June 23, 2013
June 23, 2013
June 26, 2013
Computing & Information Technology
23.1299.1 - 23.1299.19
Use of Sustainable and Systematic Plan to Assess Student Learning Outcomes for Non-Traditional IT StudentsAuthors: Dr. Lifang Shih, Dr. Jane LeClair, Dr. Sherly AbrahamAbstractExcelsior College has been considered as a pioneer institution in distance learning. Consideringthe needs of career-oriented adults learners, Excelsior (EC) recognized that college-levelknowledge can be obtained in many ways and designed a student-centered learning model thatintegrates transfer credits from approved sources, courses from Excelsior and other institutions,and credits earned through assessment exams and prior learning evaluation. Excelsior has alsodeveloped a system of checks and balances in the form of appropriate and robust policies,procedures, and mechanisms that make EC an outstanding alternative education provider.The BS in Information Technology (BSIT) degree program offered by Excelsior College requires120 semester hours of credits, including at least 60 credits in the arts and sciences componentand at least 48 credits in the information technology component. All the BS InformationTechnology students must complete at least one course or examination in each of the subjectsconstituting the Information Technology core requirements.In addition to the Information Technology core requirements, students must complete a 3-credithour capstone course entitled, Integrated Technology Assessment (ITA), which involvesdevelopment and submission of E-portfolios. The Integrated Technology Assessment (ITA)process in Excelsior College’s BSIT Program provides students with an opportunity to createand manage web-accessed electronic portfolios that document their knowledge, skills, andachievements from coursework, practical work experience, and other extracurricular activities.These portfolios support student reflection and provide a thoughtful accumulation of academicand non-academic work over a period of time.In order to continue to track the students’ progress after graduation, several surveys areadministered to the graduates/alumni at different time periods after the graduation: exit survey(upon graduation), one-year after graduation survey, two-year after graduation survey, and three-year after graduation survey. Additionally, a supervisor survey is also sent out to graduates’supervisors to obtain the achievement of the students’ career-oriented outcomes from theemployers’ perspectives.This paper describes the evolving assessment infrastructure implemented in the School ofBusiness and Technology at Excelsior College to assess student performance at three layers ofattainable outcomes, program educational objectives and program outcomes. Multipleassessment tools consist of a capstone course, and selected course assignments/assessments areused as the direct measure of student learning outcomes, while post-graduation surveys, and asupervisor survey are used as the indirect measure of student learning outcomes. Assessmentresults and continuous improvements made on the program based on the results will also bepresented in this paper.
Shih, L., & LeClair, J. A. (2013, June), Use of Sustainable and Systematic Plan to Assess Student Learning Outcomes for Non-Traditional IT Students Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22684
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