Academic Administration

CASL -- February 9, 2009

Present:  Stan Burns, Geoff Bell, Mary Keenan, B ilin Tsai, Michelle Hatcher, Olaf Kuhlke, Jerry Pepper, Wayne Jesswein, Julie Ernst, Bruce Munson, Jackie Millslagle.

Excused:  Julie Westlund .

Jackie proposed some language to introduce the Program List (  This idea emerged from several discussions with staff in student life and development areas about what the terms meant in their areas.  There was discussion on the description of Outcomes resulting in revised language that follows.  CASL members should provide feedback (use Reply All) suggesting any further refinement before it is posted to the web page.

"Outcomes" are specific student learning outcomes that will be measured to determine program effectiveness.  Dependong on the program and affiliated accreditation bodies, other terms used for outcomes might be objectives, standards or goals for student learning.  Programs may use terms most meaningful to the faculty and staff in the program as long as the outcome/objective/goal can be measured. 

Jackie reported on a call from our Assessment Academy mentor (Kelly Funk, Director of Academic Assessment, Michigan State University).  She suggested adding to our response to Evidence of Success.  Currently we say, "The associate vice chancellor will track submission of all parts of the assessment plan using target dates established in the timeline.  Once the plans are in place and data is being collected, annual reports will be required to document action resulting from data analysis."  Several suggestions are incorporated into the additional statement below.  CASL members should provide feedback (use Reply All) suggesting any further refinement before it is posted to the Academy's electronic network.

The Council for Advancement of Student Learning will synthesize program reports and produce a document that reflects on the changes that have resulted from assessment, as well as implications for campus planning.  This document will be shared with the campus community.  Over time, we expect to find the inclusion of learning outcomes and assessment to be a natural part of day-to-day conversations among faculty and students. 

CASL discussed whether a conceptual model for student learning should be developed to reflect the philosophy behind what we are doing.  Members agreed to wait and discuss again after outcomes begin coming in. 

Jackie circulated a possible agenda for a campus-wide assessment day.  After discussion, it was the consensus of the group that an early fall event would be more fruitful and better timed.  It was suggested, however, that some college-based activities designed for cross-department discussions might be helpful yet this spring. 

Jackie Millslagle, Recorder