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Course Level Assessment

At Florida SouthWestern State College, faculty engage in course-level assessment to inform improvement, measure achievement and make curricular and programmatic decisions.Curricular Assessment Determining achievement of student learning outcomes and success of courses Choosing instructional methods and strategies Deciding whether to increase or decrease time or emphasis on student learning outcomes Selecting texts or material Determining a focus for professional development Improving assignments to better align with stated outcomesProgrammatic Assessment Determining course sequence and necessary prerequisites Demonstrating preparedness of program completers Determining budgetary focus Measuring achievement of stated goals and outcomes and demonstrating efficacy of courses and programsAnnual Course-Level Assessment PlansAY 2025-2026 Course Level Assessment Plan (PDF)AY 2024-2025 Course Level Assessment Plan (PDF)AY 2023-2024 Course Level Assessment Plan (PDF)AY 2022-2023 Course Level Assessment Plan (PDF)AY 2021-2022 Course Level Assessment Plan (PDF)AY 2020-2021 Course Level Assessment Plan (PDF)AY 2019-2020 Course Level Assessment Plan (PDF)AY 2018-2019 Course Level Assessment Plan (PDF)AY 2017-2018 Course Level Assessment Plan (PDF)AY 2016-2017 Course Level Assessment Plan (PDF)AY 2015-2016 Course Level Assessment Plan (PDF)AY 2014-2015 Course Level Assessment Plan (PDF)Support for General Education Assessment and course-level assessment is provided by: Dr. Joseph van Gaalen, Asst. VP of Institutional Research, Assessment, and Effectiveness Gracie Soza, Coordinator, Assessment and Effectiveness Jessica Godwin, Coordinator, Accountability, Effectiveness and Grants

Gabriel Gaidos

Professor, Biochemistry Edit This Profile Email: Gabriel.Gaidos@fsw.edu Phone: (239) 477-3515 Extension: 14015 Location: LEE H203 Department: School of Pure and Applied Sciences

Learning Assessment Committee Meetings

The Learning Assessment Committee meets the first Friday of each month during the academic year from 2:00 PM - 3:30 PM.Meeting Minutes

Assessment Resources

What You Can Find on This Page Assessment plays a pivotal role in informing decisions at higher education institutions like FSW. Looking through the resources here can help you learn more about assessment and how it is collected, analyzed, and implemented. Whether you are learning about assessment for the first time or you are a professional in the field, there is something here for you. Assessment OrganizationsThese organizations have a specialized focus on assessment in higher education with communities of educators and professionals committed to improving student learning. Throughout these organizations you can find professional development opportunities, resources, reports, publications, conferences, and more. Conferences held by both the Assoc. for Assessment of Learning in Higher Ed. and the Assessment Institute have been attended by Team AASPIRE in the past. So, if you want to hear more, be sure to reach out to us.National Institute for Learning Outcome AssessmentAssociation for the Assessment of Learning in Higher EducationThe Assessment Institute in IndianapolisInstitutional ResourcesThese are external resources from other universities committed to improving assessment and student learning. On their websites you can find even more information about assessment and what it looks like at their institutions, more resources, guides for improving assessment, and learning opportunities for educators. Drexel University – ResourcesIndiana University Bloomington – Assessing Student LearningTexas A&M University – Assessment 101University of Oregon – Improve CurriculaToronto Metropolitan University – Designing AssessmentsThe University of Sydney – Courses in Assessment for Educators Assessment LiteratureThis article discusses the use of precise assessment and instruction to better inform how to teach students critical thinking skills.Elder, L, and Paul, R. (2007). Consequential validity: Using assessment to drive instruction.In: Foundation For Critical Thinking. Retrieved from http://www.criticalthinking.org.A discussion of the success Juniata College had with its faculty led assessment by connecting assessment to program reviews, tying assessment into faculty interests, having administrative support, and more.Jankowski, N. (2011, July). Juniata College: Faculty led assessment. (Case Studies: Juniata College). Juniata College, National Institute for Learning Outcomes Assessment (NILOA). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/10/JuniataCaseStudy.pdf A discussion of Colorado State University’s (CSU) Plan for Researching Improvement and Supporting Mission (PRISM) system of continuous improvement and other strategies used by CSU to enhance assessment and student learning. Kinzie, J. (2011, August). Colorado State University: A comprehensive continuous improvement system. (Case Studies: Colorado State University). Colorado State University, National Institute for Learning Outcomes Assessment (NILOA). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/ColoradoStateUniversity.pdf This book highlights the growing importance student learning evidence and the key role that assessment plays in it while also providing educators and professionals advice on how to improve the two. Kuh, D., Ikenberry, S., Jankowski, N., Cain, T., Ewell, P., Hutchings, P. and Kinzie, J. (2015). Using evidence of student learning to improve higher education. Jossey-Bass: San Franciso, CA.This article discusses the important and unique role that student affairs professionals could play in student learning when properly integrated with assessment. Schuh, J. H., & Gansemer-Topf, A. M. (2010, December). The role of student affairs in student learning assessment. (Occasional Paper No. 7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/02/OccasionalPaper7.pdf This updated second edition of the landmark book provides important information about assessing student learning for invested faculty and staff. This is a must have if you want a deep understanding of assessment and is a Team AASPIRE favorite.Suskie, L. (2009). Assessing student learning: A common sense guide. John Wiley & Sons, Incorporated. The second edition version of this book provides a step-by-step guide of the assessment process and details on important factors such as student learning and institution-wide assessment.Walvoord, B. E. (2010). Assessment clear and simple: A practical guide for institutions, departments, and general education. John Wiley & Sons, Incorporated.

