Earlham College
Richmond, IN
Chief Executive Officer: | President David Dawson |
Liaison Name: | Nelson Bigham |
Liaison Title: | Provost & Director of Institutional Research |
Liaison Phone: | |
Liaison E-mail: | |
Accreditor: | Higher Learning Commission |
Type: | Four-Year, Liberal Arts, Religious |
Governance: | Private |
Size: | Small (less than 5,000) |
Institutional Audit and Action Plan: November 2011 - November 2012
2010 - 2011
Student Learning Outcomes |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
---|---|---|---|
A. | Student learning outcome statements (institutional and within academic and cocurricular programs) clearly articulate what students should be able to do, achieve, demonstrate, or know upon graduation. | 4 | |
B. | Student learning outcome statements are easily understood by internal and external stakeholders. | 4 | |
C. | Student learning outcome statements are accessible to internal and external stakeholders. | 4 | |
D. | Appropriate stakeholders were fully involved in establishing student learning outcomes. | 4 | |
E. | Student learning outcomes are externally informed or benchmarked, reflect generally accepted higher education goals, are of appropriate college-level rigor, and are appropriate given the mission of the institution. | 4 | |
Evidence Gathering |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
F. | There is a written assessment plan in place which describes when, how, and how frequently each student learning outcome is assessed. | 3 | |
G. | The assessment plan embodies principles of good assessment practice. | 3 | |
H. | The assessment plan is supported by adequate and appropriate infrastructure and resources to ensure its sustainability. | 3 | |
I. | The assessment plan is regularly reexamined. | 3 | |
J. | A chart, diagram, map, narrative or other document identifies the places in the curriculum and cocurriculum where students encounter and/or achieve each student learning outcome. | 3 | |
Accomplishment |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
K. | Evidence of the levels at which your students achieve student learning outcomes exists. | 4 | |
Evidence Reporting |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
L. | Reporting on student learning outcomes is directed at the appropriate audiences and designed to meet their needs. | 4 | |
M. | Reporting on student learning outcomes is accessible to internal and external stakeholders. | 4 | |
N. | Reporting on student learning outcomes is easily understood by internal and external stakeholders. | 4 | |
Evidence Use |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
O. | Collaborative discussions across programs, departments, and the entire campus take place about evidence and its use to improve student learning. | 4 | |
P. | A plan exists for using evidence to improve student learning that includes a clear decision making process for approving and implementing recommendations. | 3 | |
Q. | Evidence is used to drive planning, budgeting, decision making, and for making recommendations for improvement of student learning. | 4 | |
R. | Recommendations for improvement of student learning are implemented, including making changes in priorities, program offerings, and the allocation or reallocation of resources. | 4 | |
S. | The impact of evidence-based changes is continuously reviewed and evaluated to determine how effectively student learning has improved. | 3 | |
Commitment |
EXTENT TO WHICH CRITERIA IS MET |
ACTION ITEM |
|
T. | An ongoing and integrated commitment to achieving student learning outcomes is visible in the actions of the campus community. | 4 | |
U. | Faculty and administrators serve as a resource for others (e.g., at their own institution, at other institutions, with professional associations) working to initiate or improve their assessment practices. | 5 | |
V. | The President joins with other presidents to advocate for this agenda. | 4 | |
Action Plan |
|||
Download the institution's Action Plan which lists their goals for improvement and the steps that will be taken in order to accomplish the goals. |