Animal Ecology and Forestry
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Learner Outcomes Assessment Portfolio
To examine the success and work in progress towards documenting learning success in this program at Iowa State University, choose from the following links.
- Snapshot of our assessment program.
- How do faculty contribute to our assessment?
- How does administration support our assessment?
- What do students contribute to our assessment?
- How is our assessment program structured?
- How effective is our assessment program?
Snapshop of our assessment program
Want a quick overview of our program? Assessment of student learning is a priority for our college, and we view it as a necessary means by which to improve the opportunity to learn for our students. The items below will give you an overview of the mission, goals and measures that define the culture of our assessment efforts.
Click on an entry to examine...
- our mission statement that shows how we are focused on student learning
- our major learning goals for our students
- measures that indicate the department's teaching mission is being accomplished
- how college goals are embedded in departmental goals
- summary of how college goals are measured, the results of those measurements, and how the department has responded to the results
- our assessment program materials to overview how we assess our curriculum and how the information is used to enhance and make changes to student learning
- examples of program changes resulting from our assessment efforts that have improved student learning
How do faculty contribute to our assessment?
Faculty members are responsible for the curriculum and its associated learning experiences that allow a student to earn a degree. Therefore, our faculty assumes the responsibility to assess the success of their curriculum by examining the degree to which learner outcomes are achieved. The items below will allow you to see how faculty members have constructed our curriculum, and how they measure and document its effectiveness.
A mature assessment program also requires that all faculty involved with the curriculum demonstrate knowledge of contemporary practices in outcomes assessment. You are invited to examine how we continue to develop our assessment skills and knowledge in order to keep our curriculum as effective as possible.
Click on an entry to examine...
- the curriculum requirements for students to achieve this degree
- the measurable outcomes for each major learning goal of our curriculum. (e.g. How will one know that the major learning goals have been accomplished)?
- our use of direct and indirect measures of outcomes achievement and how these measures are consistent with program goals.
- how our teachers remain current and knowledgeable in the practice of outcomes assessment.
- faculty use assessments to explore and improve teaching strategies.
- faculty explain the practices and principles of outcomes assessment used in their department and by the college.
- faculty communicate with others within and outside of ISU about assessment practices used and considered.
How does administration support our assessment?
Administration in our college and in each department serve to support and facilitate faculty endeavors to assess learning. The items below allow us to document the ways in which our administration enables the assessment program.
Click on an entry to examine...
- who is responsible for administrative oversight of the program.
- how program administration has provided administrative support for our outcomes assessment efforts, specifically by:
- approving a budget line in support of assessment program.
- instituting and maintaining recognition efforts for assessment work in the program.
- demonstrating written and verbal support for assessment programs.
- creating release time for faculty to provide assessment services.
- committing resources for faculty development and scholarly endeavors in outcomes assessment.
- including assessment activities as a part of position descriptions for both administrators and teaching faculty.
- defining and enacting implementation and improvement strategies at administrative levels.
What do students contribute to our assessment?
As the primary "stakeholder" in our curriculum, students provide valued input in the assessment of learning. These items below allow us to document the ways in which learners contribute to curricular improvement and to document the achievement of learner outcomes.
Click on an entry to examine...
- how our students explain and demonstrate their knowledge of the principles, the practices and the benefits of the assessment program.
- how our students participate in the continued development of the assessment program, and communicate formally and informally about the program with faculty and peers.
- how our students are actively serving on assessment committees.
How is our assessment program structured?
Each program in the College of Agriculture has unique needs, goals and resources. While we are uniform in the way we report our assessment efforts, each department is encouraged to find its own best way to assess learning and to improve from that process of assessment.
Click on an entry to examine...
- our organizational calendar of assessment activities and programs to stakeholders.
- our assessment program coordinators and standing committee.
- our course syllabi stating learner outcomes, and how these course-level outcomes are measured, reported and used.
- how our system of data collection is sustained over time.
- our annual reports to teachers and planners of our assessment program, in which the "feedback loop" is detailed.
- our documented changes in learning caused by changes in curriculum, academic and support services.
- how we have communicated to stakeholders the changes in learning enabled by the assessement practices of our program.
- how assessment committee members work together within and between departments and programs to facilitated and improve assessment activities.
How effective is our assessment program?
The ultimate measure of success of our efforts is enhanced learning. Summaries of our success are offered below, as well as links to the details of our scholarly work in teaching and learning.
Click on an entry to examine...
- our explicit statements, supported by evidence, regarding success in student learning.
- our established benchmarks against which students' learning outcomes are assessed.
- our celebrations and public statements of student learning, performance, and achievement.
