Academic Program Assessment Activity
In an effort to establish a definitive baseline of assessment practices in each academic program across the University’s colleges and schools, the Assessment Group within the Office of Institutional Research, Assessment and Effectiveness conducted an inventory of assessment activities. One-hundred sixty-eight programs completed the inventory, 95 undergraduate and 73 graduate. All undergraduate programs, including some minors and other instructional programs, completed the inventory. All but one graduate program, excluding terminal degree programs, completed the inventory. With the information collected in the inventory, Drexel will be able to allocate resources strategically.
The inventory collected information about the following areas of programmatic assessment:
- Mission and Outcomes
- Program Alignment
- Assessment Planning
- Program Improvement
- Information Sharing
- Use of AEFIS
Mission and Outcomes
A foundational step in program assessment is the development of a mission statement along with program learning outcomes [PLO]. The survey showed that eighty-one percent of undergraduate programs at Drexel have created a mission statement and an additional 7% of programs have scheduled a date by which they will have created one. One-hundred percent of undergraduate programs have created program learning outcomes.
Most programs have completed or have scheduled a date by which they will have completed important steps in the alignment of their program. Alignment occurs both internally within the program as well as externally within the larger context of the university. This horizontal and vertical alignment is critically necessary in order to ensure that the learning outcomes of the courses support the learning outcomes of their program as well as the Drexel Student Learning Priorities (DSLPs).
Most undergraduate programs have created assessment and data collection plans. In fact, the survey showed that over 85% have either created plans or have set a date by which they will have created their assessment and data collection plans.
Most programs are performing evidence-based program improvement as part of their regular business practices. Most of those that have not yet done so have made plans to incorporate evidence-based program improvement into their practices.
While only about half of the undergraduate programs have begun sharing data and information internally and externally, most of those that have not done so have schedule a date by which they will begin.
Use of AEFIS
AEFIS is the web-based assessment management solution that facilitates the collection and application of real-time assessment data. AEFIS originated out of the work of Dr. Donald McEachron in the School of Biomedical Engineering, Science and Health Systems. It is owned and operated by Drexel Alumni.
While some programs have not yet begun to use AEFIS for program alignment and direct assessment, most of those that have not yet taken advantage of AEFIS for these purposes have made plans to do so. While the adoption of AEFIS for alignment and assessment is a growing phenomenon at Drexel, use of AEFIS is already widespread. Last year, 9,336 courses administered their end of term evaluations through AEFIS.