Effectiveness Coordinators

PurposeThe Faculty Coordinator, Effectiveness, has a broad role in leading assessment with the School(s)’s departments. The Coordinator meets with department leaders, course leads, program leads, as needed, to discuss course level assessment and general education assessment in terms of the current role(s) of assessment within the area; the current assessment tool(s) being utilized and their efficiency; the logistical parameters required by the assessment tool(s), and helps develop/guide development of assessment through the support of Team AASPIRE if assessment tool(s) are not in place appropriately. The role requires initial training, participation in School/Department meetings, and interaction with multiple constituents.Meeting MinutesMeeting Minutes ReportsAY 2025-26 Effectiveness Coordinators:Elijah Pritchett Elijah.Pritchett@fsw.eduCommunication Studies, Foreign Languages, Social Sciences, Humanities, Fine Arts, Academic Success, English, EducationCassie Billian Cassie.Billian@fsw.edu Allied HealthMichele Pelletier Michele.Pelletier@fsw.eduComputer ScienceAlicia Law Alicia.Law@fsw.eduBusinessAlex Djahankhah Alex.Djahankhah@fsw.eduPublic Administration, Crime Scene Technology, Criminology, ParalegalTina Churchill Tina.Churchill@fsw.eduMath and SciencesTiffany Thomas Tiffany.Thomas@fsw.eduNursing

Christy Gilfert

Assoc. Vice President, Academic Success Edit This Profile Email: Christy.Gilfert@fsw.edu Phone: (239) 985-3475 Extension: 11975 Location: LEE I-210C Department: Academic Affairs

Cashier's Office

Details Email: cashiers@fsw.edu Phone: Extension: Fax: Fax Extension: Website: https://www.fsw.edu/cashier/contact Location: Lee S-107 Office Hours: The most efficient way to pay on your account is through your student portal which is available 24/7, but if you require assistance in person, please visit the Lee Campus Cashier's office located in the S building. Please call or email to confirm hours.

Reports

AY 2024-2025 AY 2023-2024 AY 2022-2023 AY 2021-2022 AY 2020-2021 AY 2019-2020 AY 2018-2019 AY 2017-2018 AY 2016-2017 AY 2015-2016 AY 2014-2015 AY 2013-2014

Public Safety - Lee Campus

Details Email: publicsafety@fsw.edu Phone: (239) 489-9203 Extension: 11203 11082 Fax: (239) 489-9103 Fax Extension: Website: https://www.fsw.edu/campuspolice Location: Lee D-101 Office Hours: 24/7/365 Faculty and Staff Name Title Phone # Ext. Email Trudy Wireman Campus Police Coord. (239) 489-9259 11259 Email

