End-of-Program Review Assessment Workshop 2012

In 2001 a study group composed of faculty, staff, and students designed the End-of-Program Review (EPR) to assess teaching and learning at Evergreen. Every five years the office of Institutional Research and Assessment convenes a workshop in order to synthesize results, study trend data and improve the survey instrument.

In June 2012 a group of faculty, staff, and students came together in a four-day workshop to synthesize results from the second five-year period of the EPR (2006-2011). A team of 27 participants worked in small groups of two to three members to summarize and present the highlights of the divisional areas (Art, Humanities, Mathematics/Quantitative and Symbolic Reasoning, Natural/Physical Science, Social Science) and other learning activities (Writing, Information Technology Literacy, Critical Thinking, Sustainability, Oppression, Privilege and Difference, Community based project/Service Learning, and Compelling Intellectual Experiences). The teams reconvened to discuss issues around advising and mentoring in the context of the new academic statement initiative and the long-range curriculum DTF of 2012-13. Finally, the group redesigned the survey instrument for the next five-year cycle in an effort to clarify survey language and expand the relevance and usability of resulting data.

Workshop highlights:

  • Generally, there is more opportunity for introductory level work and a little opportunity for advanced level work across the five divisions.
  • There is a steady decline of Art content in the curriculum for the past five years from 66% to 54%.
  • Social Sciences are offered in 77% of the programs; a third of the programs did so at an introductory and a tenth at an advanced level.
  • Mathematics are less represented (45%-58%) across the curriculum than Humanities and Social Sciences, but at a level comparable to Natural/Physical Sciences and Art.
  • There is a constant presence of Humanities across the curriculum, and it’s being taught by every planning unit.
  • Around 75% of the programs offer opportunities to learn information technology literacy. The degree and nature of ITL learning opportunities in programs remained consistent during the five-year period.
  • Critical thinking is included in almost all Evergreen programs, with more than 75% incorporating it at the extensive level.
  • Oppression, privilege and difference slightly decreased in programs in the past five years from 83% to 78%, even though the distribution of the extent at which OPD was taught (whether it was a little, moderate, or extensive) remained consistent.
  • 34% of programs offered at Evergreen included community based projects or service learning; SPBC (19%), Inter-area (17%) and Evening and Week-End Studies (16%) had the most programs with CBP/SL.
  • Almost all programs at Evergreen included writing and writing instruction, but the nature of writing activities and instruction varied between different programs.
  • Sustainability across the curriculum stayed fairly consistent over the four years from 57% to 61%.

Workshop summaries: