Difference between revisions of "Supporting Documentation for Standard Two"
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Faculty CV's | Faculty CV's | ||
*[[Media: Terry Ford.pdf|Terry Ford]] | *[[Media: Terry Ford.pdf|Terry Ford]] | ||
| − | *[[Media: | + | *[[Media: Sherry Walton.pdf|Sherry Walton]] |
| + | *[[Media: George Freeman.pdf|George Freeman]] | ||
| + | *[[Media: Masao Sugiyama.pdf|Masao Sugiyama]] | ||
| + | *[[Media: Scott Coleman.pdf|Scott Coleman]] | ||
| + | *[[Media: Gery Gerst.pdf|Gery Gerst]] | ||
| + | *[[Media: Jackie Ensign.pdf|Jackie Ensign]] | ||
===Continuing Education and Special Learning Activities – Standard 2G=== | ===Continuing Education and Special Learning Activities – Standard 2G=== | ||
Revision as of 14:30, 8 July 2008
Supporting documentation can be uploaded using the Upload file link on the left navigation bar.
Contents
- 1 General Requirements - Standard 2A
- 2 Undergraduate Program – Standards 2B, 2C
- 2.1 Curricular Visions
- 2.2 Student Self Study Focus Group
- 2.3 Planning Unit Self Studies 2005
- 2.4 End-of-program Review 2006-07
- 2.5 Summaries of End-of-program Review Results: Academic Year 2001-02 through AY 2005-06
- 2.6 End-of-program Review Workshop
- 2.7 Curriculum Detail
- 2.8 National Data Sharing
- 2.9 Evergreen New Student Survey
- 2.10 Evergreen Student Experience Survey
- 2.11 General Education
- 2.12 General Education Learning Indicators
- 2.13 National Survey of Student Engagement
- 2.14 Transfer Student Research
- 2.15 Alumni Surveys
- 2.16 Writing and Quantitative Reasoning Centers
- 2.17 Additional 2B and 2C References
- 3 Graduate Program – Standard 2D
- 4 Continuing Education and Special Learning Activities – Standard 2G
- 5 General Requirements and Undergraduate Program
General Requirements - Standard 2A
Undergraduate Program – Standards 2B, 2C
Curricular Visions
- Curricular Visions DTF Charge
- Curricular Visions Home Page
- Curricular Visions Charge Winter 2006
- Summary of Winter 2006 Discussions
- Interim Report to the Faculty May 2007
- Design Group Report September 2007
- Summary of Supplemental Data (Upper-Lower Division, Up Week, Cohorts, Fields of Study)
- Curricular Visions Data Exhibits
- Charge - The Long Range Future of the Curriculum 2005
Student Self Study Focus Group
- Student Focus Group - Standard 2 -Summary 5Feb2008
- Student Focus Group - Standard 3 -Summary 5Feb2008
- Student Focus Group - Standard 2 -Summary 7Feb2008
- Student Focus Group - Standard 3 -Summary 7Feb2008
Planning Unit Self Studies 2005
Culture, Text and Language (CTL)
Evening and Weekend Studies (EWS)
Reservation-Based Community-Determined Program (RBCD)
Society, Politics, Behavior and Change (SPBC)
End-of-program Review 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 - Science and Math Distribution
- 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
Curriculum Detail
National Data Sharing
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 – Prior Math
- 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
- New Student Survey Questions 2005
- BCSS 2004 Evergreen Frequencies
- CIRP 2001 Report
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 - primary field of study – Olympia Students
- Evergreen Student Experience Survey 2006 – Primary Field of Study – Planning Unit Analysis – Olympia Students
- Evergreen Student Experience Survey 2004 - Final Report
- Evergreen Student Experience Survey 2004 - Analysis of Differences in Response Between Racial-Ethnic Subgroups
General Education
General Education at Evergreen: The Historical Context, Current Experiments and Recommendations for Implementation (John McCann, 2002)
General Education Learning Indicators
National Survey of Student Engagement
- National Survey of Student Engagement Web Page
