SLU faculty and staff have begun a process to develop rubrics for assessing the outcomes across the institution. The rubric development period will have several phases, beginning in Summer 2013 and continuing through Spring 2014. As with earlier stages of this project, the process is intentionally integrative, bringing together faculty, staff, and students from across the institution.
Ultimately, the rubrics developed during this process will make it possible for the University to assess the achievement of the University-wide undergraduate learning outcomes and to draw on what we learn from this process to improve student learning across the institution.
Phase 1: Week-long Rubric Development Workshop
The first phase of the rubric development process involved a week-long session devoted to producing initial drafts of four rubrics (one for each of the four main Outcomes). This workshop was held June 3-7, 2013, and involved the following faculty and staff from across the University nominated by their deans, directors, supervisors, and/or peers for participation in this process:
Tricia Austin (Physical Therapy)
Elena Bray-Speth (Biology)
LaTanya Buck (Cross Cultural Center)
John Buerck (Computer Science and Technology, SPS)
Judy Carlson (Nursing)
Patrice French (Cross Cultural Center)
LaShone Gibson (SPS)
Lenin Grajo (Occupational Therapy)
David Howden (Economics, SLU Madrid)
John James (Leadership and Higher Education)
Joel Jennings (Sociology and Criminal Justice)
Miriam Joseph (University Libraries)
Jeanne Melton (Pre-Professional Health)
Danielle Nied (Housing and Residence Life)
Jessica Perolio (Honors Program)
Debbie Pike (Accounting)
Cynthia Stollhans (Fine and Performing Arts)
Sabrina Tyuse (Social Work)
Bobby Wassel (Center for Service and Community Engagement)
More than 65 faculty and staff were nominated to participate in this process. In selecting group members, the task force considered: broad representation (collectively, across the four teams) from a cross-section of educational programs, both curricular and co-curricular; experience with and knowledge of content areas related to the Outcomes, to rubric development and assessment, and/or to other relevant topics; and availability to participate in the five-day retreat during which initial rubrics were be drafted. To see these initial draft rubrics, Follow the links below.
Phase 2: Rubric Revision Workshop
The second phase of the rubric development process involved bringing together a second group of faculty and staff to revise the initial rubric drafts. The participants were:
Rebecca Aldrich (Occupational Therapy)
Anneke Bart (Mathematics and Computer Science)
Dan Finucane (Theology)
Kelly Herbolich (Academic Support)
Tim Hercules (Student Educational Services)
Rebecca Hyde (University Libraries)
Swami Karunamoorthy (Aerospace and Mechanical Engineering)
Janet Kuebli (Psychology)
Bill O'Brien, S.J. (Theology)
Scott Ragland (Philosophy)
Kim Reitter (Career Services)
Nes Sandoval (Sociology and Criminal Justice)
Karla Scott (Communication)
Ben Smyth (Service Leadership)
Norm White (Social Work)
This group convened in early August 2013 for a two-day rubric revision workshop, and the drafts they developed can be accessed here:
Phase 3: Feedback and Fine-Tuning
Following these workshops, the task force will solicit the assistance of additional faculty and staff to review the drafts for clarity; accessibility; applicability for a broad, University-wide audience; alignment to the University-wide learning outcomes; etc. Based on feedback, further revision and fine-tuning will ready the rubrics for use in pilot testing in Fall 2013 and Spring 2014.
Additionally, since students were not involved in the major work undertaken over the summer months, the task force will engage Student Government Association leaders in September to review the process to date and discuss means for increased student involvement in upcoming phases of the project.
Phase 4: Pilot Testing and Final Revisions
In Fall 2013 and Spring 2014, the University will work with faculty, staff and students to pilot the rubrics, using sample student artifacts. The purpose of the pilot testing will be to see how well the rubrics can be used for the purposes of institution-level assessment and to inform the development of a plan to collect and assess student artifacts going forward. Additional rubric revisions may be needed in light of lessons learned during the pilot.
Throughout the Fall 2013 semester, the task force will again meet with key institutional governance groups (SGA, Faculty Senate, UAAC, CADD, college/school/center leadership groups, Madrid Campus, etc.).