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Department/Program Information
College or School UNM -Taos
Department or Program Department of Instruction
Chair or Director Jim Gilroy
Phone Number 505-737-6224
Email Gilroy@unm.edu
Date 11/7/2007
3a: Student Learning Outcomes
The commission has asked that departments and other organizations create a “culture of assessment.” They suggest that university groups establish learning outcomes and then measure or assess students’ achievement of these outcomes. Specifically, they ask that we evaluate the learning students do, and then the things students are able to do as a result of that learning. For this component, then, we need to show we have identified desired learning outcomes, evidence that we’ve assessed student learning according to these outcomes, and evidence that we are evaluating our programs as a result of this evidence.
Outcome Identification and Progress
To show evidence that outcomes are identified, known, and worked towards, demonstrate that:
- Outcomes are differentiated for undergraduate (UG), post-baccalaureate (PB) and graduate (GR) programs.
- Outcomes are discussed and assessed within the department, as shown by meeting minutes or self-study documents.
- Outcomes are published via university catalog, departmental publications, student recruitment materials, or websites.
Assessment of Student Achievement of Stated Outcomes
To show evidence that student achievement of these outcomes is being assessed, you may demonstrate that the department collects multiple forms of evidence of student learning in the form of:
- Course-level assessment plans and reports, including pertinent example projects, assignments, or exams and scoring guides.
- Program-level evidence, such as UG, PB, and GR program assessment plans and reports, departmental surveys of student learning, or grade distribution studies.
- Records of graduates’ scores on various exams, including: entry-to-program, comprehensive, writing proficiency, national standardized subject matter, licensure, certification, or graduate admissions exams.
- Student publications, awards, participation in competitions, or successful research applications.
- Capstone or senior-level measurements, including portfolios, projects, papers, theses, dissertations, presentations, performances, or research.
- Reviews or evaluations of internships, practica, or other professional experience; community service participation.
- Evaluations of students completed by professionals in the field, supervisors, faculty overseers, or the students themselves.
- Surveys completed by students, alumni, faculty, employers, or recruiters aimed at perceptions of student knowledge, skills, or abilities gained from the program.
- Post-graduation success rates, as measured by job placement and/or graduate school acceptance rates; alumni awards, honors, and achievements; or comparison or benchmarking with peer institutions.
- Course or program evaluations completed by students or through peer review.
Accessibility to and Participation in Assessment Procedures
To show evidence that assessment processes are inclusive and available for review, demonstrate that:
- Faculty is involved in identifying outcomes and assessing student achievement. Faculty discussion surrounding outcomes and assessment, and faculty involvement in communicating outcomes and measuring student success, can be seen in:
- Documentation of outcomes in course syllabi.
- Assessment plans that include faculty participation.
- Departmental meeting minutes or memos documenting faculty role in outcome design and assessment.
- Faculty participation in state assessment, articulation, and transfer task forces and associations.
- Faculty and administrators review effectiveness of program’s assessment procedures, as documented by assessment plans and reports, and/or program accreditation or Academic Program Review self-studies.
- Assessment extends beyond the traditional classroom or departmental setting to include continuing education, community education, faculty development, or professional development courses.
- Assessment results are available for review via websites, faculty meeting minutes, college or departmental publications and reports, or mailings to alumni or other interested constituent groups.
Use of Assessment Results to Improve Teaching and Learning
Discuss changes made by your department/program on the basis of assessment findings. Improvements may include, but are not limited to:
- Instruction, learning environments, course or program curriculum,
- Departmental processes, planning, resource allocation.
- Facilities, technologies, services and programs for students.
3a: Student Outcomes and Assessment – Outcome Identification and Progress
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Outcomes are Differentiated |
Certificate and Associate Degree
Programs at the lower division level; courses leading toward certification and licensure; program linkages between lower and upper division; articulation agreements between two year and four year institutions; statewide articulation planning. Incorporation of the General Education Core Requirements into two year degree programs (Associate of Arts, Associate of Science); for technical programs (AAS) there is an inclusion of technical and academic courses; community education and professional development/customized classes and training have differentiated outcomes.
Remedial classes prepare students for subsequent classes. Testing and tutoring services are provided.
The university has a writing requirement. Student portfolios and review processes.
Any UNM class taught at UNM-Taos meets Main campus requirements.
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EX. Certificates in PLS, HHHA, Peace Studies, ECME, Human Services, AA degrees in Criminal Justice, Human Services, and Behavioral Sciences; courses in Substance Abuse Counselor Training and massage leading toward licensure; Articulation agreements with NMHU, UNM-Main campus, NNMC, LUNA, New Mexico Department of Higher Education articulation taskforces; examples include common course number and competencies, and transferability statewide for programs in criminal justice; social work, psychology, early childhood multicultural education, elementary education, nursing,(BSN/RN), pre –health sciences.
Developmental classes in English, reading, math and college skill preparation are offered/testing results direct students to the appropriate class.
Each English class has specific outcomes that support the university writing requirement. See English 150,219,220.
Examples include the common core and lower division degree courses. |
Competencies are established through articulation taskforces; these reflect outcomes.
See ECME as an example.
See Human Services Field Manual.
Articulation agreements and reviewed and revised on an ongoing basis, some yearly, others on a two or three year schedule. All are monitored for changes.
See English and Business rubrics. |
Outcomes are Discussed and Assessed in Dept. |
Faculty meetings and orientations to discuss outcomes; curriculum committee meetings on a monthly basis at branch and main campus.
Faculty are required to use the university approved syllabus template; Teaching Effectiveness Institutes yearly address aspects of outcomes.
Exit interviews, rubrics and capstone course evaluations are used for assessment and grading throughout the duration of the class and for final assessments. Examples: exit assessments for English 100 & 102 are reviewed by department panel of faculty. |
Priorities are establishes each year; EX. Technology in the classroom, 2006; competency based outcomes assessment , 2007;syllabi are modified to reflect outcomes; Teaching Effectiveness institutes address outcomes; workshops are provided throughout the year: EX. WebCT, PowerPoint, grading and assessment, learning styles, Library Literacy;
Examples are ISE100 Assessment Rubric & English102 Assessment Rubric, CS150 rubric, HS field practicum outcomes and final evaluation form. |
The Academy Head meets on an individual basis with faculty as well as in small groups to discuss and evaluate programs. Program coordinators have been hired to assist with program assessment and development.
See rubrics. |
Outcomes are Published
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Academic Program Review, 2001-to present
University Writing Requirement |
Outcomes Assessment 2001 (a), (b), (c);APR; 2006 to present (a), (b), (c), (d); Annual reports to the Dean; annual department goal setting;
English 101/102 materials (see Pearson PDF) |
Reports are kept on file with the Dean of Instruction or Academy Head; one article is being prepared for publication regarding outcomes.
See Academic Program Reviews. (a), (b), (c)
Available upon request, |
Other
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Narrative
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3a: Student Outcomes and Assessment – Assessment of Student Achievement of Stated Outcomes
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Course-level Evidence
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Portfolios, classroom journals, exams, rubrics, syllabi, ICES responses,
Peer evaluation of teaching, surveys, interviews with students and program faculty; pre-post tests(Library research) |
English 102 portfolio for University Writing Requirement (See Pearson PDF); The syllabi objectives reflect articulated competencies (see ECME, Criminal Justice,
Faculty have been required to obtain feedback from each other through peer review; outcomes in part is evaluated in this manner; rubrics have been used for grading papers/presentations and to assist students with regard to expectations. |
Valuable feedback is obtained through individual feedback from faculty and students; courses are modified in part based on this form of focused interview.
See ICES, Midterm evaluation and Classroom Observation Appraisal (a) forms. |
Program-level Evidence |
Rotating Program Assessments
Academic Program Review, Certificate and Degree programs, course development and program modification |
See English Program Assessment & Visual Art Assessment, Business & Computer Technology 1,2,3,4, Health & Human Services 1,2,3, Literacy, Professions & Liberal Arts, Trades & Industry, Science & Natural Resources
Outcomes were established in 2001(a), (b), (c). Human Services, Criminal Justice, Paralegal studies programs were revised and approved; Peace Studies Certificate was developed and modified over time; The Associate of Arts in Behavioral Sciences was developed and implemented; The Certificate of Holistic Health and Healing Arts was developed; Two Perkins grants were obtained to develop curriculum in Substance Abuse Counselor Training and Massage Therapy; The Substance Abuse program is being implemented and is approved for state licensure; the Massage Program is under review for licensure now. ECME is articulated statewide and now a Bachelor degree is offered in Taos as a result of program review and advocacy efforts. |
Institutional data has been gathered and is being evaluated to support the qualitative evidence.
See Academic Program Review.
