Chapter IX

Student Outcome and Follow-Up Data

This chapter describes selected data that reflect student outcomes from which the University can infer an assessment of its effectiveness. Eastern, just as many other colleges and universities, is re-examining its approach to assessment. It is acknowledged that the extent of data currently available at the University for outcome assessment represents only a beginning toward a comprehensive assessment program. Consequently, at the end of this chapter, there is described a plan for implementation of a fully-operational outcome assessment program at Eastern.

Student Retention and Graduation

As indicated in previous chapters, Eastern has managed a consistent improvement over recent years in the retention and subsequent graduation of its students. This is reflected by the data in Figures IX-1 though IX-5, below.

The numbers of undergraduates who either return from one Fall to the next or who graduate have consistently increased. The most apparent outcome of the University's academic endeavors, that of awarding degrees to students who successfully complete programs of study, continues to reflect solid productivity.

Performance of EMU Seniors on Graduate Records Examination

Figures IX-6 through IX-8 show recent performance by Eastern seniors on the Graduate Records Examination as compared to national figures published by the Educational Testing Service. While the Eastern sample is certainly not random (it is made up of those seniors who elected to take the GRE in 87/88 and 88/89) nor is it large enough to allow fully-confident generalization, it does provide some sense of the capacity of a group of Eastern graduates to perform on a widely-used standardized test.

The histograms in these figures suggest that the Eastern students who are represented in the sample tended to perform on the verbal section of the GRE in a manner that shows score distributions fairly similar to those in the comparative data published by ETS. However, in both the quantitative and analytical sections of the examination, Eastern students present score distributions that are more toward the middle ranges than those in the comparative data which is skewed more toward the upper-middle score ranges.

It is impossible to conclude anything definitive from these data. They are presented here among several outcome indicators. As the University develops its assessment system (plans for which are described below) it is anticipated that much more comprehensive and indicative data will be available to assist in the evaluation and planning of the University's academic endeavors.

Follow-Up Studies from University Career Planning and Placement

Each year the University's Career Services Center publishes a Placement and Follow-Up Report. This publication (a series of which are contained in the primary data file for this report) describes the outcome of surveys sent to recent graduates in which information is gathered on employment status, salary, future educational plans, residency, and other demographics.

Figures IX-9 and IX-10 show certain key information regularly published as part of the Follow-Up Report. The total percentage of Eastern graduates pursuing further academic study has been steadily on the rise over recent years, driven primarily by the number of graduates who elected part-time study. The percentage of graduates who, shortly after a degree is awarded, obtain professional employment for which a college degree is required has also been increasing.

Further detail, on a College and departmental level, regarding graduates' employment and pursuit of additional academic work is available in the primary data file for this report. Also available among the primary data is information regarding the nature of employment as well as the institutions at which graduates pursue additional study.

Student Reactions to College Survey Summary

In previous chapters of this report there are references to the survey, Student Reactions to College , conducted as part of this self-study. Figure IX-11 summarizes the overall results of that survey. To assist the reader in interpreting the summary results, the appendices to this report include a description of the nineteen areas of assessment included in the survey. The full survey report, including individual question responses, is held in the primary data file for this report.

In most cases, Eastern's students rate the University's performance at a level that is close to the comparative data supplied by Educational Testing Service (ETS). In those instances where ratings are lower, special attention is being devoted to understanding what the nature of the problems might be. It somewhat reassuring to note that ratings in quality and form of instruction are fairly high.

Because ETS will discontinue the support of this survey device, the University will re-examine its approach to gathering such student responses to the University's

programs and services. That re-examination will be in the context of a comprehensive analysis of the methods to be employed in the future to the overall assessment of the University's effectiveness as an institution of higher learning.

Future Plans for Student Outcome Assessment at EMU

As part of the implementation of the University's strategic plan (discussed in Chapter XII of this report) a major initiative is already underway to establish a comprehensive outcome assessment system at Eastern. Outcome assessment is a subject of intense discussion throughout higher education current. Its implementation at Eastern will require sustained discourse among major constituencies, careful planning, and a high level of commitment and cooperation. Toward stimulating such discourse, planning, commitment, and cooperation, the mechanisms described in the balance of this chapter have been put into place.

The University Steering Committee and University Taskforce on Assessment

Experience at other institutions leads the University's administration to conclude that faculty leadership and a clear commitment from the senior-most leadership of the University are both imperative if assessment is to be successful at Eastern. Consequently, the University's assessment initiative will be led by a Steering Committee made up principally of faculty and appointed by the President upon recommendation of the President's Commission on the Learning University. (Chapter XII of this report contains additional detail regarding the Commission and its role in planning at the University.) The Steering Committee will, in turn, direct the activity of a larger Taskforce, made up of individuals from throughout the University with the requisite expertise to formulate an effective assessment system at Eastern.

