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Oklahoma State University

Assessment and Academic Improvement Council

AAIC Mission Statement

The mission of the Assessment and Academic Improvement Council (AAIC) is to improve student academic achievement by:

  • providing leadership for assessment,
  • developing and encouraging the adoption of policy changes and other improvements as indicated by assessment data, and
  • directly implementing AAIC-led improvement initiatives.

The AAIC is comprised of representatives from each college, Division of Student Affairs, Graduate College, OSU Library, Institutional Research and Information Management, GPSGA, and SGA.

More Information on AAIC

AAIC Vision, Goals, and Structure

Assessment is the process of gathering, analyzing, and interpreting data on student learning and development for the purpose of evaluating educational impact and improving student learning and development.

Vision

Improve student learning and development through a nationally-recognized and fully integrated assessment and improvement process.

Goals:

- Instruction

1. Fully engage all faculty members and units that impact student learning and development in systematic assessment and improvement of student achievement.

a. All degree programs will engage in assessment consistently, regularly, and effectively and will use results from assessment activity to improve.

b. Co-curricular units that impact student learning and development will engage in assessment consistently, regularly, and effectively and will use results from assessment activity to improve.

2. Facilitate implementation of institution-wide assessment activity including general education assessment, institutional surveys, and other institution-level assessment as deemed necessary.

3. Promote initiatives to improve student learning and development based on assessment results. Advocate for implementation of recommendations to improve student learning and development based on assessment results.

4. Provide stewardship of students’ assessment fees.

a. Ensure use of student assessment fees in accordance with guidelines set by the Oklahoma State Regents for Higher Education (OSRHE) and OSU.

b. Carefully and responsibly consider allocation of funds to achieve the most useful results for the benefit of student learning and development.

5. Collaborate with academic and co-curricular programs to establish practices that meet or exceed the assessment requirements of coordinating, governing, and accrediting bodies.

6. Support assessment as an integral part of institutional culture.

a. Inform faculty members, administrators, and other stakeholders about the assessment program and promote the use of assessment results in decision-making processes.

b. Promote the availability of resources to enhance assessment practices and improve the use of assessment results.

c. Inform students about the assessment program and how it is used to improve their learning and development.

d. Integrate assessment with Academic Program Review and other university processes.

e. Support the development of assessment expertise in future faculty members (current graduate students).

- Research

7. Increase faculty members’ involvement in assessment and engagement in the scholarship of assessment.

a. Support consultation, workshops, and professional development for faculty members in assessment of student learning and development.

b. Communicate regularly with the campus community about assessment activities and results.

c. Encourage and support faculty members’ scholarly activity in assessment.

- Outreach

8. Support and participate in appropriate accountability initiatives locally and nationally.

9. Communicate assessment results and the use of assessment to implement improvements with external stakeholders including the residents of Oklahoma.

10. Collaborate with feeder K-12 schools and community colleges on assessment and improvement efforts.

Structure

The structure of the Assessment and Academic Improvement Council is designed to incorporate representatives from all academic units to facilitate clear communication and cooperation on campus-wide assessment and improvement initiatives. Voting membership of the Assessment and Academic Improvement Council shall include:

  • One representative from each college’s dean’s office or proxy
  • One faculty member representing each college
  • One representative from the Graduate College
  • One representative from Institutional Research and Information Management
  • One representative from the Library
  • One representative from Student Affairs
  • One representative from the Committee for the Assessment of General Education (CAGE)
  • One representative from the Graduate and Professional Student Government Association (GPSGA)
  • One representative from the Student Government Association (SGA)
  • One representative from the Division of Academic Affairs

Chair

The Chair of AAIC serves a two-year term, shall be elected from the regular membership of AAIC, must have a faculty appointment, and must have served at least one year on AAIC prior to being elected to the position. The Chair shall vote only to break a tie.

The primary responsibilities of the chair are to:

  • Preside over meetings of AAIC;
  • Coordinate activities of the ad hoc committees.

Vice-Chair

The Vice-Chair of AAIC is the Director of University Assessment and Testing and serves as a non-voting member.

The primary responsibilities are to:

  • Convene regular meetings of AAIC and organize materials for the meeting agendas;
  • Appoint ad hoc committees for the purpose of completion of special projects or for the development of recommendations to be considered by the full council;
  • Serve as a liaison to other campus committees and groups.