Program proposals & Degree program descriptions available upon request, |
Records of graduates’ exam scores |
Certificate and degree completion rates. Acceptance to 4-year programs, course completion with a grade of c or better. |
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See Institutional Research data |
Student publications, awards, etc.
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“Howl” Student Literary Magazine & The Taos Times
Records of Student Awards/Scholarships |
[PDFs forthcoming from editors] |
See Student Affairs for scholarship awards.
See criteria template for scholarships; agenda/minutes of scholarship meetings |
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Capstone Project Evidence
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ECME/ HS practica, and internships; service learning projects; evaluations of field experience; written and verbal agency supervisor feedback, logs and journals, English Portfolios/ electronic portfolios, websites, certificates and degrees granted; science projects and reports, GIS projects |
Students complete internships/practicums which are capstone classes; seminar participation is evaluated and on site evaluations, verbal and written feedback. |
See the Human Services Field Placement Manual is a guide for the program and has served as a template for other programs. |
Internships, Professional Experience |
Service Learning placements; internships; practicums, field experiences; Field Placement guide; logs; journals; reflection papers; presentations; dialogue; on site/internet based communication |
Workforce development combining internships with employment; global internships developed; on line communication with global internships; Web CT classes; Taos Times(newspaper); multimedia productions; Web design, graphic design, and other media arts including film production. Another example is the development of park internships and holistic health internships |
See workforce development initiatives and web sites. |
Evaluations of Students
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Field /internships evaluations; self evaluation, written and oral; directed learning and individual student learning contracts; pre-post tests; exams; papers; rubrics; ICES; communication and Journalism, human services, peace studies, mediation, administrative assistant, criminal justice, holistic health, early childhood education, demonstrations by students in culinary arts and construction technology, media arts, computer technology; yearly art shows, holistic health expos; |
Library literacy pre/post tests; assignments successfully completed by students; agency supervisor evaluations; mid-term evaluations, early alert student advising and tutoring needs system; student mentoring; academic advisement by faculty; syllabi template is standardized. |
Classroom observation, written work, student portfolios, exams, etc. and the typical small group context in the classroom allows for evaluation of the student |
Student or other Surveys |
Surveys of interest and evaluation.
ICES forms.
Community internships |
Massage therapy, Holistic Health and Healing Arts surveys; human services surveys; ECME feedback |
See periodic student evaluations/surveys for programs.
(Massage, holistic health) available upon request,
See Taos Chamber of Commerce collaboration. |
Post-grad. Success Rates |
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This area requires further work in the future. |
Course/ program Evaluations |
Academic program review; ICES: narrative feedback, course enrollments; surveys |
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See ICES/APR
Arts, Business & Computer Technology 1,2,3,4, Health & Human Services, Literacy, Professions & Liberal Arts, Trades & Industry Science & Natural Resources |
Other
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ECME is an excellent example of a program that is regularly reviewed and articulated statewide. |
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Narrative
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3a: Student Outcomes and Assessment – Accessibility to/Participation in Assessment Procedures
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Faculty is Involved |
Learning communities’ attendance records; individual faculty meetings; program faculty meetings; curriculum committee minutes; appointment/calendars; faculty senate/teaching effectiveness institutes attendance and evaluations. Monthly, semesterly and yearly meetings provide opportunity to review and assess our needs. Branch and faculty committee membership reflects this involvement; department (academy head listserv is the vehicle to share academic program reviews/curriculum and schedule planning review and comment among administrators/faculty. |
Faculty have lead and participated directly in the assessing needs and developing outcomes. The Teaching Effectiveness Institutes have been planned and taught through faculty involvement. ECME is fully articulated statewide in part due to the efforts of dedicated faculty and community providers input; participation on Main campus committees (Faculty Senate Curriculum committee, Undergraduate committee, and Chairing subcommittees, serving on statewide articulation and planning committees (Criminal Justice, Peace Studies, Social Work, ECME, Integrative Health)
See also |
Largely successful and useful. The communities/institutes/committees and faculty gatherings have contributed to the spirit of student retention and success; clarification of what is meaningful and essential is a common outcome of such participation.
