Indiana University PFF project summary

    Indiana University’s project is made up of three programs, one on each core campus, and the third serving as an umbrella over them. The project integrates assessment education at Indiana University Bloomington (IUB) and Indiana University Purdue University’s (IUPUI) Preparing Future Faculty Program, as well as creating an intercampus seminar program through the University Graduate School.

     

    Project Plan and Activities:

     

    Indiana University Bloomington

     

    IUB will focus on program-level assessment. Graduate students in the project will develop an assessment model to measure STEM learning outcomes at the individual, course, and program levels. The graduate students will be employed as teaching assistants in core gateway science courses. With guidance from a team of STEM faculty, Indiana University librarians, and staff from the Center for Innovation Teaching and Learning, participants will integrate concepts, exercises, and assessments throughout an existing undergraduate biology curriculum. Participants will be asked to access undergraduate students’ abilities to access, evaluate, and effectively use scientific information. After the first year, these graduate students will contribute to campus workshops to facilitate model adoption by other STEM programs and will develop an online toolkit and workshops to encourage broader adoption of the model.

     

    Assessment of graduate student outcomes will include:

    • Reflective statements from graduate student participants
    • Electronic course portfolios
    • Feedback from participants
    • Presentations
    • Publications

     

    Indiana University Purdue University

     

    IUPUI will focus on an individual, course and program level assessment through a community of practice in the existing Gate to Graduation Program. The community of practice will consist of graduate students (two working with a STEM Gateway Coordinator and two working with a Humanities and Social Science Gateway Coordinator complemented by a team of faculty and programs offered by the Center for Teaching and Learning, Office of Academic Affair, and Center for Research and Learning. During year one, graduate student participants will receive an introduction to learning and practicing individual assessment in the undergraduate classroom. In year two, participants will their teaching efforts to include course and program level assessment through creating and applying for a Planning and Institutional Improvement Program Review and Assessment Committee (PRAC) Grant. Participants will also serve as presenters at the Annual Assessment Institute and Preparing Future Faculty Symposium. Electronic portfolios will provide evidence of graduate student assessment and skill development. Portfolios will include:

    1. Evidence documenting the impact of their community of practice on their faculty development using a modified Angelo Cross Teaching Goals Inventory, Reflective Statements and other undergraduate student course evaluations.
    2. The PRAC grant application to assess their knowledge of assessment at the program review level.

     

    Intercampus Seminar

     

    Each campus will host one seminar per year in which a national figure in the development of authentic assessment tools will speak. The seminar will be live-cast to the non-host campus.

     

    The University Graduate School will also host intercampus, real-time video workshops twice a semester to allow exchange of ideas, problems, and successes among faculty and graduate students involved in the project.

     

    CGS is the leading source of information, data analysis, and trends in graduate education. Our benchmarking data help member institutions to assess performance in key areas, make informed decisions, and develop plans that are suited to their goals.
    CGS Best Practice initiatives address common challenges in graduate education by supporting institutional innovations and sharing effective practices with the graduate community. Our programs have provided millions of dollars of support for improvement and innovation projects at member institutions.
    As the national advocate for graduate education, CGS serves as a resource for policymakers and others on issues concerning graduate education, research, and scholarship. CGS members receive regular updates of legislative and regulatory proposals impacting graduate education and are provided resources to use in advocacy efforts on their campuses and with policymakers and other constituents. 
    CGS is an authority on global trends in graduate education and a leader in the international graduate community. Our resources and meetings on global issues help members internationalize their campuses, develop sustainable collaborations, and prepare their students for a global future.