 

Academic Year 2016 - 2017
September 2016 February 2017
October 2016 March 2017
November 2016 April 2017
Academic Year 2015 - 2016
July 2015 (special meeting) December 2015
September 2015 January 2016
October 2015 March 2016
November 2015  
Academic Year 2014 - 2015
  August 2014 March 2015
  December 2014 April 2015
  February 2015 May 2015
Academic Year 2013 - 2014
  September 2013 May 2014
  November 2013
Academic Year 2012 - 2013
  September 2012 February 2013
  October 2012 April 2013
Academic Year 2011 - 2012
  September 2011 November 2011
  October 2011 February 2012
Academic Year 2010 - 2011
  September 2010 February 2011 (joint meeting)
  November 2010 March 2011
Academic Year 2009 - 2010
  September 2009 February 2010
  October 2009 March 2010
  November 2009 April 2010 (joint meeting)
Academic Year 2008 - 2009
  September 2008 February 2009
  October 2008 March 2009 (joint meeting)
  November 2008 April 2009
Academic Year 2007 - 2008
  September 2007 February 2008
  October 2007 April 2008
  December 2007  
Academic Year 2006 - 2007
  August 2006 March 2007
  September 2006  
  February 2007  
Academic Year 2005 - 2006
  August 2005 February 2006
  September 2005 March 2006
  October 2005 April 2006
  November 2005  
Academic Year 2004 - 2005
  September 2004 February 2005
  October 2004 April 2005
  November 2004  
Academic Year 2003 - 2004
  September 2003 February 2004
  October 2003, revised mission,
vision, goals statements
April 2004
Academic Year 2002 - 2003
  September 2002 February 2003, nsse group
  October 2002 April 2003, nsse group
  January 2003, nca group May 2003
  January 2003, nsse group  
Academic Year 2001 - 2002
  September 2001 March 2002
  October 2001 May 2002
  January 2002  
Academic Year 2000 - 2001
  September 2000 February 2001
  October 2000 April 2001
  January 2001 May 2001

 

AAIC Policy

"OSU requires that all academic programs conduct Program Outcomes Assessment to comply with the assessment mandates of the Oklahoma State Regents for Higher Education and the Higher Learning Commission (HLC) of the North Central Association (NCA – the accrediting organization). Each academic unit is required to have an assessment plan on file with the Office of University Assessment and Testing that describes expected student learning outcomes for each degree program and the methods used to evaluate those outcomes. Academic units are also required to file brief annual reports describing their assessment activity from the previous year."

Assessment of student learning in all academic units can be a beneficial tool for facilitating dialogue about the curriculum and encouraging continuous programmatic improvement throughout a campus. Assessment refers to the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba and Banta 1999). Assessment is not a review of faculty performance. Program Outcomes Assessment provides feedback to an academic unit on the performance of its curriculum; thereby allowing informed decisions regarding the need for changes. Assessment is, therefore, an integral part of the commitment at OSU to sustain and enhance academic quality and the student educational experience.

The Assessment Council supports the idea that academic units are best suited to determine how to assess their students’ learning outcomes and how to use assessment results for program improvement. The Assessment Council and Office of University Assessment and Testing work to facilitate program outcomes assessment by providing information, guidelines, and financial resources to conduct effective assessment and by coordinating assessment at the program and institutional level.

The Assessment Council encourages academic units to develop and implement Program Outcomes Assessment with the following concepts in mind. These characteristics form the basis for providing feedback to academic units regarding assessment methods and uses of results.

  • Program Outcomes Assessment is based on a process in which faculty have identified the desired student outcomes that are consistent with the objectives of the academic unit. Assessment focuses on evaluating student achievement of these expected learning outcomes. Assessment results must not be used for RPT evaluations or annual appraisals of faculty or staff.

     

  • Program Outcomes Assessment seeks to help faculty understand and improve student learning by asking key questions such as What should graduates of this program know or be able to do? Have the graduates of our program acquired this learning? How can student learning, or our curriculum, be improved?

     

  • Program Outcomes Assessment should provide feedback to the academic unit and contribute to program development. Assessment should not simply be viewed as collecting data for program evaluation; it should be viewed as integral to ongoing self-evaluation, development, and improvement of the program.
     
  • Program Outcomes Assessment should include a variety of measures that are suited to evaluate the unique learning objectives in the unit.
     
  • Assessment should optimally include direct and indirect measures of student learning. Direct measures include a capstone experience, senior project, portfolio assessment, standardized tests, certification and licensure exams, locally developed exams, exams blind scored by multiple scorers, juried review of student performances and projects, external evaluation of student performance in internships. For graduate programs, direct measures also include faculty review of theses and dissertations. Indirect measures include data from student surveys, alumni surveys, exit interviews, retention and transfer rates, length of time to degree, graduation rates, job placement, and program acceptance.
     
  • The same assessment methods do not have to be used every year. Program Outcomes Assessment should be systematic and ongoing; the timetable for implementing assessment measures should be appropriate for the curriculum and resources of the program.
     
  • Each academic unit should periodically review and evaluate the assessment methods and determine how these methods contribute to program development. Assessment methods may change over time as different concerns emerge regarding the curriculum or student learning.
     

Assessment reports should be brief summaries of the assessment activities in an academic unit and are requested annually to comply with requirements of the State Regents. The reports should be shared with all faculty in the academic unit and reviewed by the dean of the appropriate college. The reports are used for continued accreditation with the North Central Association and a variety of programmatic accrediting agencies.