See Center for Faculty Development; Teaching effectiveness institute, attendance, agendas; faculty senate minutes;
Because we are a faculty of largely adjunct it is sometimes difficult to engage participation; UNM-Taos however has done an excellent job of offering opportunities for involvement on multiple levels. |
Faculty reviews Effectiveness |
ICES, Peer evaluations, written and verbal feedback, attendance at NMHEAR conferences, presentations at conferences and meetings |
The New Mexico Higher Education Assessment and Retention Conferences have been an excellent forum to share and to learn. Interdisciplinary presentations include one on competency based classroom assessment; The Center for Faculty Development has directly addressed teaching effectiveness as a priority |
The Center for Faculty Development was developed in 2000/2001 out of a Title V Grant. It has been sustained even with little funding. |
Assessment Beyond Classroom |
Internships in the community and the development of the International Studies program provides learning outside of the classroom; job advancement and employment; regular workshops to prepare instructors; regular meetings to review and revise programs; interviews outside the classroom with students. |
Study programs to China (3 times) one planned for India sp 08 and student internships in Japan, Guatemala and India are examples; health, education and human services agencies in northern New Mexico provide applied learning for students. |
Feedback and assessment involves verbal and written narrative; dialogue between students, instructors and agency supervisors; |
Assessment Results Available |
Written and verbal feedback based on outcomes for HS field placements; ECME classroom/practicum evaluations |
Capstone classes offer the most tangible evidence of assessment |
See Academic Program Review Arts, Business & Computer Technology 1,2,3,4, Health & Human Services, Literacy, Professions & Liberal Arts, Trades & Industry, Science & Natural Resources |
Other
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Narrative
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3a: Student Outcomes and Assessment – Use of Assessment Results to Improve Teaching/Learning
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Instruction, learning environments, course or program curriculum |
APR; course modifications; curriculum committee dialogue and review/recommendations |
Center for faculty development addresses strategies to improve teaching and learning; teaching effectiveness workshops etc.; curriculum review and design on a yearly basis. |
Adjunct faculty attendance records available upon request, |
Departmental processes, planning, resource allocation |
Annual budget/ planning/ goals/assessment processes are in place in written form |
Submitted to the Dean of Instruction. Annual processes have been implemented for planning and resource allocation. |
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Facilities, technologies, services and programs for students |
Curriculum committee meetings and academy meetings review and revise services and programs. Academic Advising is coordinated. |
Various models and mentoring approaches have been tried. Faculty and advisors consult with each other. Interdisciplinary committees address common problems. Academy Heads have been advising since 2000. |
See Title V advising records |
Other
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Narrative
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3b: Faculty Development
The commission will look for the development of teaching beyond the traditional definition of giving lectures and grading exams. Specifically, faculty understanding of student learning processes, and evidence of creative teaching that leads to increased student learning and success among diverse learners, demonstrates our commitment to effective teaching and student success. Thus, evidence of faculty development, innovative teaching, and recognition of effective teaching practices should be highlighted in this section of the report.
Faculty Development Opportunities
To demonstrate providing faculty development opportunities, you may document:
- Workshops and/or colloquia within college/school or departments on pedagogy, learning styles, instructional design, etc., organized for the purpose of improving teaching effectiveness.
- Funds provided for faculty to attend off-campus workshops, conferences, seminars, etc., that emphasize teaching and learning rather than research in the content discipline.
- Instructional development opportunities designed for graduate teaching assistants and contingent faculty in addition to opportunities for regular faculty.
- Mentoring programs to assist development of junior faculty.
- Procedures for using peer-review of teaching and/or student evaluation of teaching as formative devices for developing teaching that is more effective.
Support for Effective Teaching Practices
To demonstrate providing support for teaching innovation and course and curriculum development, you may document:
- Release time provided for faculty to work on course design/redesign, develop instructional technology, etc.
- Funds provided to support acquisition of course materials or teaching technology to support innovation or course/curriculum development.
- Funding provided to assist faculty in implementing innovative teaching approaches (e.g., TAs, GAs, undergraduates assigned duties as classroom facilitators or to handle extra grading generated by implementation of innovative teaching methods).
- Faculty participation in teaching/instructional development or training opportunities is recognized during annual performance review, and tenure and promotion reviews.
Recognition of Teaching Effectiveness
To demonstrate providing recognition for teaching effectiveness, you may document:
- Teaching awards awarded to faculty and/or graduate teaching assistants (include selection criteria, number of awards, dollar amount of awards, who selects awardees).
