Testa Accepts Position at WGU

Dr. Alec Testa, former Executive Director of Planning and Analysis and former Coordinator of the Assessment Resource Office at ENMU, is now Director of Assessment at Western Governors University. Because WGU offers “competency based education,” Alec’s position is central to the success of that institution.  We at Eastern are sure this is a great opportunity for him, and we wish him well.

Although we will miss Alec’s leadership, with good sense and commitment to the good things assessment can do for education at Eastern, we can build assessment capabilities of which we will all be proud.

Dr. Patrice Caldwell is the new Executive Director of Planning and Analysis, and the Assessment Resource Office (ARO) remains fully operative as a part of that department.  The ARO will continue to maintain support for assessment activities in all areas of Eastern.  For the 1998-99 academic year, the DATAWave will be published on a monthly basis, with the possibility of additional issues.

Please feel free to direct any assessment questions to the ARO at extension 4313 or to Larry.Smith@enmu.edu.

Larry N. Smith, J.D.
Planning Associate

Outcomes Assessment Grants

The Assessment Resource Office has allocated up to $10,000 for Outcomes Assessment Grants.  These funds are available through a special appropriation from the New Mexico Legislature.   Awards are available to faculty, administration, and staff in the support of outcomes assessment initiatives.  Application forms have been sent through campus mail, and additional copies are available from the Assessment Resource Office.  Preliminary deadline for submission of applications is October 16th with announcement of the awards on Assessment Day, October 28th.  For more information, contact the ARO at extension 4313 or email Larry.Smith@enmu.edu.

ENMU Inaugurates The Freshmen Seminar

Beginning this fall semester, UNIV 101 is required for all freshmen students.  Taught by a cadre of faculty from across campus, the course builds on students' summer orientation to explore the purposes and values of college, campus resources, and the academic, social, and personal skills students need to succeed in college.

Working with Dr. Margaret Willen, Freshman Year Coordinator, and the FS instructors, ARO has helped design a portfolio assessment of student work at the end of the semester.  Among other qualities, these assessments will gage critical thinking and writing skills.  During the semester, other surveys will determine students' technology-readiness, student satisfaction with the course and with specially designed computer and library workshops, and their opinions about the expanded August orientation program, "Green and Silver Breakthrough."  The Assessment Resource Office will be working throughout the year with the Freshman Year program to monitor student success and retention of this record group of freshmen students.

DATAWave Survey

In May 1998, 197 DATAWave surveys were distributed to regular recipients of the DATAWave.  A total of 77 (39.1%) surveys were returned to the Assessment Resource Office.  This response is down slightly from last year’s 41.2%.  Not all respondents completed the entire survey, so the total responses reported do not always correlate to the 77 surveys returned. The number of “no responses” is indicated for each question.

Responses to questions asked regarding the content, readership, and publication of the DATAWave are shown below.

Forty-six (59.74%) faculty members, 11 (14.29%) administrators, and 20 (25.97%) professional staff responded to the DATAWave survey.  Of these respondents,
· 12 (15.58%) stated that they always read the DATAWave,
· 26 (33.77%) responded as frequent readers,
· 13 (16.88%) read the DATAWave half of the time,
· 23 (29.87%) read it occasionally, and
· 3 (3.90%) reported that they never read the DATAWave.

When readers were asked if they found the information in the DATAWave to be useful,
· 5 (6.58%) strongly agreed,
· 43 (56.58%) agreed,
· 19 (25.00%) were neutral,
· 5 (6.58%) disagreed, and
· 4 (5.26%) strongly disagreed.
One reader had no response.

Twelve (16.00%) respondents strongly agreed and 48 (64.00%) agreed that the information in the DATAWave has been presented clearly, while 6 (8.00%) were neutral, 5 (6.67%) disagreed, and 4 (5.33%) strongly disagreed.  Two readers did not respond to the statement.

When asked about the publication frequency,
· 54 (71.05%) thought the publication frequency was about right,
· 1 (1.32%) respondent thought it was too infrequent, and,
· 21 (27.63%) respondents felt the DATAWave is published too often.
One reader had no response.

The DATAWave survey included several questions regarding the Assessment Resource Office (ARO).  When asked the amount of contact the respondent had with the ARO during the last academic year,
· 2 (2.60%) had very frequent contact,
· 16 (20.78%) had frequent contact,
· 28 (36.36%) had infrequent contact,
· 21 (27.27%) seldom had contact with the ARO, and
· 10 respondents (12.99%) reported no contact.

Respondents rated the services of the Assessment Resource Office:
· 11 (17.19%) as excellent
· 21 (32.81%) as very good,
· 22 (34.38%) as good,
· 7 (10.94%) as fair, and
· 3 (4.69%) as poor.
Thirteen did not respond; this may be attributed to the 40.26% of respondents who either had no contact or seldom had contact with the ARO.  The individual surveys indicated that several respondents did not attempt to rate the services of an office for which they had little or no contact.  This applies to the next two survey items as well.

