Departmental Assessment Plans
February 5, 1997
Student Attitudes and Development Committee's Assessment Plan
Revised May 30, 1996
Table of Contents Page
I. Mission and Vision Statements of the University 2
II. Charge of the Assessment Council to the Student Attitudes and
Development Committee
3
III. Committee's Mission Statement 3
IV. Important Issues Contributing to the Development of the Committee's
Goals and Objectives
3
V. Conceptualization Process 4
VI. Committee's Goals and Major Themes Identified as Objectives 5 7
VII. Administration of Committee's Assessment Plan 7 8
VIII. Evaluation of Results 8
IX. Evidence of Access, Diversity and Equity Goals Maintained 8 9
X. Feedback 9
XI. Recommendations for Improvement 9
XII. Appendix 10+
Student Attitudes and Development's Committee Report to the
Assessment Council, April 12, 1996
Committee Correspondences January 1996 March 1996
"Theories and Models of Student Change in College" from
Pascarella
and Terenzini's How College Affects Students
Assessment Resources Related to Psychosocial Dimensions, Attitudes and Values and Moral Development
Mission and Vision Statements of the University
Any assessment plan needs to reflect the general philosophy of the institution's Mission Statement and the institution's Vision Statement. The Mission Statement of Michigan Technological University states the following:
"Michigan Technological University will benefit the State of Michigan and society as a whole through a balance of quality education, theoretical and applied research, and public service. The University will continue to build upon its unique tradition of education in engineering, science and related disciplines, and to provide the state and its industries with highly qualified candidates. In addition, the University will strive to promote diversity, creativity, leadership and teamwork and to educate all of its students to meet the changing needs of a global, technological, diverse and environmentally sensitive society. The University will seek to enrich and benefit society through its research activities and will assist the community, the state and the nation in economic and cultural development."
The institution's Vision Statement reads as follows:
"Michigan Technological University will be a nationally and
internationally recognized leader in meeting the challenges of the future
through undergraduate and graduate education and research in sciences and
engineering. At the undergraduate level, we will have comprehensive,
forward looking curricula in science and engineering that educate
technically competent, intellectually vital graduates who are at the same
time effective communicators and aware of the social, economic and cultural
contexts of their work. At the graduate level and in research we will focus
especially on growth in interdisciplinary approaches in areas of
established strength and future need. Consistent with the increasing
complexity of science and technology, we will substantially increase the
proportion of graduate students. At each educational level within each
segment of the University community, we will increase the proportion of
individuals from under represented racial and gender groups."
The Student Attitudes and Development committee will assess how the
institution has contributed to the student's development of skills,
attitudes and values as related to particular aspects of leadership,
communication, teamwork and preparation to participate in a global
community full of technological challenges and a plethora of diverse
opinions and perspectives.
Charge of the Assessment Council to the Student Attitudes and Development Committee
The Student Attitudes and Development Committee is charged by the
Assessment Council1 to determine if graduates of Michigan Tech acquire
those skills, values and attitudes that leads to their:
value and respect for knowledge and learning;
value of the role of information and reason play in
decision making; and
value the diversity of opinion and perspectives for a healthy
society.
These three broad areas require the committee to determine how these areas can indeed be measured in a manner that is reasonable yet effective. There are definitional issues that need to be resolved as well as a demonstration how these areas have been measured in the past.
Committee's Mission
The mission of the Student Attitudes and Development committee is as
follows:
The Student Attitudes and Development Committee seek to measure those skills, attitudes and values which reflect how the institution has contributed to the production of effective leaders, communicators, teamplayers and participants in a global society.
Important Issues Contributing to the Development of the Committee's Goals
and Objectives
Institutional Wide Focus
The Mission and Vision statement of the University and the charge of the
Assessment Council to this committee requires this committee to look at the
student experience across all segments of the institution. The committee
will not limit its study the effects of any one area specific to a
department or a program. It will attempt to measure these areas by looking
at the whole student experience in University life. We will also attempt to
benchmark our results against peer institution in order to compare the
results of an institutional wide perspective.
Acquisition of Attitudes and Values
The institution's mission & vision statements and the Assessment Council's charge all speak to the value the institution places on preparing our students to be effective leaders, communicators, teamplayers, participants in a global society(as noted on the bold, underlined text of the mission and vision statements) and as individuals who place a high emphasis on the pursuit of knowledge and lifelong learning. One can hardly argue with this the merit of these values. These values are consistent with the traditions of scholarship and the needs of society.