- Policies, practices and results that recognize teaching effectiveness in promotion, retention and tenure decisions
3b: Faculty Development – Faculty Development Opportunities
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Workshops Within School
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Teaching Effectiveness Institutes; workshops on PowerPoint, library resources, Web CT since 2001. |
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See spreadsheet from the TEI
(Center for Faculty Development) |
Funds for Faculty to Attend Workshops |
Title V Faculty Development funds; Development of the Center for Faculty Development; |
Faculty are eligible for up to $600 for faculty development; |
See reports, rubrics developed, allocation of funds; reports upon completion (CFD); attendance |
Instructional Development Opportunities |
Center for Faculty Development and other programming: ADA, competency-based instruction; 2+2 pathways/ high schools. Distance education planning and development, Web CT. critical thinking, |
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Mentoring Programs |
Faculty and new student mentoring program; career development program, faculty mentoring faculty program |
Specific initiatives were development to foster mentoring for faculty and students. All academies participated in these initiatives. |
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Using Peer Review or Student Eval. |
ICES forms, Peer reviews are carried out on a semesterly basis; |
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Other |
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Narrative
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3b: Faculty Development – Support for Effective teaching Practices
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Release Time for Faculty
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Full time faculty have release time to support and advise students and adjunct faculty members; and to carry out administrative duties; attendance at New Mexico Higher Education Assessment and Retention conferences and others. |
Planning and coordinating teaching effectiveness workshops/ learning communities were an outgrowth of the teaching effectiveness institutes held annually. Stipends were made available to part -time instructors.
Faculty present and attend these conferences. |
See program evaluations from teaching effectiveness institutes. An example is the comprehensive evaluation of TEI from 2001. |
Funds for Materials or Technology |
Title V provided funds for 5 years.
Perkins grants and Senate Bill 611 |
Equipment was purchased and installed In campuses throughout the campus and regional classrooms; computers/ smart boards/ distance education/Mac labs, science labs, media arts. |
We have a three- year cycle for replacement. We need to procure additional funding to maintain and upgrade our technology. |
Funds for Assistance in Innovation |
Same as above |
Same as above |
Same as above |
Recognition of Faculty Professional Development |
Faculty Senate handbook; establishment of criteria for tenure and reappointment; nominations and awards of excellence in teaching, years of service; |
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See the Faculty Senate handbook and specifically the policy for tenure. |
Other
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Narrative
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3b: Faculty Development – Recognition of Teaching Effectiveness
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Teaching Awards
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Nominations and selection of instructors for teacher of the year;
Years of service recognition |
Our ECME faculty member received the distinguished teaching award, which was a UNM system wide process of nomination and selection.
Several faculty members were nominated internally for teacher of the year awards announced yearly. |
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Policies, Practices, & Results
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Teaching Effectiveness Institutes; Faculty Senate Handbook addresses policies and procedures for rank, tenure and promotion.
Six faculty have been granted tenure. |
Established a cohort of tenure track positions. Established ten full time faculty positions. |
There is a need to further develop full time positions; There is a need to develop more part-time positions with benefits. |
Other
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Narrative
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3c: Learning Environments
The commission will look for ways your group creates effective learning environments – in some cases outside the classroom, and in some cases by enhancing work done in the classroom through technological and curricular innovations. They will look for:
- interaction among students and faculty
- creative and useful mentoring and advising practices
- support of diverse students and diverse learning styles
- technological support in the classroom.
Support of Multiple Learning Styles and Needs
To present evidence of creating learning environments that support diverse learners, you may document courses, curricula, or supplemental instruction that address:
- Multiple learning styles, such as auditory, visual, sensory, spatial, and active learning.
- The needs of distance learners, such as online, hybrid, or correspondence classes.
- Opportunities for experiential or service learning.
- Course enhancement through web use and/or video.
- Development of computer-based learning labs with teaching/learning software.
Learning Environments
To demonstrate course options that create smaller learning communities, and evidence that these environments promote student learning, you may:
- Document departmental, faculty, and student participation in programs similar to:
- Freshman Seminars
- Freshman Learning Communities
- Living and Learning Communities
- Research Service Learning Program
- Sophomore Seminars for Career Awareness.
- Ronald McNair Program
- Research Opportunity Programs
- BA/MD program
- University or Departmental Honors Programs
- Document self-study of these programs, such as:
- Grade distribution analysis
- Measures of progress towards graduation.
- Increases in student recruitment and retention.
- Exit interviews and student surveys
- Alumni surveys
- Year-to-year comparisons on the National Survey of Student Engagement.
Diverse Student Success
To present evidence of the success of students from diverse backgrounds, you may document:
- Success rates, such as grades, graduation rates, graduate program acceptance rates, that indicate no difference among ethnic, gender, socio-economic, race, or linguistic groups and/or progress among under-represented groups.
