Criterion 3 - Instruction & Assessment of Student Learning Outcomes
Criterion 3: focuses on instruction and assessment of student learning outcomes and evaluates if the organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
Core Component - 3a The University's goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
Examples of Evidence
- The organization clearly differentiates its learning goals for undergraduate, graduate, and post-baccalaureate programs by identifying the expected learning outcomes for each.
- Assessment of student learning provides evidence at multiple levels: course, program, and institutional.
- Assessment of student learning includes multiple direct and indirect measures of student learning.
- Results obtained through assessment of student learning are available to appropriate constituencies, including students themselves.
- The organization integrates into its assessment of student learning the data reported for purposes of external accountability (e.g., graduation rates, passage rates on licensing exams, placement rates, transfer rates).
- The organization's assessment of student learning extends to all educational offerings, including credit and noncredit certificate programs.
- Faculty are involved in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved.
- Faculty and administrators routinely review the effectiveness and uses of the organization's program to assess student learning.
Core Component - 3b The University values and supports effective teaching.
Examples of Evidence
- Qualified faculty determine curricular content and strategies for instruction.
- The organization supports professional development designed to facilitate teaching suited to varied learning environments.
- The organization evaluates teaching and recognizes effective teaching.
- The organization provides services to support improved pedagogies.
- The organization demonstrates openness to innovative practices that enhance learning.
- The organization supports faculty in keeping abreast of the research on teaching and learning, and of technological advances that can positively affect student learning and the delivery of instruction.
- Faculty members actively participate in professional organizations relevant to the disciplines they teach.
Core Component - 3c The University creates effective learning environments.
Examples of Evidence
- Assessment results inform improvements in curriculum, pedagogy, instructional resources, and student services.
- The organization provides an environment that supports all learners and respects the diversity they bring.
- Advising systems focus on student learning, including the mastery of skills required for academic success.
- Student development programs support learning throughout the student's experience regardless of the location of the student.
- The organization employs, when appropriate, new technologies that enhance effective learning environments for students.
- The University's systems of quality assurance include regular review of whether its educational strategies, activities, processes, and technologies enhance student learning.
Core Component - 3d The University's learning resources support student learning and effective teaching.
Examples of Evidence
- The organization ensures access to the resources (e.g., research laboratories, libraries, performance spaces, clinical practice sites) necessary to support learning and teaching.
- The organization evaluates the use of its learning resources to enhance student learning and effective teaching.
- The organization regularly assesses the effectiveness of its learning resources to support learning and teaching.
- The organization supports students, staff, and faculty in using technology effectively.
- The organization provides effective staffing and support for its learning resources.
- The organization's systems and structures enable partnerships and innovations that enhance student learning and strengthen teaching effectiveness.
- Budgeting priorities reflect that improvement in teaching and learning is a core value of the organization.
A summary of the core components 3a-3d, institutional strengths, challenges, and next steps is also required.
- Lori Baker Sperry, Associate Professor, Women's Studies, Co-Chair
- Jessica Butcher, Assistant to the Vice President of Student Services, Co-Chair
- Andrew Borst, Director of Academic and Student Services, Western Illinois University-Quad Cities
- Donna (Wynn) Bradford, Provost's Academic Advisor of the Year Award Recipient and Academic Advisor, Center for Preparation of Education Professionals
- Sean Cordes, Assistant Professor, Libraries
- Diane Cumbie, Assistant Director, Student Activities
- William Hoon, Provost's Excellence in Multicultural Teaching Award Recipient and Associate Professor, Broadcasting
- Susan Martinelli-Fernandez, Associate Dean College of Arts and Sciences
- Candice Mclaughlin, Director, University Advising and Academic Support Center
- Lisa Melz, Athletics Academic Coordinator
- Tara Miller, Director, Disability Support Services
- Lea Monahan, Director, School of Nursing
- Tera Monroe, Associate Director, Residential Life and Facilities
- Renee L. Polubinsky, Provost's Excellence in Teaching Recipient and Associate Professor, Kinesiology
- Dawn Sweet, Instructional Technology Systems Manager, College of Education and Human Services
- Lance Ternasky, Associate Dean, College of Education and Human Services
- Kenny Wheeler, Academic Advisor, Quad Cities Campus
- November 20 - 1:30 pm - QC Rm114 CODEC to SH205
- December 18 - 1:30 pm - QC Rm114 CODEC to SH205
- January 29 - 1:30 pm - SH205 CODEC QC 265A
- February 26 - 1:30 pm - SH205 CODEC QC 114
- March 26 - 1:30 pm - SH205 CODEC QC 114
- April 23 - 1:30 pm - SH205 CODEC QC 114
- May 14 * - 1:30 pm - SH205 CODEC QC 114
(*meeting time change)