- NSSE Trends, Highlights, and Accountability Performance Indicators 2001-2007
- NSSE 2007 Benchmarks Report
- Evergreen Faculty and Student Responses to Surveys of Student Engagement - Lower-division Comparison 2005
- NSSE Transformative Education AACU presentation Jan08, Washington DC
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: Evening Weekend Studies
- Alumni Survey 2006: Tacoma
- Alumni Surveys 2002-2006 - Campus Resource Utilization
- Alumni Survey 2004
- Alumni Survey 2002
Other Alumni Surveys
- Greeners at Work 2003 - Alumni and Employers Three Years After Graduation
- Greeners at Work 1999 - Alumni
- Greeners at Work 1999 - Employers
Additional Alumni Outcomes
Writing and Quantitative Reasoning Centers
Quantitative and Symbolic Reasoning Center (QuaSR) Statistics 2003-2007
Quantitative and Symbolic Reasoning Center (QuaSR) Initiatives 2003-2007
Writing Center Report for Self-Study 2008
Writing Assessment Prompt for Beginning The Journey 2007
Introductory Letter for Writing Assessment
Writing Center Contacts by Year
READING TO WRITE: Attuning College Freshmen to a Literate Life
Additional 2B and 2C References
Tom Grissom on Humanities at Evergreen – Emeritus Ceremony 2007
Rita Pougiales (Dean of Faculty Hiring & Development) Self-Evaluation 2007
Graduate Program – Standard 2D
Master of Environmental Studies
Enrollment History for Master of Environmental Studies
MES Assistant Director Job Description
Curriculum Vita for MES Faculty:
Master of Public Administration
Enrollment History for Master of Public Administration
Annual Reports:
Faculty CV's:
MPA Catalog and Student Handbook
Final Report Core 2 research team V5. doc
Kathy Corey Stephen Presentation
Master in Teaching
MIT Accreditation Report 2007
Faculty CV's
Continuing Education and Special Learning Activities – Standard 2G
Extended Education
- Extended Education Marketing Survey
- Extended Education/Summer School Market Survey Presentation
- Extended Education Enrollment 2006-07
- Extended Education Enrollment 2005-06
- Extended Education Annual Report 2006-07
- Extended Education Annual Report 2005-06
- Faculty Meeting Minutes from 11/17/04
- Extended Education Proposal Final
- Extended Education Catalog Spring 2007
- Extended Education Catalog Winter 2007
- Extended Education Catalog Fall 2006
- Extended Education Advisory Committee Membership 2007-08
- Extended Education Advisory Committee Membership 2006-07
- Contract with Thomson Learning
- Contract with the Department of Personnel
Study Abroad
Alumni Study Abroad by Planning Unit
Tacoma
- Enrollment History for Tacoma Program
- Evergreen New Student Survey 2005 - Skills - Tacoma
- Evergreen New Student Survey 2005 - Dependent Children - Tacoma
- Evergreen New Student Survey 2005 - Employment - Tacoma
- Evergreen New Student Survey 2005 - Financial Support - Tacoma
- Evergreen New Student Survey 2005 - Parental Education - Tacoma
- Evergreen Student Experience Survey 2006 - Campus Resource Use - Tacoma
- Evergreen Student Experience Survey 2006 - First Choice - Tacoma
- Evergreen Student Experience Survey 2006 - Workload - Tacoma
- Evergreen Student Experience Survey 2006 - Diversity Importance - Tacoma
- Evergreen Student Experience Survey 2006 - Satisfaction - Tacoma
- Evergreen Student Experience Survey 2006 - Learning - Tacoma
Tribal Reservation-based Programs
- Enrollment History for Tribal: Reservation-based/Community-determined Programs
- Evergreen Student Experience Survey 2006 - Learning - Tribal Programs
- Evergreen Student Experience Survey 2006 - Satisfaction - Tribal Programs
- Evergreen Student Experience Survey 2006 – Goals - Tribal programs
- Evergreen Student Experience Survey 2006 – Intent to Stay - Tribal programs
Grays Harbor
Summer School
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.
