How do faculty contribute to our assessment?

Faculty members are responsible for the curriculum and its associated learning experiences that allow a student to earn a degree. Therefore, our faculty assumes the responsibility to assess the success of their curriculum by examining the degree to which learner outcomes are achieved. The items below will allow you to see how faculty members have constructed our curriculum, and how they measure and document its effectiveness.

A mature assessment program also requires that all faculty involved with the curriculum demonstrate knowledge of contemporary practices in outcomes assessment. You are invited to examine below how we continue to develop our assessment skills and knowledge in order to keep our curriculum as effective as possible. Click on the icon beside each entry to examine...

the curriculum requirements for students to achieve this degree
the measurable outcomes for each major learning goal of our curriculum. (e.g. How will one know that the major learning goals have been accomplished)?
our use of direct and indirect measures of outcomes achievement and how these measures are consistent with program goals.
how our teachers remain current and knowledgeable in the practice of outcomes assessment. Examine how …
faculty use assessments to explore and improve teaching strategies.
faculty explain the practices and principles of outcomes assessment used in their department and by the college.
faculty communicate with others within and outside of ISU about assessment practices used and considered.

The curriculum requirements for students to achieve a degree in horticulture

The measurable outcomes for each major learning goal of our curriculum

Our faculty are currently helping students develop portfolios as a directly measurable outcome. Measurable outcomes can also be measured indirectly, by such means as internship reports, placement demand by employers of our graduates, senior exit interviews, etc. These and other informal measures (e.g., anecdotal data from employers) have enabled us to make improvements to our curriculum in the past. In the future, we hope to make this process even more transparent to the public and our students

Our use of direct and indirect measures of outcomes achievement

The use of the student portfolio as a direct measure of achievement is being developed. Indirect methods include internship reports and job-placement data. Students who complete internships are evaluated by the employer and these evaluations are sent back to the instructor, providing feedback on the preparedness of that student to enter the professional workplace. Graduating students are surveyed regarding their plans after graduation, resulting in an overall rate of job placement for the graduating senior class.

How our faculty remain current and knowledgeable in outcomes assessment

Our faculty attend workshops on outcomes assessment to make them more effective in assessment activities. Some faculty and staff have presented posters at national meetings and published the results of their assessment activities, in addition to giving seminars and workshops on outcomes-related activities.

Publications by our faculty on learning and outcomes assessment

Nonnecke G, Osborn B (2003) Learning communities in horticulture retain undergraduate students and enhance their learning. HortScience 38:823.

How our faculty use, explain, and communicate assessments

The Resource and Career Coordinator participated in the workshop "Connecting Student Learning Outcomes to Teaching, Assessment, and Curriculum" at Alverno College, Milwaukee, WI, June 24-25, 2002.

Four members of the Outcomes Assessment Committee attended the five-part workshop "Assessing Learning in Your Academic Department", sponsored by the Iowa State University Center for Teaching Excellence, Fall 2002.

Faculty and students from the ISU Department of Horticulture visited Sitting Bull College at Fort Yates, North Dakota in October 2003, to discuss service-learning opportunities.

Nonnecke G (2004) Success stories - practices, assignments and activities that work in technical courses.AgComm Workshop presented February 10, 2004 in 8 Curtiss Hall.

Nonnecke G (2004) Documenting teaching scholarship in horticulture with portfolios.Horticulture Seminar presented March 22, 2004 in 118 Horticulture Hall.