General Education Competencies

Current General Education CompetenciesCommunicate clearly in a variety of modes and mediaAcquire communication and rhetorical literacy in order to speak and write effectively, express one’s knowledge, read critically, analyze rhetorically, and synthesize information, skills necessary to furthering one’s own educational and occupational goals. Understand, evaluate, and discuss rhetoric, argument, and persuasion in a variety of contexts. Critically examine evidence, interpret and integrate information, identify solutions and potential outcomes, and apply rhetorical and communication literacies to the real world.Rubric for Communicate (Written) and (Oral)Research and examine academic and non-academic information, resources, and evidenceUnderstand how scholars across all academic disciplines investigate and speak to the human condition. Conduct in-depth, reflective, and ethical research about the dynamics of the human condition and the physical world in order to acquire information literacy, refine critical thinking and analytical skills, and sharpen intellectual focus. Effectively locate, interpret, manage and use information and evidence from academic and non-academic sources in order to create original projects that engender meaningful learning in the classroom and beyond.Rubric for ResearchExemplar for ResearchEvaluate and utilize mathematical principles, technology, scientific and quantitative dataUnderstand and apply the scientific method, as well as quantitative and qualitative research methods, to a variety of questions and concepts, not limited only to those dealing with scientific understanding. Modify, test, and reevaluate previously held mathematical or scientific theories and beliefs based on new information, as well as engage in the continuous search for truth. Examine how mathematical, scientific, and technological reasoning are integral to communication and provide foundations for further inquiry. Acquire literacy in scientific and quantitative reasoning in order to evaluate new and old ideas and better understand the natural world, our role in it, and our potential for transformation.Rubric for EvaluateExemplar for EvaluateAnalyze and create individual and collaborative works of art, literature, and performanceAcquire cultural literacy and foster creative thinking by examining the visual, artistic, literary, and inventive endeavors of humankind. Understand histories of creative thought, nurture personal creativity, and strengthen human relationships. Engage with the material culture, creative productions, and humanistic traditions of diverse cultures to examine human values and life across the world. Understand how human innovations in the arts, sciences, and humanities have changed the world and produced the societies in which we all live, as well as how diverse communities and societies interact in order to produce new forms of knowledge and culture.Rubric for AnalyzeThink critically about questions to yield meaning and valueApply intellectual standards and critical thinking to confront issues central to the human experience. Evaluate, read widely in, and analyze the thinking of others through a variety of fiction and nonfiction genres across disciplines. Evaluate and consider new technologies and their effects on human life and the world. Improvise and seek out new ideas and solutions to complex problems in order to improve one’s own thinking and foster maturity of judgment. Employ ethical decision-making and develop sound arguments using critical thinking.Rubric for ThinkExemplar for ThinkInvestigate and engage in the transdisciplinary applications of research, learning, and knowledgeDiscover and apply new ideas when required to break with traditional systems of thought. Foster systemic problem-solving habits that require thinking in terms of patterns, relationships, and context. Empathize and engage with others from diverse backgrounds in order to develop, understand, evaluate and assess information and generate solutions to important local, national, and global problems. Collaboratively work with others to creatively transfer knowledge and learning to a variety of new contexts. Learn different approaches to intellectual inquiry, test theories for issues that confront our communities, and imagine solutions to complex problems in the academy, the workplace, and the world.Rubric for InvestigateExemplars for InvestigateVisualize and engage the world from different historical, social, religious, and cultural approachesUnderstand how history, culture, and society shape and inform the human condition in the successful pursuit of academic and occupational goals. Understand how diverse cultures have interacted with, and continue to connect with, each other on a global scale. Engage in the comparative study of the values and traditions of diverse cultures. Understand and navigate the conventions, knowledge formations, practices, and discursive norms of society, culture, and the academy in order to improve and analyze one’s own thinking, value diversity, and cultivate an open-minded approach to new ideas and social issues.Rubric for VisualizeExemplar for VisualizeEngage meanings of active citizenship in one’s community, nation, and the worldDevelop an understanding of the individual’s relationship to their communities and the world, including the need for personal physical and mental well-being, in order to foster a sense of social responsibility. Read and consider historical and political texts and analyze different political points of view in order to develop effective political and civic decision-making and consider policy solutions to complex civic and political problems. Encourage active participation in the processes of local, national, and global citizenship and government. Acquire political and civic literacy through a deeper understanding of national and global politics, as well as the obligations of the individual to society, their communities, and the world.Rubric for EngageExemplar for EngageCompetency CoverageBreakdown of “Integral” Competencies by School and DepartmentGraph: Integral Competencies by School