Supporting Documentation for Standard Two

Supporting documentation can be uploaded using the Upload file link on the left navigation bar.

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

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.

Supporting Documentation for Standard Two

Contents

General Requirements - Standard 2A

Undergraduate Program – Standards 2B, 2C

Curricular Visions

Teaching and Learning at Evergreen 2002

End-of-program Review