use a minimum of one direct measure and one indirect
measure. [A direct measure involves faculty or expert assessment of
student learning while an indirect measure involves student perception of their
own learning.] The Student Assessment Plan should focus on a short list
of measures that are reviewed and used by the department/program on an annual
Each department has a description of how the department/program’s learning
goals relate to the Vision for Student Learning. The link above also
contains those documents.
should make sure that all the faculty teaching courses in the department or
program have course syllabi available for students. Although Hendrix does
not have a required format or content, the chair should advise the faculty to
include grading policies, attendance policies (which should be compatible with
the attendance policy in the Catalog), course learning goals, office hours,
academic integrity guidelines for the class, and the statement provided by
Academic Support Services on accommodations for disability.
should maintain a collection of recent course syllabi used in the department or
Assessment Planning and Reporting
Chairs should complete an annual assessment report at the end of
each academic year. Step-by-step
suggestions for how to do this:
- Check the
department/program’s Assessment Cycle to determine which goals to focus on for
- Gather the
data relevant for assessing that goal as indicated by the direct and indirect
measures described in the SAP.
- Create a
summary of that data for the department/program to use to guide their
conversation during their annual assessment meeting(s). Make evidence-based
decisions about future changes to curriculum or courses.
- During the
meeting(s), write up a summary of the conversations and any decisions
made. Send the summary to the Office of
Assessment along with any collected data.
Summaries are due at the end of May each academic year.
Academic Assessment Committee will review summary reports using a rubric during
the following fall semester. The
committee may have follow-up questions.
Chairs will receive a written response by February 1 of the following
These completed forms, along with the department or program’s
Student Assessment Plan are available online in Faculty Resources web pages
showing each department and program’s progress since 2004-2005. The
Associate Provost and the Academic Assessment Committee monitors and evaluates
these assessment activities and reports back to the department or program chair
as well as to the Committee on Faculty, which uses the information in their
decision-making concerning faculty lines and departmental budgets.
REVIEW AND ASSESSMENT PLAN REVIEW
department/program conducts a self-evaluation and external review once every
7-10 years. The Committee on Faculty evaluates each external review
thoroughly and uses the information in their decision-making concerning faculty
lines and departmental budgets. One major emphasis of the cycle of
reviews should be the evaluation and revision of the student learning
assessment plan to assure that the annual process is useful and
manageable. For those programs that have not participated in a previous
self-evaluation, the chair should meet with the Associate Provost to work
through the process for the first time. Statistical data is available
from the Registrar’s Office and the Institutional Research Office.
described in the Faculty Handbook assessment policy statement, the review
process has the following three components:
- The self-evaluation narrative,
- The consultant’s visit and report,
- The department/program response to the
reports all available from Academic Affairs.
self-evaluation narrative should speak to the following issues:
- The character of the discipline and the
place of its content and methodology in liberal arts study;
- The character of the department and its
approach to the presentation of the discipline at Hendrix;
- The learning goals for the general education
student and for any degree programs offered by the department/program;
- Available coursework and the typical path or
paths of study for the general education student and for any degree
- Typical teaching and learning activities in
and out of the classroom, and the connection between departmental goals
and these activities;
- The connection between the program and the
mission of the College including the relationship of the curriculum to the
Vision for Student Learning;
- The outcomes of the degree programs,
together with supporting documentation specifying the methods used to
reach conclusions about these outcomes;
- A description of and commentary on the
human, budgetary, and other resources available to the department;
- Plans for addressing problems or needs that
have been identified.
the external review is not the first conducted by the department/program, then
information in the above list that has not changed can be summarized as long as
the following issues are included:
- Updated information from the previous
self-evaluation narrative highlighting any changes in the goals,
character, approach, staffing, funding, and offerings of the department or
- Discussion of the resolution or continuance
of any issues raised in the previous evaluation;
- Evaluation of and recommended revisions to
the student learning assessment plan including plans for integrating
assessment into the planning process.
and Consultant’s Report
selection of the consultant is a crucial part of the evaluation process and
chairs are urged to confer with all members of the department/program. In
addition to expertise relative to your discipline, you should consider the
- Experience with annual plans for assessing
- Extensive experience as a faculty member in
a small, undergraduate liberal arts college environment;
- Recent experience with the Higher Learning
Commission or Southern Association re-accreditation process;
- Experience with engaged learning in the
- Previous experience as an external program
selection should be made in consultation with the appropriate Area Chair, the
Associate Provost and the Provost. During the semester before the visit
is to be scheduled, you should submit one or more names and vitae to the
Associate Provost and receive approval before inviting a consultant to
you have approval, the chair should invite the consultant to participate.
