Office of Assessment, Accreditation, and Program Review

Resources

Below are various resources to assist you with assessment:

Syllabus Development Resources

The following syllabus resources may also be found here:

These syllabus resources have been designed to assist UT faculty with the development of their course syllabi and are intended to provide recommendations based on best practices and to highlight  sections to meet University, state and/or federal requirements.

For information or assistance with syllabus development or training, contact the University Teaching Center at 419.530.4508 or universityteachingcenter@utoledo.edu.

 

A Model for Institutional Effectiveness (IE) Assessment 
Held March 24, 2015, 1

This webinar will include an introductory overview of the important interrelationships among IE assessment, strategic planning, budgeting, and accreditation. The presenter will suggest desirable characteristics of an effective IE assessment system, as well as strategies and tactics for developing and maintaining an effective IE assessment system – which include organizational structure, technology support, engagement ("buy-in"), and training considerations. He will discuss a proposed method for modeling desired continuous quality improvement practices through the continuous evaluation and improvement of the IE assessment process itself.

 

ePortfolios: Engagement, Best Practices and Continual Improvement
Held February 24, 2015

This webinar explores one institution's ePortfolio journey and the growing ripple of engagement with students, faculty and staff across campus. This review of ePortfolio use goes beyond implementation, and includes learned best practices, demonstrations of continual improvement, as well as strategies for implementation within the classroom – all the while striving towards the ultimate goal of making the ePortfolio experience one of high-value and high-impact. Attendees will see examples of use across multiple programs and disciplines such as Business, Nursing, Family & Consumer Sciences, Communication, and also Tenure and Promotion.

Missed this webinar?  Download Effective ePortfolios: Engagement, Best Practices and Continual Improvement webinar here.

 

Direct and Indirect Evidence of Student Learning Handout
(handout from Fall 2014 UT faculty orientation)                    

 

Proposed Institutional Learning Outcomes - Adapted from the DQP model presented above and using the input gathered from our institutional community, the ad hoc committee proposes the following five Institutional Student Learning Outcomes.

1.  BROAD AND INTEGRATIVE KNOWLEDGE: University of Toledo graduates will demonstrate proficiency in using broad, integrative knowledge.

Key areas include, but may not be limited to, the sciences, social sciences, humanities, research, arts, and global, intercultural and democratic learning and any other area that allows for integration of content from multiple disciplines or areas of study.

Examples of program student learning outcomes that would align to this area of learning include:

  • Students are able to demonstrate understanding of key concepts
  • Students are able to examine significant debates and questions
  • Students are able to make evidence-based arguments
2.  SPECIALIZED KNOWLEDGE: Students demonstrate depth of knowledge in a field and are able to produce field-appropriate applications, drawing on both their major field of study and other fields.

Examples of program student learning outcomes that would align to this area of learning include:

  • Students are able to demonstrate an understanding of discipline specific knowledge
  • Students are able to apply knowledge in the field to solve unique problems
  • Students are able to apply the modern tools of their discipline
3.  INTELLECTUAL SKILLS: University of Toledo graduates will demonstrate proficiency in using and integrating intellectual skills, including communication, across the curriculum.

Students will apply those skills to both (1) complex challenges within major fields and (2) broad, integrative problem-solving challenges in general education and in civic, global and applied learning. They should also demonstrate proficiency in communicating their understanding of challenges in the field and express, both orally and in writing, the outcomes of their analysis and application of their skills in responding to problems or unique situations that arise.

Examples of program student learning outcomes that would align to this area of learning include:

  • Students engage in critical thinking, actively conceptualizing, applying, analyzing, synthesizing, and/or evaluating information
  • Students demonstrate proficiency in information literacy and the ability to use information resources
  • Students will demonstrate the ability to engage in ethical reasoning
  • Students will demonstrate the ability to communicate both orally and in writing
  • Students will demonstrate interpersonal skills that support effective communication, i.e. emotional intelligence.
4.  CIVIC AND GLOBAL LEARNING: University of Toledo graduates will demonstrate the knowledge required for responsible citizenship, both from their formal studies and from community-based learning.

Issues of social justice and the demonstration of ethical conduct are inherent in this category of learning. Civic learning may be demonstrated through research, community outreach, collaborative projects and/or field-based assignments.

Examples of program student learning outcomes that would align to this area of learning include:

  • Students will demonstrate knowledge of responsible citizenship in a global society
  • Students will demonstrate the ability to incorporate diverse views and perspectives
  • Students will evaluate their role and profession in the community and globally
  • Students will demonstrate knowledge of their ethical responsibility when conducting research in terms of the rights of human subjects and proper scientific conduct
5.  APPLIED AND COLLABORATIVE LEARNING: University of Toledo graduates will demonstrate their ability to integrate and apply their learning in complex projects and assignments, including collaborative efforts.

Applied and collaborative learning activities may include research, projects, practicums, internships, co- ops, work assignments, performances and creative tasks, service learning, and other forms of experiential learning that require application of knowledge in an authentic context.

Examples of program student learning outcomes that would align to this area of learning include:

  • Students will demonstrate the integration of knowledge by creating a unique group presentation or project
  • Students will demonstrate the ability to work collaboratively with others
  • Students will apply their knowledge and skill to effectively meet the expectations of their internship or co-op supervisor
  • Students will develop and present both orally and in writing an original research proposal including review of literature, hypothesis statement, and methods
  • Students will demonstrate appropriate interview and counseling techniques when working with adolescent clients.
Last Updated: 9/5/17