- Employment practices that lead to diversity among faculty and staff.
- Student employment, work-study employment, assistantships, etc. that are equally available to all groups of learners.
- Student academic and professional clubs in your area that support all learners.
Opportunities and Support Available for Students
To show support available for students, you may list:
- Research, internship, applied course, and study abroad opportunities.
- Student participation in departmental, campus, regional, national and international research symposia, colloquia, and conferences, as well as professional and academic clubs.
- Advising practices that encourage mentoring, monitoring of student progress, and opportunities for internships, research positions, tutoring, study groups, counseling, and other services.
3c: Learning Environments – Support of Multiple Learning Styles and Needs
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Address needs of learning styles |
Teaching Effectiveness Institutes provided workshops on multiple learning styles from 2001 to date.
Academies address learning styles in their teaching methods; an example would be in trades and industries where “hands on” activities are promoted; all academies focus on academic and career/technical preparation. The Academy model supports multiple learning styles; |
Workshops and mentorship services have been provided to faculty to help them develop a variety of teaching methods and practices which support different learning styles. Myers-Briggs testing has been implemented in some classes.
Classroom observation and feedback from peers helps to broaden awareness and ideas for implementation |
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Address needs of distance learners |
A focused initiative is underway to design, develop and implement distance learning; Perkins grants help fund start up of such programs; Outreach to regional high schools and communities is occurring; technology has been purchased and installed; collaboration is in place with UNM Main campus and other regional colleges. |
Faculty are being trained in the use of Web CT, distance learning, and smart board utilization.
A distance education technical coordinator has been funded to supervise this initiative. |
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Opportunities for experiential learning |
Many classes in Holistic Health and Human Services incorporate experiential learning. Other disciplines also incorporate this including but not limited to the International Studies Program; Internships, Service Learning, and Research Service Learning. Construction technology has helped provide students opportunity to build homes through Habitat for Humanity; |
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Web/Video Course Enhancement |
ITV courses are offered; Web enhanced courses/ hybrid courses have been developed; WebCT |
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Computer-based learning labs |
Learning resource center labs, Mac labs and other classrooms have labs |
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There is a need for more labs. |
Other |
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Narrative
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3c: Learning Environments – Learning Environments
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Faculty and Student Participation in learning communities
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Learning communities were developed as part of our Center for Faculty Development since 2001.
Faculty retreats, institutes and orientations provided small group interaction and collaboration over the course of the academic year.
Two new academies were developed: Literacy & Cultural Studies and Extended Education |
Topics included methods, learning styles, technology in the classroom, creative arts and learning, methods based on multiple intelligence and addressing emotional needs of students in the classroom, dealing with difficult students, stress management and pedagogy.
New classes for student success were designed and implemented which focuses on the use of small learning communities in promoting student success. |
See evaluations of learning communities/attendance records.
Available upon request
See syllabi for these classes.
Syllabi available upon request |
Self-study of learning community programs
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Surveys have been implemented to access student opinion on their learning. |
This project spanned three years, culminating in 2006. |
See Institutional research data outcomes for specific results |
Other
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Narrative
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3c: Learning Environments – Diverse Student Success
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Success rates show no difference among groups |
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This area requires further assessment. Institutional data is required and progress has been made in this area over the past five –seven years. |
Employment Practices lead to diversity |
HISPANO Round table response by Campus director incorporates priorities for hiring and supporting a diverse work force; Workforce development position was developed and implemented (2007)
The Academies are making a concerted effort to hire diverse faculty. An example is the Health and Human Services academy which developed a substance abuse counselor training program with instructors from the Hispanic and native American communities. (2006-2007)
26-34% of employees are from diverse backgrounds. |
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This area requires further attention on an institutional basis. When that data is available the department of instruction will be better able to address this issue.
See Department of Instruction report on instructors and ethnicity (2007) |
Student employment equally available across groups |
Same as above,
Work-study positions are very representative of the diverse population of Taos. |
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See Student Affairs for data. |
Student clubs to support all learners |
There is an established student government organization, honors society, Chinese Healing Arts Club, International Club, Green Lobos Ecology Club. Newspaper Club, Woodworking Club. |
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Other |
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Narrative
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The above have functioned in different years; not all of them are currently active. |
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3c: Learning Environments – Opportunities Available for Students
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Research, internships, etc. are available |
Internships, Study abroad programs, service learning programs are actively implemented. Vocational And technical, “hands on” classes are available on and off campus; community involvement opportunities are available through a variety of programs. |
Examples are the certified nursing assistant program, emergency medical technician program, and human services, healing arts, media arts and communication and journalism internships. |
See previous evidence on internships. |
Students participate in conferences, clubs, etc. |
Students have participated in Faculty Orientations and Teaching Effectiveness Institutes.
