Difference between revisions of "Supporting Documentation for Standard Two"

Latest revision as of 11:35, 2 July 2014

General Requirements - Standard 2A

• Degrees Conferred 2005-2007
• Analysis of Over 16 Credit Load

• Fall 2007 Student Demographic Summary

• Narrative Evaluation Guide 2004

• Narrative Evaluation Processing DTF Report (Executive Summary)

• Narrative Evaluation DTF Report Summary 2000

• Narrative Evaluation DTF Recommendation 1998

• The Five Foci of an Evergreen Education

• The Six Expectations of an Evergreen Graduate

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)

Environmental Studies (ES)

Evening and Weekend Studies (EWS)

Expressive Arts (ExA)

Reservation-Based Community-Determined Program (RBCD)

Scientific Inquiry (SI)

Society, Politics, Behavior and Change (SPBC)

Tacoma Program

End-of-program Review 2006-07

• End-of-program Review Assessment Web Page

• 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

• Curriculum Enrollment Detail AY 2006-07

• Courses by General Education Divisions

• Curricular Visions Selected Trends 1997 to 2007

National Data Sharing

• COPLAC DataProfile AY05-06

• Consortium for Student Retention Data Exchange: First-time, First-year Cohort Graduation Rates

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 Survey 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)

• Title Page
• Introduction
• General Education at Evergreen
• Appendix

General Education Learning Indicators

• General Education Learning Indicators

• Teaching and Learning at Evergreen 2002

• Update to Assessment Study Group Report for 2002-03

• CSEQ 2003 Learning Index

• The Activity of Information Literacy: A Process Assessment of Student Research Skills

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

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

Additional Alumni Outcomes

• GRE Results Summary 2002-2006
• LSAT Scores 2001-2006

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

MES Self Study 2004

MES Curriculum 2007-2009

Enrollment History for Master of Environmental Studies

Annual Report 2006-07

Annual Report 2005-06

MES Director Job Description

MES Assistant Director Job Description

MES Student Handbook 2007-08

MES Thesis Handbook

MES Core Sequence

MES Supported Resources

Focht Report 2005

Curricula Vitae for MES Faculty:

• Maria Bastaki

• Peter Dorman

• Linda Stumpff

• Alison Styring

• Ted Whitesell

(All resumes and vitae are available in hard copy through the Provost's Office.)

Master of Public Administration

MPA Self Study 2004

MPA Catalog

Enrollment History for Master of Public Administration

Annual Reports:

• 2003-04

• 2004-05

• 2006-07

MPA 2007 Student Data

MPA Mission Data

Curricula vitae for MPA Faculty:

• Amy Gould

• Bruce Davies

• Larry Geri

• Nita Rinehart

• Cheryl Simrell King

• Linda Stumpff

(All resumes and vitae are available in hard copy through the Provost's Office.)

MPA Budget

MPA Catalog and Student Handbook

Final Report Core 2 research team V5. doc

Kathy Corey Stephen Presentation

Master in Teaching

• Enrollment History for Master in Teaching

MIT Accreditation Report 2007

• Cover Page

• Table of Contents

• Main Report 2007 to the Washington Professional Educator Standards Board

• Table of Contents for Professional Certification Review

• Professional Certification Review

Curricula vitae for MIT Faculty:

• Scott Coleman

• Jacque Ensign

• Terry Ford

• George Freeman

• Gery Gerst

• Masao Sugiyama

• Sherry Walton

(All resumes and vitae are available in hard copy through the Provost's Office.)

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

Study Abroad History

Study Abroad Procedures

Study Abroad at Evergreen

Study Abroad Worksheet 2008

Study Abroad Travel Waiver

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

• Enrollment History for Grays Harbor Program
• Grays Harbor Program Self-Study 2004

Summer School

• Summer School Enrollment Trends 2004-2007
• Summer School Student Demographics 2004-2007

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.