Respondents were asked to rate the responsiveness of the Assessment Resource Office:
· 14 (22.58%) as excellent,
· 21 (33.87%) as very good,
· 18 (29.03%) as good,
· 7 (11.29%) as fair, and
· 2 (3.23%) as poor.
There was no response from 15 of those surveyed.

When asked to rate the knowledge, skills, and abilities of the Assessment Resource Office,
· 18 (27.27%) responded as excellent,
· 24 (36.36%) as very good,
· 17 (25.76%) as good,
· 4 (6.06%) as fair, and
· 3 (4.55%) responded as poor.
There was no response from 11 of those surveyed.

The DATAWave survey included several options in which assessment results could be disseminated to readers.  Without listing all the options and results in detail, a sampling of responses is shown below:

Should the ARO continue publishing the DATAWave biweekly?
· 44 (57.90%) readers responded that they strongly preferred or somewhat preferred this.

Should extensive reports be distributed to department chairs and available to readers?
· 36 (48.00%) strongly preferred or somewhat pre- ferred this method.

Would readers prefer that there be “no dissemination” of assessment information?
· 55 (74.32%) did not prefer this.

Should information in the DATAWave be primarily presented visually (charts, graphs, and tables)?
· 45 (59.21%) readers strongly preferred or some- what preferred this option.

Respondents were given the opportunity to provide additional comments.  Below are the questions and their responses:

What recommendation(s) would you make to increase student participation in assessment activities?
· Make it fun. Reward them with a free meal at the cafeteria (with entertainment).
· Have them share during Assessment Day about what they feel is effective.
· Keep them informed with short but vital information (through The Chase or memos).
· A letter to the part time students, working individuals, parents, etc. would be good indicating importance.
· Ask instructors in research classes to have students conduct university related surveys and publish the results.
· Keep confidentiality in mind at all times.
· Find a way to provide incentives for student participation - perhaps scholarship renewal could be tied to outcomes rather   than grades.
· Make an inducement for performing well.
· Invite students and pay expenses to attend conferences, visit other campuses, etc.
· Incentives.
· Begin “conditioning” them in freshman seminar.
· I’m not sure how to do this - but they may need a better understanding of how important it is, how it is used.
· Incentives, class credit (extra points, etc.).
· Use graduating seniors and the various clubs/fraternities/sororities to get out the word.
· Require assessment tests as for degree.
· Presentation of results to students may be in The Chase if not done already.

What recommendation(s) would you make to increase student awareness of assessment efforts?
· Enough is done.
· Encourage students to attend presentations on Assessment Day and performance assessment across campus, especially in College of Fine Arts.
· Have year’s student assessment schedule prepared, presented, and flyer distributed during freshmen orientation.
· Obviously, student government; possibly individual feedback.
· Tell them their scores.
· Find a way to provide incentives for student participation - perhaps scholarship renewal could be tied to outcomes rather   than grades.
· A weekly column in The Chase to share visuals with students.
· Have students make presentations on trips.
· Make it fun. They feel like they are tested to death.
· I think the ads in The Chase were excellent. Faculty might bring results into classes, too, if they could use it in class             somehow.
· Involve faculty in discussing with students the value of assessment on quality of education.

What recommendation(s) would you make to increase faculty involvement in assessment activities?
· Enough is done.
· Continue the assessment presentations on Assessment Days. In addition, perhaps faculty development funds could             contribute to faculty meeting about this throughout the year.
· Short, vital info emailed to individuals.
· Time should be allocated as part of advising.
· Give concrete examples of when and for what assessment is appropriate, and examples of how to do it.
· Have students make presentations on trips.
· Give them time to work on assessment.
· Put in contract. Don’t make us attend meetings on Assessment Day.
· President , VPAA and Deans must increase presence.
· Leave them alone. They have to teach.
· Faculty may feel overwhelmed by their involvement in assessment, not excluded.  Perhaps the Assessment Committee       could sponsor some workshops or talks.
· Keep stressing importance to quality of university - will achieve a high level of faculty involvement over time.

Do you have additional comments?
· Assessment will never be enjoyable because it is work and it is humbling.
· Increasingly, either release time is going to be needed to deal with assessment or fewer committees, or fewer ITV             courses.
· Keep up the good work!
· Continue on the same path we are on.
· This form indicates that you’re working hard for the university.  Thanks.
· Would professional staff have an opportunity to see extensive reports if they were distributed to department chairs?
· Too much emphasis on self-reported data, e.g., I believe I am good at mathematics - less important that what they             know/can do.
· Alec Testa is a great asset to ENMU.  He has greatly strengthened our programs!
· Publish monthly.  [Three respondents made this comment.]
· Staff should be more involved especially in non-academic areas.
· The ARO is one of the most professional offices on campus.  I’m proud to show it [DATAWave] to others off-campus.

Complete results of the DATAWave Survey are available from the Assessment Resource Office.

The ARO appreciates the input of the respondents to this survey.  Some changes have already been made as a result of the survey data. In addition, the ARO welcomes your comments at any time.  Please do not hesitate to phone or email your comments regarding the ARO's programs or activities.