LEC ACADEMIC ASSESSMENT Processes

Purpose Statement for Academic Assessment at Lake Erie College

In support of the College’s mission to empower students to “lead lives of personal significance and professional success as global citizens,” academic program and co-curricular assessments serve to help us understand the efficacy of our learning environment and progress toward our program learning objectives. While the assessment of student learning can serve many functions at Lake Erie College, the below points are the primary areas of importance:

  • Curricular development
  • Guiding improvements and investments
  • Informing changes in pedagogical strategies
  • Highlighting program strengths
  • Ensuring alignment with the College’s mission.

 The six steps of assessment at LEC are as follows:

  • Program mission development
  • Development of learning objectives
  • Curriculum or activity mapping
  • Creating assessment methods
  • Data and information gathering
  • Action strategies for improvement

For more information, please see:  Brief Overview of Assessment at LEC pdf-logo.gif (15×15)

Institutional Learning Outcomes

Guided by our institutional mission and vision, the broad learning outcomes are intended to provide a framework for the collegiate experience at Lake Erie College and are attributes, skills, abilities, and attitudes that students are expected to develop and obtain during their learning experience.

As a result of a Lake Erie College education, students will:

  • Understand the value and processes of self-discovery
  • Engage in the development of strong personal attributes
  • Practice and apply creative problem-solving skills
  • Achieve a balance of personal and professional goals in relation to the needs of others to include the local and global communities
  • Analyze complex information and reach conclusions backed by credible and fact-based evidence
  • Apply quantitative methods to analyze, interpret, and solve problems from a wide array of practical and applied contexts
  • Communicate in a clear, inclusive, engaged, and well-reasoned manner
  • Critically reflect upon works of creative expression and create and think with innovation and imagination
  • Employ a cultural awareness to engage effectively in a variety of intercultural contexts

ACADEMIC ASSESSMENT

Instructional assessment is conducted by the faculty and is guided by individual school planning, regional and discipline-specific accreditation standards, and Academic Affairs priorities (which are aligned with institutional priorities, as well as divisional priorities identified by Deans Council, Faculty Senate, and the varied Faculty Senate committees). The Coordinator for Academic Initiatives directs the over-arching assessment activities, provides tracking and reporting mechanisms, and identifies / offers assessment training and professional development opportunities based on recommendations from the deans, the Assessment Liaison Committee, and the Office of Academic Affairs. The dean of each school provides oversight of program level assessment activities in coordination with the Office of Academic Affairs. The Assessment Liaison Committee consists of at least one liaison from each of the schools and is charged with the following: dissemination of assessment planning updates (institutional or school), identification of assessment training needs, and working with the deans to coordinate the collection of annual program level assessment reports.

ASSESSMENT LIAISON COMMITTEE MEMBERS

Terri Orlando – Academic Affairs
Faria Huq – School of Business Assessment Coordinator
Rich West – School of Natural Sciences and Mathematics Assessment Coordinator
Nichole Kathol – School of Arts, Humanities, and Social Sciences Assessment Coordinator
Steven Hunter – Physician Assistant Program Assessment Coordinator
Katharine Delavan – School of Education and Professional Studies Assessment Coordinator
Mary Pardee – School of Equine Studies Assessment Coordinator

PROGRAM LEVEL ASSESSMENT PLANS / PROGRAM REVIEW

Program Level Assessment Plan word-logo.gif (15×15)
PLAP Evaluation Rubric word-logo.gif (15×15)
Curriculum Map pdf-logo.gif (15×15)
Program Level Assessment Plan Rubric pdf-logo.gif (15×15)
 
The below resources are available in the Lincoln Library in the Reserve Section. These materials will supplement training as provided by Taskstream, internal professional development opportunities, and other resources available to the Lake Erie College community.
 
Banta, Trudy W. and Catherine A. Palomba. Assessment Essentials:  Planning, Implementing, and Improving Assessment in Higher Education. Jossey-Bass, 2014.
Bresciani, Marilee J. Ludvik. Outcomes-Based Academic and Co-Curricular Program Review. Stylus Publishing, 2006. 
Light, T. P., Chen H.L, & Ittelson J.C. Documenting Learning with ePortfolios:  A Guide for College Instructors. Jossey-Bass, 2011.
Middaugh, Michael F. Planning and Assessment in Higher Education:  Demonstrating Institutional Effectiveness. Jossey-Bass, 2009.
Walvoord, Barbara E. Assessment Clear and Simple:  A Practical Guide for Institutions, Departments and General Education. Jossey-Bass, 2010.
 
Please consult with the Office of Academic Affairs regarding professional development needs or other assessment resources, by contacting Terri Orlando at torlando@lec.edu.