Following is the composition of both the Steering Committee and the Taskforce:

Chair Dr. Stewart Work, Professor of Chemistry and Special Assistant to the Provost for Assessment.

Faculty (Six, three appointed by the Faculty Council and three appointed by the college deans (with appropriate advice from college instructional committees)) The appointments shall be made to ensure the following representation of the colleges: two from Arts and Sciences; one each from Business, Education, Health and Human Services, Technology.

Academic Affairs Administration (One, Dr. Donald Bennion, Associate Vice-President for Academic Affairs)

Staff (One, member, ex officio, of the Steering Committee, Dr. George McCloud, previously Assistant to the Provost for NCA Accreditation, currently Executive Counsel to the President for Strategic Planning)

All members of the Steering Committee in addition to the following:

Academic Department Heads (Two, appointed by appropriate deans) One from Arts and Sciences and one appointed jointly by the deans of the professional colleges

Basic Studies Committee (One, Chair of the University Basic Studies Committee)

Honors Program (One, Director of the University Honors Program)

Equity Programs (One, Director of the University Equity Program)

Intercollegiate Athletics (One, Appointed by the Athletic Director)

Office of Admissions (One, Director of Admissions or Designee)

Undergraduate Advising (One, Director of Advising or Designee

Registrar's Office (One, The Registrar or Designee)

Career Planning and Placement (One, Director of CPP or Designee)

Campus Life (One, Director or Designee)

Continuing Education (One, Appointed by the Dean)

Graduate School (One, Appointed by the Dean)

Library (One, Appointed by the Dean)

Faculty Center for Instructional Effectiveness (One, Director)

Faculty Course Evaluation Project (One, Director)

University Planning, Budgeting, and Analysis (One, Director of Institutional Analysis and Reporting)

Students (Two, appointed by the President of Student Body)

 

Steering Committee and Taskforce Operations

The Steering Committee will meet regularly to address the charge from the President. Its meetings will be attended once per term by the President for the purpose of receiving a full briefing on the Committee's progress. Its meetings will be attended once per month by the Provost to ensure his first-hand knowledge of the progress being made by the Committee.

The Committee will call the Taskforce into session when major elements of the assessment system are proposed that require both discussion by and endorsement from the whole Taskforce. Individual Taskforce members will also be called upon to meet with the Steering Committee as necessary. The Steering Committee Staff person will coordinate all details of the Steering Committee's work, will handle the budget of the Steering Committee, and will be responsible for research, writing, and publication of reports. The Staff person will be assisted by a graduate assistant.

 

Charge to the Steering Committee on University Assessment

1. Determine what the University should assess about its students to ensure that it is effective in providing educational value consistent with its statement mission.
2.  
3. Determine how and when the University should assess its students.
4.  
5. Determine how the University will collect and report results of its assessment efforts.
6.  
7. Determine how the University should use assessment results to ensure that it is effective in providing educational value to its students consistent with its statement mission.
8.  
9. Determine the mechanisms and associated costs that will be required to establish and maintain a value-added assessment system.

The University is committed to implementing a value-added assessment program by September of 1992. With that commitment in mind, the Steering Committee is charged to meet the following deadlines:

Study Phase

Convene: September, 1990

First Interim Report to President and Provost: December, 1990
Second Interim Report to President and Provost: April, 1991
Final Report to President and Provost: December, 1991

Implementation Phase

Begin Implementation: January, 1992
Full Implementation: September, 1992

 

Overview Discussion of Student Outcome and Follow-Up Data

Eastern Michigan University, just as most colleges and universities in the U.S., has valuable information about its students that assist it in making informed planning decisions. Also, like its sister institutions, it still has much to do to make that body of information fully adequate to the purpose of good academic planning and decision-making.

Current evidence suggests that Eastern is increasingly successful in retaining students to the stage of degree completion. There is evidence from test results and department and College-level program assessment as well as the success of students on professional certification examinations (such as Nursing, in which the pass rate for Eastern graduates is consistently higher than the State-wide average) that student learning is of an appropriately high order. The rate at which Eastern graduates pursue additional higher education continues to increase as does the rate at which graduates secure professional-level employment. All of these are forms of evidence that the University is effectively pursuing its academic mission. As Eastern begins this next decade, there are important adjustments that must be made.

A central feature to Eastern Michigan University as it continues to pursue its stated mission will be that of a "learning university" in which successful learning will be the test of all aspects of University effectiveness. There is substantial evidence of successful learning on the part of students, faculty, and staff alike at the University. But, as the institution progresses in the implementation of its strategic plan it will seek to establish a "culture of evidence" that will more fully document the extent and nature of learning that takes place. The final chapter of this report speaks more specifically to the University's strategic plan and the place of the "learning university" concept within that plan.