Difference between revisions of "Supporting Documentation for Standard Two"

Revision as of 11:16, 7 March 2008

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General Requirements - Standard 2A

• Number of degrees granted for each program for last 3 years
• Analysis of Over 16 Credit Load

Undergraduate Program – Standards 2B, 2C

Curricular Visions

• Curricular Visions DTF Charge
• Curricular Visions Home Page
• Summary of Supplemental Data (Upper-Lower Division, Up Week, Cohorts, Fields of Study)
• Data Exhibits

Teaching and Learning at Evergreen 2002

End-of-program Review

• End-of-program Review Assessment Web Page
• End-of-program Review Results for 2006-07
• EPR 2006-07 - Art Overview
• EPR 2006-07 - Art by Planning Unit
• EPR 2006-07 - Natural and Physical Sciences Overview
• EPR 2006-07 - Natural and Physical Sciences by Planning Unit
• EPR 2006-07 - Humanities Overview
• EPR 2006-07 - Humanities by Planning Unit
• EPR 2006-07 - Social Sciences Overview
• EPR 2006-07 - Social Sciences by Planning Unit
• EPR 2006-07 - Math Overview
• EPR 2006-07 - Math by Planning Unit
• EPR 2006-07 - Writing Overview
• EPR 2006-07 - Writing by Planning Unit
• EPR 2006-07 - Information Technology Literacy Overview
• EPR 2006-07 - Information Technology Literacy by Planning Unit
• EPR 2006-07 - Critical Thinking Overview
• EPR 2006-07 - Critical Thinking by Planning Unit
• EPR 2006-07 - Diversity, Difference, Privilege, and Oppression Overview
• EPR 2006-07 - Diversity, Difference, Privilege, and Oppression by Planning Unit
• EPR 2006-07 - Community-based Projects Overview
• EPR 2006-07 - Community-based Projects by Planning Unit
• EPR 2006-07 - Compelling Intellectual Experiences and Successful Pedagogical Practices

Summaries of End-of-program Review Results: Academic Year 2001-02 through AY 2005-06

• EPR 2001-2005 - Art
• EPR 2001-2005 - Science and Math
• EPR 2001-2005 - Humanities
• EPR 2001-2005 - Social Sciences
• EPR 2001-2005 - Quantitative Reasoning
• EPR 2001-2005 - Writing
• EPR 2001-2005 - Information Technology
• EPR 2001-2005 - Critical Thinking
• EPR 2001-2005 - Addressing Diversity and Oppression
• EPR 2001-2005 - Advanced Work
• EPR 2001-2005 - Summary of Response Rates

End-of-program Review Workshop

• Advanced Work Across the Curriculum
• Advanced Work, A Supplement
• Advising Across the Curriculum
• Art Across the Curriculum
• Art, A Supplement
• Critical Thinking Across the Curriculum
• Humanities Across the Curriculum
• Information Technology Across the Curriculum
• Addressing Oppression Across the Curriculum
• Quantitative Reasoning Across the Curriculum
• Quantitative Reasoning, A Supplement
• Science and Math Across the Curriculum
• Science and Math Across the Curriculum, A Supplement
• Social Science Across the Curriculum
• Writing Across the Curriculum - by Jeanne Hahn
• Writing Across the Curriculum - by Sandy Yannone

Evergreen New Student Survey

• Evergreen New Student Survey Homepage
• Evergreen New Student Survey 2005 Research Methodology
• Evergreen New Student Survey 2005 – Do you plan to focus
• Evergreen New Student 2005 – Field of Study Detail First-time, First-years
• Evergreen New Student Survey 2005 – Field of Study Detail Transfer Students
• Evergreen New Student Survey 2005 – Skills of First-time, First-years
• Evergreen New Student Survey 2005 – Skills of Transfer Students
• Evergreen New Student Survey 2003 - Goals, Skills, and Perceptions Final Report
• Evergreen New Student Survey 2003 - Summary of Responses – First Generation Students

