December 21st, 2015
By: Dr. James Barbre
Interim Associate Vice Chancellor of Academic Affairs
Summer and fall 2015 marked a busy season on campus. The Assurance Argument was written and submitted to the Higher Learning Commission as part of our 10-year accreditation requirements. This is an important document as it presents the numerous ways that IU East is working to increase our institutional effectiveness and meet the requirements of our educational mission. Working with our colleagues from the HLC, several notable institutional strengths were identified. We also identified some areas that deserve more attention. We will working to further refine our data collection and analysis in order to address these challenges over the next two years.
The SAILS assessment instrument was administered and the results indicate that our students meet and exceed several national benchmarks. One of the areas we will continue to work on with our students is the development of effective research strategies and the retrieval of sources throughout the programs and across the curriculum for all programs. The General Education Assessment Committee (GEAC) is working to implement the use of VALUE rubrics through our general education classes. These normed rubrics will enable instructors to collect the types of assessment data that will work to meet the goals of our campus assessment plan and provide valuable information for further course and program refinement.
March 3rd, 2014
By: Dr. Markus Pomper
Chair, General Education Assessment Committee
The General Education Assessment Committee reviewed the assessment efforts of the programs. We are pleased to see that all programs have assessment for their General Education courses in place. Some programs even have assessed a large number of courses in the Fall semester. The most frequently reported issue for assessment in the fall semester was a breakdown in communication about assessment between program coordinators and faculty who teach the course.
We are also making progress at creating a user-friendly interface within weave-online that will allow us to collect assessment data from all general education courses. The General Education Assessment Committee plans to create an annual summary of the assessed General Education competencies. This summary will include which competencies were assessed. Because the assessment of these competencies is course based, we will report the number of course sections that were assessed, the ones that were not assessed, and a brief paragraph that explains what changes will be made as a result of the assessment.
January 9th, 2014
By: Dr. Ross Alexander
Associate Vice Chancellor for Academic Affairs and Dean of Graduate Studies
The fall 2013 marked a successful launch to the General Education Assessment Plan. Schools, programs, and departments worked diligently to craft and implement assessment instruments and strategies to employ in their respective general education courses. In addition, we administered the SAILS exam in all sections of SPCH-S 121 and ENG-W 131 to gauge of information literacy skills of our freshmen. With these results, we can establish a baseline against which we can measure future cohorts. In sum, nearly 250 students took the exam.
October 3rd, 2013
Dr. Marilyn Watkins, Dean
School of Education
In the state of Indiana the majority of Schools of Education are NCATE accredited. (NCATE, the National Council for Accreditation of Teacher Education Programs has now become CAEP, the Council for the Accreditation of Educator Preparation.) An important component of the accreditation process is that Schools must complete SPA’s for each of their programs.
SPA stands for Specialty Professional Association. SPAs are national associations representing the education profession, such as NAEYC, the Association for Childhood Education International (ACEI), the National Council of Social Studies teachers (NCSS), and the National Council of Teachers of Mathematics (NCTM). Our School of Education has submitted SPA’s for our elementary education, secondary English, and secondary social studies programs. We have prepared SPA’s for secondary math and science. These will be submitted as our enrollments in these two programs increases. SPAs are typically submitted mid-way through the seven year accreditation cycle.
A SPA has five sections: the context information, assessments and related data, standards assessment chart, evidence for meeting standards, and use of assessment results to improve candidate and program performance. The assessments and related data must include reporting of state licensure exam data, demonstrate content knowledge, demonstrate pedagogical content knowledge and skills, and provide evidence of candidate impact on student learning. Each assessment must be closely aligned with the appropriate SPA standards.
SPAs can be nationally recognized, conditionally recognized with the opportunity to re-submit within a determined time frame, or needing improvement. If the latter category is attained, there are two opportunities to re-submit.