Students have traveled to conferences in Bali, and nationally, regionally and locally. Human Services students affiliated with Rocky Mountain Youth Corp, Head Start, and Public Health participate in conferences.
Students in the humanities participate in SOMOS (writing, and performance of literary work). Students in Culinary Arts participate in cooking competitions and successfully place. Students participate in the annual Bioneers conference locally and nationally.
Students participate in various art shows throughout the year, some sponsored by UNM and others by other organizations in the region.
Students in the sciences participate in dental assisting national conferences. Students were all state scholars over the course of the past three years. |
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Advising provides support and mentoring |
Center for Academic Success and Achievement (CASA) works in collaboration with Student Affairs Advisors, and the Dept. of Instruction Academy Head Advisors to provide support and mentoring.
In past five years at least two models of mentoring students were designed and implemented which involved the use of faculty mentors to do outreach to students. |
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Other
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Narrative
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3d: Learning Resources
The commission will measure the availability of student resources, the usage rates of these resources, and our understanding of what resources are needed for effective learning and teaching. Resources may include laboratories, libraries, performance spaces, studios, clinical practice sites, and other hands-on learning spaces; as well as partnerships, innovations, and staff and faculty support available for students. The commission will also look for evidence that groups have assessed and evaluated the effectiveness of these resources.
Available Resources for Teaching and Learning
To identify resources available to your students, you may list:
- Availability and capacity of laboratories, libraries, performance spaces, studios, clinical practice sites, and other hands-on learning spaces.
- Technology-based resources are available to students, and support of these resources in terms of instruction, availability, design criteria, support staff, etc.
- Partnerships and innovations your college/school has implemented to enhance student learning and strengthen teaching effectiveness.
- Practices for increasing physical resources, partnerships, and innovations.
- Evidence of prioritizing your budget to support student resources and improvements in teaching and learning.
Assessment of Resources’ Effectiveness
To demonstrate that you have conducted assessments or evaluations of these resources’ effectiveness, you may document:
- Usage counts and traffic flow studies of resources such as laboratories, libraries, performance spaces, studios, clinical practice sites, and other hands-on learning spaces.
- Evaluation of to what extent available resources improve student learning, as well as timelines and frequency of this evaluation.
- Evidence that you respond to student demand levels for given resources.
- Evaluation of the effectiveness of staffing provided for given resources.
3d: Learning Resources – Available Resources for Teaching and Learning
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Available labs, spaces, sites, etc. |
a.) Learning Resource Center Computer Lab and mini-lab at the Klauer campus
b.) College Library downtown
c.) Mac lab and two PC labs
d.) Med Center labs |
a.) Total of 21 computers for student use for homework and research
b.) Library and labs open 7 days, 67 hours per week (up from 48 hours per week in 1997 to 63 hours in 2001) |
a.) Average just over 7,000 users per year signed in at the LRC since gathering data in 2002.
b.) Official patron records started in
2002 with 479 library accounts and has more than doubled in five years. |
Technology-based resources |
a) access to over 100 research databases
b.) LIBROS online catalog
c.) Foundation Directory Online
d.) LearningExpress online
e.) OCLC online interlibrary loan service
f.) CXOnline/eChoices
g.) Department of Instruction has acquired computers for all full- time faculty and academy heads.
H.) Training has been identified and implemented for faculty. Examples include Power Point, Quickbooks, Excel, Word, GIS, WebCT, Smart Board, Distance Ed |
a.) started with FirstSearch in 1996 and added on more each year depending on grant money and partnerships
b.) invited to join LIBROS online catalog in 2000
c.) for grant research for students and institutional development
d.) for students from GED to IS (Introductory Studies) courses to career exploration
e.) average 755 items obtained through interlibrary loan for students and faculty from 1995-96 to 2006-07
f.) for student career and college major exploration
g.)full time faculty are provided with computers.
h) Implemented through yearly and semesterly workshops. |
a-f) Provides 24/7 access to information, research materials and instruction materials to students and faculty
g. There is a need for more technology and maintenance of such for adjunct faculty. |
Partnerships and Innovations |
LIBROS online catalog is a consortium
Consortial pricing for database licenses through NMCAL (New Mexico Consortium of Academic Libraries)
NM State Library subsidizes statewide database licenses
University Libraries negotiates licenses for the branch campus libraries.