Evergreen Student Experience Survey

• Evergreen Student Experience Survey Home Page
• Evergreen Student Experience Survey 2006 Methodology
• Evergreen Student Experience Survey 2006 - Learning Growth for Olympia Campus Students
• Evergreen Student Experience Survey 2006 – Satisfaction of Olympia Campus Students
• Evergreen Student Experience Survey 2006 - What is your primary field of study or concentration at Evergreen – Olympia Campus Students
• Evergreen Student Experience Survey 2006 – Primary Field of Study – Planning Unit Analysis – Olympia Campus Students
• Evergreen Student Experience Survey 2004 - Final Report
• Evergreen Student Experience Survey 2004 - Analysis of Differences in Response Between Racial-Ethnic Subgroups

General Education Learning Indicators

National Survey of Student Engagement

• National Survey of Student Engagement Web Page
• Trends, Highlights, and NSSE Accountability Performance Indicators 2001-2007
• Evergreen Faculty and Student Responses to Surveys of Student Engagement - Lower-division Comparison 2005

Transfer Student Research

• Illuminating the New Students in the Shadows: Background, Experiences, and Outcomes of Transfer Students
• Illuminating the Students in the Shadows – Conference PowerPoint Presentation
• Meet Evergreen’s Transfer Students Web Page

Alumni Surveys

Survey Results One Year After Graduation

• Alumni Survey 2006: Culture, Text, and Language
• Alumni Survey 2006: Environmental Studies
• Alumni Survey 2006: Expressive Arts
• Alumni Survey 2006: Scientific Inquiry
• Alumni Survey 2006: Society, Politics, Behavior and Change
• Alumni Survey 2006: Tacoma
• Alumni Survey 2004
• Alumni Survey 2002

• Greeners at Work 2003 - Alumni and Employers Three Years After Graduation

• Five-Year Alumni Survey - Advanced Education, Employment, Volunteerism, and Reflections on an Evergreen Education

Graduate Program – Standard 2D

• Enrollment History for Master of Environmental Studies
• Enrollment History for Master of Public Administration
• Enrollment History for Master in Teaching

Continuing Education and Special Learning Activities – Standard 2G

• Extended Education (include Marketing Survey)
• Enrollment History for Grays Harbor Program
• Enrollment History for Tacoma Program
• Enrollment History for Tribal: Reservation-based Programs
• Enrollment History for Summer School

General Education http://www2.evergreen.edu/wikis/selfstudy/images/2/24/General_Education_Matt_3jan08.doc This document is a draft response to concerns about general education expressed by the accreditation teams in 1998 and 2003.

[[1]]Comparative Study of Data Collected from the 2005 NSSE and FSSE surveys.

[2] Greeners At Work 2003

[[3]] 2004 5-Year Alumni Survey

General Requirements and Undergraduate Program

Required Documentation:

1. Instruments and procedures used to measure educational program effectiveness.

2. Inventory of documents that demonstrate the appraisal of educational program outcomes. The documents are to be available on campus for examination by the evaluation committee.Examples may include:

• annual goals and assessment of success in their accomplishment;
• studies of alumni and former students;
• studies regarding effectiveness of programs and their graduates;
• test comparisons that reveal beginning and ending competencies;
• surveys of student satisfaction.

3. Inventory of degree programs that have been added or deleted in the last five years.

4. Number of degrees granted in each program for the last three years.

5. Published statements or other written rationale for the general education program.

Required Exhibits:

1. Statement of degree objectives for each degree program.

2. Description of curriculum development bodies and advisory groups, with rules of procedure and recent minutes.

3. Complete departmental or program self-studies prepared for part of this self-study.

4. Evaluation forms and summary reports of student evaluations of faculty and courses.

5. Self-study and evaluation committee reports from external reviews and the most recent professional accreditation visits and documentation of resulting actions.

6. Criteria and procedures for admission and retention of students, maintenance of student records, and awarding of credit, including credit for prior experiential learning. 7. Policies regarding transfer of credit, including articulation agreements with other institutions.

8. Policies regarding remedial work.

9. Description of the materials and forms used in the academic advisement process.

10. Grade distribution studies.

11. Policies governing public service.

Supplemental Materials:

1. Compilation of entering freshman student ability measures.

2. Samples of course examinations and other instruments used to assess student achievement or competency and, when possible, available work products determined to be of different levels of quality.

3. Funds devoted to research, if applicable, for each of the past three years; principal sources of such funds.