4. B.1 The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.
Miller College strives to create a learning environment that equips students with the knowledge, skills and experience needed to function and compete in a world full of challenges and opportunities. Data supports the need for the use of instructional practices sensitive to diversity. In response to the diverse needs of the student body, Miller College develops programs, student services and courses designed to prepare students to meet and maintain a level of achievement that will assure reasonable progress toward graduation.
Assessment practices reflect and support the Miller College Mission. They are guided by assessment plans that are focused on student learning. Assessment is designed to measure whether students have mastered the outcomes for their School. Student learning is measured at the course and program levels. Institutional effectiveness is measured by the master assessment plan which is aligned with the strategic plan.
Guided by assessment plans focused on student achievement, data is evaluated to determine mastery of the Miller College Mission as exhibited by the scope and quality of student learning. The evaluation process is recursive and includes the discussion of data in several forums: School faculty meetings, Assessment Committee, and Academic Affairs. Assessment data and institutional evaluations are used to: evaluate student learning, improve student learning and teaching strategies, support recommendations for improvement of degree programs, instructional resources, and professional development and to ensure institutional effectiveness.
Evidence:
Assessment of student learning involves multiple direct and indirect assessment tools. Direct assessments include the Measures of Academic Proficiency and Progress (MAPP) test administered to entering degree candidates during LBAR 300 Junior Seminar and graduating seniors during Senior Seminar.
Evidence:
Course related assessments comprise other modes of direct assessment and are articulated in course syllabi and the Performance Assessment Tasks (PATs) component of the WIDS template. Rubrics, scoring standards and grading scales are created and employed by faculty to gauge and document the levels of proficiency related to the expectations for the PATs.
Evidence:
Indirect measures include project based assessments that require the application of theory, the electronic based portfolios and experience-based learning. Students complete satisfaction surveys throughout their program. An alumni survey measures perceived career readiness and the graduates’ satisfaction with their education and its application to the work world.
Evidence:
In addition to course-related direct assessments, the School of Education receives results of the performance of teacher candidates on the Michigan Test of Teacher Certification and the Annual Teacher Preparation Institution ranking from the Michigan Department of Education.
Evidence:
As stated in Criterion 4A.1, the Assessment Committee is comprised of the Deans for each School, the Vice President, and representatives from the Faculty and Student Services reviews the effectiveness of each program by analyzing data and the assessment plan for each School. Status reports are shared during Academic Affairs meetings, Advisory Board meetings and with the Miller College Board.
Evidence:
The results of the dialogues with each stakeholder group, the review of relevant literature and surveys of the community and other institutions enable Miller College to assess needs and to provide new programs and/or program and course modifications for identified areas where there is a gap in educational opportunities available to the community.
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