Partnered with other departments on campus in a Title V grant for 2001-2005 grant years.
Member of the Passport program through NMCAL giving UNM-Taos students access to other academic libraries across the state, which is reciprocated so other students can use the UNM-Taos collection.
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With LIBROS our students have access to our collection as well as that of over 30 other academic and research libraries across the state
With access to WorldCat our students can access information on any item that has ever been catalogued in an OCLC member library, over 60 million records |
Maintaining these relationships affords us the ability to provide access to materials and resources for our students and faculty that we would not be able to on our own. |
Practices for Increasing Resources |
Continue networking through NMCAL, University Libraries, and NM State Library
The Department of Instruction has developed several relationships over the past 10 years. |
Examples of alliances are: Taos Living Center (CAN), Plaza de Retiro, Holy Cross Hospital, Collaborative Action for Taos County, CARES, (a regional behavioral Health collaborative), MolyCorp, Chesed, interfaith program Town of Taos, Taos County, Taos Ski Valley, Taos Business Alliance, Taos Film Commission, CI Direct, Work Force Connections, New Mexico Health Agency, Taos Pueblo, Area public schools and regional colleges and university collaboratives.
Courses are offering for continuing education, professional development training and specialized contacts. |
See Current Taos Education and Workforce document. |
Budget supports resources |
Budget can not support resources needed therefore, we depend on grants, GO Bonds, and resource sharing
Title V and legislative funding has supported the Department of Instruction resources.
Branch status received in 2003. |
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See Title V documents available upon request.
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Other |
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Narrative
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Funding is a significant issue across the campus. Formula funding has been detrimental to UNM-Taos growth. Therefore we are dependent on other sources of revenue to support our programs and operations. |
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3d: Learning Resources – Assessment of Resources’ Effectiveness
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Evidence Gathered |
Description and Details |
Evaluative Comments |
Usage and Traffic Studies
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a.) Computer lab usage, LRC sign in records
b.) Circulation statistics |
a.) Students sign in each time they come in to use a computer for homework or research
b.) show number of items checked out from our collection |
a.) averaged over 7,000 users per year since gathering data in 2002
b.) statistics show 300 items checked out in 1995-96 to just over 3,000 in 2006-07 (*see attached statistics page “UNM-Taos Library History and Progression”) |
Evaluation of Effectiveness of Resources
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a.) We have used rubrics to measure information literacy skills used in particular assignments in Eng. 101, Soc. 101, and Psych 240.
b.) Pre-and post-quiz in information literacy skills for all classes that come to the library for research instruction.
c.) We provide an Information Literacy Instruction Student Evaluation form to every student that comes to the library instruction session. |
a.) Librarian worked directly with faculty to determine how much the grade improved on the assignment in relation to the rating on the information literacy rubric.
b.) Quiz measures knowledge in library classification, plagiarism, research databases, online catalog, Boolean operators, etc.
c.) The student determines whether they feel they learned the skills they need to be information literate. |
a.) The rubric was measuring how well the topic was defined, the types of sources used, whether they were scholarly, peer-reviewed sources and the citation formatting. Faculty found direct results in improvement in the students’ papers after information literacy instruction.
b.) The average percent of improvement from the pre-test to the post-test was 37% improvement from 2004-2007.
The English department now requires all English 101 sections to schedule a library research instruction session for each of their classes.
c.) Sample year 2004-2005 showed 79% felt they learned the skills they needed. |
Responding to student demand
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Developed a library website <taos.unm.edu/library> in 2003 to link to all of the resources available electronically and to provide information and announcements.
This past year started a UNM-Taos Library MySpace site <www.myspace.com/unmtaoslibrary> |
15,191 hits to the library website in 2004-2005 and 53, 943 hits to the site in 2006-07. |
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Evaluation of Effectiveness of Staffing
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Yearly performance based evaluation |
1 fulltime professional librarian with student assistants until 2002
2002-present 1 fulltime professional librarian and 1 fulltime paraprofessional library staff
Also increase the number of work-study student assistants each year, currently at 5 students |
Librarian evaluations have been primarily “Exceeds Expectations” |
Other |
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Narrative
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