CASNR is in compliance with this standard.
The means of determining the institutional effectiveness are
consistent with the mission of TTU, see the 2004-2005 Catalog
here
http://www.depts.ttu.edu/officialpublications/catalog/Catalog.html#Mission,
and with the mission statement of CASNR,
http://www.depts.ttu.edu/agriculturalsciences/casnrinfo/strategicplan/default_files/frame.htm
TTU has recently undergone an extensive strategic planning
process. Established to be an evolutionary, ongoing process with
annual assessment reports based on the written strategic plans
of all units, the CASNR Strategic Plan along with the individual
Departments Strategic Plans can be found in the same locations
as noted in #4 of the Core Requirements above. Assessment of TTU
is web-posted
http://www.ttu.edu/stratplan/Assessment.php. Annual
assessment reports for CASNR is available online at
http://www.irim.ttu.edu/SACS/AssessmentReports/1_0_2003.pdf
Hard copy is located in the Dean’s office at 108 Goddard.
Educational Programs
Program expected outcomes are identified through several sources
including the college and department strategic plans (web
addresses listed in Core Requirements 2.5) and in the 2004-2005
Catalog
http://www.depts.ttu.edu/officialpublications/catalog/AgScience.html.
Assessment of achievement of expected outcomes is done through
formative and summative grading practices in courses and
admission to teacher education reviews, capstone projects, and
teacher certification exams where applicable. Site visits and
subsequent visit reports from accrediting bodies (where
applicable) also serve as assessments of expected outcomes.
Evidence of improvement can be noted through longitudinal grade
comparisons, results of all review processes as well as student
teacher observation and final evaluations forms from cooperating
and supervising teachers (where applicable). Evidence of
improvement may also be found in department responses to
accreditation visitors’ reports, copies of which are located in
the departmental offices in which accreditation is necessary.
Department specific outcome assessment activities are provided
below.
Agricultural & Applied Economics
I. Learning Objectives: The structure of
the department programs in Agricultural and Applied Economics
include core courses in economic theory and quantitative skills,
application courses, and courses where theory and application
are integrated. Department learning objectives are based on the
program structure and include:
-
Achieve disciplinary competency in economics and subject
matter competencies in agricultural economics and business,
and quantitative skills used in economic analysis (statistics,
math programming, and computer fluency).
-
Integrate the specific disciplinary and subject matter
competencies into a comprehensive decision making (analytic)
framework that can be used to identify and solve real-world
economic problems.
II. Assessment of learning objectives: Three
levels of accomplishment are used to assess whether the
department learning objectives are achieved:
Awareness
- familiarity with specific information, including economic
definitions, principles, concepts, and processes. Awareness is
demonstrated with evidence that the material is covered in
classroom lectures and assignments.
Understanding
- assimilation and comprehension of economic information.
Understanding is demonstrated with evidence from exams,
assignments, exercises, and projects.
Application
- includes analysis, synthesis, and integration of economic
theory and quantitative skills to solve real-world economic
problems.
-
Students are required to apply economic analysis in course
projects and papers.
-
A research course sequence is offered to senior students who
wish to conduct a research project under the guidance of a
faculty member. In AGSC 4300, the student learns how to
do research and writes a research proposal, and in the
following semester in AAEC 4301, the student carries out the
research and writes the research results and summary (this
research sequence has been part of department offerings for
over 40 years). Students in internships conduct projects in
conjunction with internship sponsors and write reports.
The levels of accomplishment of learning objectives are
evaluated through a three-step process including:
-
overall program evaluation by the department Undergraduate
Committee;
-
faculty teaching peer reviews based on the department Plan for
Recognizing and Rewarding Teaching Productivity; and
-
student course evaluations and senior exit interviews.
III. Demonstration that assessment outcomes are used to
improve programs and courses:
Based on assessment outcomes, the department adopts changes in
courses and programs, on an on-going basis, to better achieve
department specified learning objectives. Within the last year,
the department has changed course content in two courses and
dropped one course.
Agricultural Education & Communication
Program learning objectives are based upon accreditation
agencies and program standards recommended by professional
organizations. Course learning objectives are reflective of
desired learning outcomes. Program assessment occurs
through passage rates on teacher certification exams,
departmentally-initiated student assessments, accreditation
reviews, and graduate program reviews. Course learning
objectives are through a variety of faculty guided learning
activities, both conventional (exams, assignments) and holistic
(portfolio development, performance during internships/student
teaching, etc.). Copies of syllabi, certification
requirements, accreditation reports, and graduate program
reviews are available in the Departmental office, AE 103. This
feedback has been used to modify curricula in an effort to meet
the current and future needs of our graduates.
Animal & Food Sciences
Specific learning objectives are listed on each course syllabus
and are on the AFS Web page,
http://www.afs.ttu.edu/course.html
At the end of the semester, each course is evaluated by standard
university survey and additionally a personal evaluation and
oral discussion is headed by the Chair and/or Associate Chair of
the department. These assessments are shared with the
instructor and modification to the course and learning are
initiated after review.
Assessment outcomes have resulted in new material being
presented, a fieldtrip being added and instructors being
changed.
Additional assessments are given in some courses. For example,
FD T 3303 Food Sanitation, requires that an industry standard
evaluation for certification is administered by a third party.
