Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2018-2019
dc.contributor.author | Graunke, Steve | |
dc.date.accessioned | 2022-02-21T20:30:01Z | |
dc.date.available | 2022-02-21T20:30:01Z | |
dc.date.issued | 2019 | |
dc.description.abstract | The Division of Undergraduate Education (DUE) at IUPUI has a comprehensive range of programs, services, and policies designed to enhance student learning, academic achievement, and persistence. The focus on continuously improving student academic achievement and persistence has made a strong commitment to assessment and evaluation, an integral aspect of the DUE strategic plan. Assessing programs designed to enhance student educational outcomes during the first-year of college requires careful conceptualization of the processes and relationships involved before choosing measures and evaluation designs. As such, the DUE assessment strategy includes a three-phase approach to assessment including needs, process, and outcome assessment. In addition, we employ mix-method approaches that involve a combination of qualitative and quantitative methods as well as indirect and direct measures of student learning. | en_US |
dc.identifier.citation | Graunke, S. (2019). Division of Undergraduate Education Program Review and Assessment Committee (PRAC) Annual Report 2018-2019. ScholarWorks. | en_US |
dc.identifier.uri | https://hdl.handle.net/1805/27900 | |
dc.language.iso | en_US | en_US |
dc.publisher | IUPUI | en_US |
dc.subject | program review | en_US |
dc.subject | assessment | en_US |
dc.subject | demographics | en_US |
dc.subject | student survey | en_US |
dc.subject | needs assessment | en_US |
dc.subject | process assessment | en_US |
dc.subject | outcome assessment | en_US |
dc.subject | planning | en_US |
dc.title | Division of Undergraduate Education Honors College Institute for Engaged Learning University College Program Review and Assessment Committee (PRAC) Annual Report 2018-2019 | en_US |
dc.type | Report | en_US |