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The assessment process is designed to improve instruction and positively
affects student learning. The emphasis on evaluating curriculum and
closely related services has established a framework for planning and improving
classroom, program, and institutional goals related to instruction.
Assessment guides decision making and drives change.
In the Spring of 2004 the Faculty Senate committed to excellence in teaching
and student learning by adopting Thomas Angelo's Seven Principles for Good
Practice of Undergraduate Education. The principles are not new but do
relate to assessment by emphasizing behaviors that promote student learning,
incorporate open communication, emphasizes expectations, and recognizes and
respects diversity and different ways of learning. In some ways this
gesture reinforces a commitment to student learning which the college values.
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Seven
Principles for Good Practice in Undergraduate Education |
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1. Encourages contact between students and faculty. |
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2. Develops reciprocity and
cooperation among students. |
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3. Encourages active learning. |
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4. Gives prompt feedback on performance. |
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5. Emphasizes time on task. |
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6. Communicates high expectations. |
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7. Respects diverse talents and ways of learning. |
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When comparing the mean score for the Student Evaluation of
Faculty to the the "good practices" Angelo identifies, students indicate that
faculty do practice Angelo's principles (see
student
evaluation of faculty compared to Angelo's principles). |
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Student Evaluation of
Faculty Instruction
(Administered each semester to full-time
faculty and annually to adjunct faculty) |
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