Course materials and method of delivery have been modified to
achieve >95% passage rate of first attempt.
Peer evaluations are conducted on a three year cycle by peers
both in the department and from external sources. These
evaluations are shared in writing and orally with the
instructor.
Subsequent peer reviews indicate that objectives have been met
and improvements made.
Landscape Architecture
Student assessment in the landscape architecture program is done
on several levels and several times during the student’s
five-year program in addition to studio presentations and
critics by the faculty and guests.
The landscape architecture program is accredited by the American
Society of Landscape Architects (ASLA) under the Landscape
Architecture Accreditation Board (LAAB). A team visits the
campus every five years and evaluates the program using 12
standards. The last visit by LAAB was in 2001, and we were
given full accreditation (the report is available in the
Department office located in PSS 150). As part of the
preparation for the visit, an elaborate alumni survey is
administered. In it the alumni are asked to evaluate the
courses they took in our program so improvements can be
implemented. They are also asked to evaluate the various
subject areas as to their value to them as professional
landscape architects. The results are tabulated and become part
of the Self-Evaluation Report and give guidance to the faculty
in revising the program.
At the end of the second year in the program, students are
required to submit a portfolio (LARC 2100) for review by the
entire faculty (seven faculty members). If more than two
faculty score one of the eight (8) components as failing, the
student is given the summer period to upgrade and revise the
items deemed substandard. If the student fails to improve,
he/she is not permitted to advance in the program until these
deficiencies are corrected. Another assessment is carried
on during the student’s landscape architecture Senior Project (LARC
4507). The faculty review each student’s progress three (3)
times during the course and, if the student’s progress is not
sufficient or the project is weak, the student is not permitted
to continue with the project until the faculty approve the
project’s progress.
The final Senior Project presentation is also reviewed by the
faculty and 15% of the course’s final grade is given by the
faculty.
The assessment process for the program is carried out by the
faculty on a yearly basis. All the courses are reviewed as to
their content, sequence, delivery, and course credit. This
review keeps the program current.
Plant & Soil Science
Program and Course Learning Objectives:
The Plant & Soil Science Department are in the process of
developing an assessment program that will address key learning
objectives for each of the majors within the PSS program. Plant
& Soil Science has a Ph.D. student who is currently working on
building an assessment model for the PSS horticulture program
that will be used for all of the programs in the Department.
Course learning objectives are defined within the course
syllabus of each faculty member, and will being collected for
review this fall.
Assessment of Learning Objectives for Programs and Courses:
One measurement used currently for teaching performance and
curriculum relevance is the student evaluation. These
evaluations contain rating systems for instructors teaching
performance as well as the student’s view of the relevance of
the course for their degree plan. Student evaluations are
reviewed annually to assess teaching performance. Faculty who
score too low on the student evaluations are recommended to the
TLTC to improve their teaching skills. Student evaluations have
been used in the past for nominating teacher awards and
promoting the department in teaching excellence. The curriculum
committee uses the course evaluation to consider changes that
need to be made within the course.
Demonstration of Outcomes Assessment:
PSS is in the process of creating two of the three distance
degrees in response to earlier evaluation of our program. We
have intentionally modified our courses to update them including
distance and web based elements.
Future Development Plans:
*A detailed plan will be available by October 1 at the PSS
Department, RM 263.
-
This fall we will have faculty define learning objectives and
desired key performance skills for each major within the PSS
Department.
-
After learning objectives are defined, we will send out a
rating survey to faculty about learning objectives and how
their course(s) meets certain skills within that objective.
-
Quality of the Courses will be measured through Senior Exit
Interviews and Questionnaires along with the in place student
evaluations.
-
We
will be incorporating a database this year that contains
student portfolios to assess course learning objectives with
specific assignments embedded within class semester.
Range, Wildlife & Fisheries Management
Program learning objectives are developed in response to
accreditation requirements, certification requirements, and the
federal Office of Personnel Management rating criteria. Course
learning objectives are enumerated in each course syllabus and
respond to the broader program learning objectives. Program
assessment occurs through accreditation reviews, graduate school
program reviews, and through student success in achieving
certification by the various professional organizations involved
as well as OPM rating scores. Course assessment occurs through
a variety of mechanisms to include periodic faculty review,
accreditation reviews, exit interviews, and pre-test/post-test
evaluations. Copies of syllabi, certification requirements,
accreditation reports, and graduate school program reviews are
on file in the Departmental Office, Goddard 102. Individual
faculty maintain their own specific course assessment
instruments.
Administrative Services
To identify expected outcomes, job descriptions and expectations
are on file in the Dean’s Office located in 108E Goddard
Building. To assess whether expected outcomes are achieved, the
dean of CASNR reports to the provost and is evaluated annually.
Associate Deans, department chairs and directors report to and
are evaluated by the Dean.
Educational Support Services
To identify expected outcomes, job descriptions and expectations
of departmental staff are located in the departmental offices.
Job descriptions and expectations of Dean’s office staff is
located in the Dean’s Office, 108E Goddard. To assess whether
expected outcomes are achieved, departmental and Dean’s office
staff report to and are evaluated by their direct supervisors.
Evidence of improvement is based on staff evaluations.
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