Linkage to University's Mission and Vision Statements
Our committee will attempt to measure whether or not or to what extent has
the institution fulfilled its mission in these areas. The committee has
identified measures that will allow us to determine to what extent has the
University fulfilled its mission and vision. The goals and objectives
outlined in section VI of this assessment plan are definitive enunciations
of the institution's promise as educational outcomes.
Conceptualization Process
When one begins to study institutional effectiveness in providing students with the skills, values and attitudes necessary for success as graduates, it is easy to surmise that the terms used earlier have broad and varied meanings. For instance, what is the appropriate definition of leadership? or of teamwork? in the assessment of educational outcomes. Where does one begin in their review of what is measurable and what is not? The institution also has completed very little research in this particular area. In addition, although studies on skills and attitude acquisition with students as related to these concepts has been completed over many years at other institutions of higher education, studies in this area were relatively new to Michigan Tech.
Our committee began to review the research literature as it relates to educational outcomes. Pascarella and Terenzini compiled an extensive review of 26,000 studies conducted in this area over the last twenty five years. In How Colleges Affect Students, they identify which educational outcomes where most measurable and what methods and instruments indicate the greatest degree of reliability and validity. Upon our review of the literature, we realized that some of these educational outcomes' measures where important to the acquisition of skills, values and attitudes that are related to concepts such as leadership, communication and teamwork. Sixteen major themes2 were reviewed and nine themes were selected as important measures related to our charge.3 What this strategy for conceptualization means is that we have isolated measurable aspects of concepts such as leadership or teamwork. What it does not mean is that these measures are the all inclusive definitive means to measure any of these concepts. The institution will need to continue to expand upon the initial set of measures identified by our committee as this assessment process continues into the future.
Committee's Goals and Major Themes Identified as Objectives
These goals will be measured by the committee by utilizing the following measures4 identified in its review of the research literature and of reliable instrumentation.5
Goal 1: Students at Michigan Tech will graduate from the institution as
skilled team players.
This goal shall be measured by studying the psychosocial
dimensions' major themes described as (a) interpersonal relations6, (b)
autonomy and independence,7 (c) ethnocentrism8 and the cognitive and
academic skills' major theme described as (d) communications skills9. These
four major themes will be also measured with the attitudes and values'
major theme of (e) sex/gender role perceptions.10 Members of a team need to
demonstrate a variety of important skills, attitudes and values if they are
to be effective.
Goal 2: Students at Michigan Tech will graduate from the institution as
skilled communicators.
This goal shall be measured by studying the psychosocial dimensions' major
themes described as (a) interpersonal relations, (b) ethnocentrism and the
cognitive and academic skills' major theme described as (c) communications
skills.11 These three major themes will be also measured with the attitudes
and values' major theme of (d)sex/gender role perceptions. Graduates need
to demonstrate a variety of important skills, attitudes and values if they
are to be effective communicators.
Goal 3: Students at Michigan Tech will graduate from the institution as
skilled leaders.
This goal shall be measured by studying the psychosocial dimensions' major
themes described as (a) intellectual orientation12 and (b) autonomy and
independence and the cognitive and academic skills' major themes described
as (c)communication's skills, (d) critical thinking13 and (e) post formal
reasoning.14 Graduates continue to be required to step into all sorts of
leadership roles upon entering the workforce. Leadership skill attainment
is not one dimensional. It is a multi faceted activity involving many types
of skills and dimensions. There are also a multiplicity of leadership roles
required, however most of these roles require certain basic skills and
values that have been identified in these five major themes. Effective
leadership is a combination of skill acquisition and value consistent with
critical thinking and reasoning ability.
Goal 4: Students at Michigan Tech will graduate as individuals who have a high value for the continued acquisition of knowledge and lifelong learning.
This goal shall be measured by studying the psychosocial dimensions' major theme described as intellectual orientation. This major theme will be also measured with the attitudes and values' major theme of educational/occupational attitudes and values.15 Institutions of higher education have always presented the stance that graduates would acquire an appreciation for life long learning. Such a lofty goal is not only a desire of the faculty,it is also an expressed need of society if society's argument is that it benefits from the ongoing activity of inquiring minds. A value for learning and knowledge is also a central component to the professional development efforts of many corporations and social institutions, wherefore it is quite apparent that our "publics" expect us to be preparing our graduates in this fashion.