Your invitation conversation should include the following items:
- The procedures and goals for an external
- Payment details:
¤ The consultant completes a W-9
¤ The payment amount is a $750 stipend plus
reasonable travel expenses (keeping expenses at a $750 total)
¤ Expenses are reimbursed as we get them in
¤ The stipend is paid after receipt of the final
- The schedule details:
¤ When the consultant receives the self-study
¤ Schedule the on-campus visit (as described in a
¤ Consultant report due one month after visit
- Visit meals details:
¤ Keep the meals on a small scale with a few
faculty members instead of trying to include the entire department
¤ Remember that the consultant usually prefers
short meals with plenty of evening downtime to work on visit notes.
¤ Consider working meals.
preparation for the visit, the following items should be collected and sent to
- Self-evaluation narrative
- Annual plan for assessing student learning
and annual assessment reports
- Web addresses for college,
Faculty Handbook, Guide to Academic Planning, and Odyssey Program Guide
- Admission viewbook (or link)
- Curriculum vitae of faculty and staff
- Recent enrollment data
- Course syllabi
- Other data collected for assessing student
consultant should spend 1 ½ to 2 days on campus. A typical schedule is
included below. Please plan as far in the future as you can since the
visit includes your department, the Committee on Faculty, the Provost, and, if
possible, the President. The appropriate area or building administrative
assistant should help develop the schedule and all involved should be sent
calendar notifications. The consultant’s vita and the visit schedule
should be sent to program faculty members and the Committee on Faculty at least
two weeks before the visit. The consultant should be prepared for a
concluding meeting that includes department/program faculty along with the
Committee on Faculty during which a preliminary summary of the visit should be
given. A formal written report to the chair and Associate Provost should
be received within one month of the visit.
the consultant’s report has been received, the department or program should
write a formal response to the report. That report should be completed
before the end of the semester when the report was received.
Once the department’s response has been written, the original narrative, the
consultant’s report, the response, and any changes in the assessment plan
should be sent to the Associate Provost. The materials are added to the
assessment files in Academic Affairs and will undergo a review by the Committee
of Faculty. The Committee on Faculty
will send a final closing communication concerning recommendations concerning
issues in the review..
Timeline for an External Review
Semester (typically Fall)
- Gather information for self-study narrative.
- Prepare a short list of possible
- Ask Academic Affairs for consultant
- Invite approved consultant and schedule
[Target: Before mid-semester]
- Complete self-study narrative.
Semester (typically spring)
- Complete consultant visit schedule and
[Target: Eight weeks before visit]
- Send materials to consultant.
[Target: Six weeks before visit]
- Send materials and schedule to
department/program faculty and Committee on Faculty.
[Target: Two weeks before visit]
- Make final local travel arrangements with
[Target: Two weeks before visit]
- Coordinate visit and get travel receipts
- Thank consultant and remind about the
report; submit local receipts to Academic Affairs.
[Target: One week after visit]
- When the report is submitted, notify
Academic Affairs so stipend can be paid.
- Start the process for preparing the response
[Target: No later than the first half of the semester following the
Typical Schedule for Consultant’s Visit
||Arrive Little Rock airport, met
by department chair
Dinner with Department and lodging at Conway motel
||Breakfast with department chair
||Meeting with Provost and Associate Provost
Academic Affairs conference room, Fausett Hall Suite
||Individual meetings with department
Faculty members' offices
||Lunch with department majors and
Private dining room, Student Life and Technology Center
||Tour of campus and facilities
||Individual meetings with faculty
in department and allied programs
Faculty members' offices
||Dinner with department
||Breakfast with department chair
||Meeting with office directors that have strong interactions with the department
Technology, Career Services, etc.)
||Meeting with the President (not
required if President is traveling)
President's Office, Fausett third floor
||Concluding session with Department and Committee on Faculty
Hatcher Conference Room, Fausett third floor
||Lunch with department chair,
leave campus for Little Rock airport
- Make sure someone is assigned to take the consultant from each meeting to the next.
- Get receipts for travel expenses from consultant before departure.