Goal 5: Students at Michigan Tech will graduate as individuals who can participate effectively in a global society and can demonstrate that they value a diversity of opinions and perspectives.
This goal shall be measured by studying the psychosocial dimensions' major theme described as ethnocentrism. This major theme will be also measured with the attitudes and values' major theme of sex/gender role perceptions. Advanced technology in the areas of communications has made the world a smaller place to be. Graduates are expected to work alongside people from all over the world. Graduates are also expected to communicate effectively with people from all walks of life. A demonstrated value for a diversity of opinions and perspectives is central to a graduate's success in the workforce and in their daily interactions in society..
The major themes identified in these five goals do not represent an exhaustive list of the meaning of valuing a diversity of opinion and perspectives. However these major themes are reasonable measurable and will allow the committee to establish a solid baseline for assessing effectiveness in this area in future activities. It is also important to note there are two or more major themes selected to be measured under each of these goals. The Assessment Council's criterion for multiple measures has been met here.
Administration of Committee's Assessment Plan
Administration of the Assessment Plan will be coordinated by the Office of
Student Affairs and the Office of Institutional Analysis. The Office of
Institutional Analysis has also agreed to fund a graduate research
assistant to assist in the preparation of instruments to be used in
collecting data from the entering freshman class and for the senior class
representatives that will participate in testing in the early part of the
Fall term.
Orientation program we plan to test freshman during the summer orientation program in early September.
C. Timeline: The committee's timeline for completion of its assessment activities is segmented into three time frames:
Phase I:. We will test incoming students upon their arrival in the fall (ideally during the orientation program). We will not test all students, but will instead test a representative sample of the incoming student population. It is not economically feasible to test every student on every measure, nor is it appropriate to burden ever student with every measure identified in this report. The representative sample group will allow us to establish an initial cohort group for comparison in the future. We will then measure change and growth with these students in their senior year. We will also establish a pilot "senior" cohort group, to test and measure against the results we obtain in the freshman sample and with the testing instrument the seniors completed in 1993. This cohort group will help us determine what issues we need to consider in assessing the freshman 1996 cohort in years to come.
Phase I activities, including analysis of data collected will be
completed by the end of the fall term of 1996.
Phase II: As a result of our analysis in Phase I, we will identify
what type of patterns emerge from the data that require us to do follow up
research activities with the freshman cohort of 1996 and the senior cohort
of 1993. For instance, are their differences in the demographics (i.e.,
gender, race, residency type) that appear in the variables used in Phase I
(i.e., social introversion/extroversion scales, educational/occupational
values, formal reasoning)? We will conduct some type of follow up
activities, whether they be surveys, interviews or focus groups to
triangulate with the testing instruments. We may even create a new
measurement instrument, if we so desire.
Phase II activities, including data analysis will be completed by the end
of the winter Term.
Phase III (Evaluation Stage): The committee will evaluate the
"outcomes" obtained in Phase I and II and then write a report to
the Assessment Council listing its findings, concerns, and recommendations
for consideration by the University in the future. Phase III activities
will be completed by the end of the spring term of 1997.
D. Cost Effectiveness Instruments are currently being reviewed and priced. Our sample size will be finalized in May. The CIRP instrument is being partially funded by the Office of Student Affairs. In order to be cost effective, we will order a quantity of instruments (i.e., CSEQ, Omnibus Personality Inventory, SDTL 216) that coincides with the dollar amount funded out of the Provost's office. This amount has yet to be determined.
E. Benchmarking activities we plan to benchmark testing with our traditional peer benchmark institutions. We also feel it will be important to benchmark with institutions that draw upon the same student population as we do...this "regionalized" benchmark activity will allow us to control for some of the issues related to student background (i.e., high school experience).
F. Our plan will be reviewed and accepted by the Assessment Council.
VIII. Evaluation of Results
In addition to the evaluation of results noted in Phase III of the timeline, the Student Attitudes and Development Committee will meet monthly to continue to evaluate new data as it arrives and determine what next course of action needs to occur in its assessment activities.
IX. Evidence of Access, Diversity and Equity Goals are Maintained
The Student Attitudes and Development Committee will not use any results obtained in this assessment process nor make any recommendations to the University that will result in discriminating against any under represented groups in the University.
X. Feedback of results will be provided to student groups, the Student Services departments, Academic Advisors, and the Provost office.
XI. Recommendations for improvement of student learning in this area will be presented for consideration by the departments who are empowered to act upon the recommendations. Recommendations will also be provide to the Provost's office for consideration as additions/changes in the University's strategic planning activities. Specific departments initially identified for acting upon recommendations include Orientation and First Year Experience Programs, Residence Life, Counseling Services, Career Center, Student Affairs and Educational Opportunity and academic department heads.
XII. Appendix
Student Attitudes and Development's Committee Report to the
Assessment Council, April 12, 1996
Committee Correspondences January 1996 March 1996
"Theories and Models of Student Change in College" from
Pascarella
and Terenzini's How College Affects Students
Assessment Resources Related to Psychosocial Dimensions, Attitudes and Values and Moral Development
1 p. 6, Assessment of Student Academic Success: A Planning Guide for
Departments, The Assessment Council, MTU, December, 1995
2 Referred to as "variables" in the committee's report to the
Assessment Council on April 12, 1996. See Appendix section of this
assessment plan for full report from committee. Description of variable can
be found under sections titled "Psychosocial Dimensions, Attitudes and
Values, Stages of Moral Development, and Cognitive and Academic Skills, p
10 13."
3 See section in Appendix on "Selection of Specific Variables...p.
6 8," for supporting rationales in Committee's Report to the
Assessment Council on April 12, 1996.
4 See footnote 3. The term measures here refer to "variables" in
the Committee's reportdated April 12, 1996.
5 As of April 12th, the committee has identified instruments to measure
each of the variables selected in its initial review of the literature. The
committee may substitute a different measure that is more suitable as it
continues its review of instrumentation.
6 Interpersonal relations look at change in individuals' self and
relational systems that are complex and interconnected. Perceptions of self
and beliefs about others' perceptions of oneself shape not only
individuals' internal pyschosocial structures but also their responses to
and interactions with their external social world.
7 Autonomy, independence and locus of control that examines the extent
which students change in their susceptibility to external influences,
whether human or institutional.
8 Ethnocentrism denotes an individual's tendency to view social interaction
in terms of in groups and out groups, where in groups are seen as dominant
and perceptions of individual characteristics are determined on the basis
of stereotypic positive or negative images of the groups that they belong.
The ethnocentric individual tends to be submissive to the in group and
hostile to the out group.
9 Communication skills measure a student's ability to communicate clearly
about societal issues, the science and technology and the arts. Attention
is given to rhetorical concerns (discourse or organization of ideas),
psychological concerns (making contact with and attending to the
perspective of the relevant audience) and practical concerns (such as using
vivid language and illustrations to dramatize and create an effect).
10 Sex or gender attitudes and values look at change in students' values
and beliefs toward marital and occupational roles of men and women.
11 The S.A.D. Committee will also discuss how it's interest to measure
communication skills in this context compares to the General Education
Assessment Committee's desire to measure communication skills. If there is
any overlap between the two efforts, it would be advantageous to merge
these efforts into one.
12 Intellectual orientation is used to characterize students' intellectual
approaches to their worlds, including their intellectual curiosity,
inclination to be skeptical and critical of information, analytical
orientation, and intellectual flexibility and complexity.
13 Critical thinking stresses the individual's ability to interpret,
evaluate and make informed decisions about the adequacy of arguments, data
and conclusions. Are our students good critical thinkers?
14 Post formal reasoning looks at whether a student can work beyond formal
rules and logic. Tentative answers sometimes have to be constructed rather
than discovered. A number of cognitive development theorists argue that
this type of thinking goes beyond formal reasoning and critical thinking.
Students need to develop complex cognitive reasoning and judgment skills.
This area will be important to measure against students' attitudes for
tolerance of ambiguity.
15 Educational and occupational values focus on changes in students'
educational and occupational values that can be inferred from research
dealing with the relative importance of intrinsic and extrinsic reasons
students have for attending college and the nature of the rewards they seek
from the occupations they expects to pursue.
16 For a full review of instruments under consideration by the committee, please refer to the section titled "Specific Variables Selected for Study during the 1996 97 Academic Year" In the committee's report dated April 12th, 1996. Instruments are identified under each variable selected.