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  • Visiting Scholar
    News Events Scholarships and Internships Center for Pacific Asian Studies Online Resources SSIS Home ASIA 198 Asia in the World Today Fall 2013 Visiting Scholar Asian Studies Clubs Asian Culture Club Sac State Japan Club Chinese Culture Organization of CSUS Hmong University Student Association Visiting Scholar Dr Lipi Ghosh Fulbright Scholar Tahoe 3086 l ipighosh gmail com Office hours Tuesday and Thursday 1 pm 3 pm and by appointment Education

    Original URL path: http://www.csus.edu/asia/Visiting%20Scholar.html (2016-02-12)
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  • CSUS Japan Club
    General Meeting is on Mondays 1pm 3pm 3rd Floor Valley Suite University Union Some hands on activites may occur at 12 1pm Check on Facebook for current info Fall 2015 WELCOME TO THE JAPAN CLUB WEBSITE 2010 CSUS Japan Club

    Original URL path: http://www.csus.edu/fl/japanese/Jclub/ (2016-02-12)
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  • Director's Message
    mission and strategic planning of this university The Office of Academic Program Assessment OAPA is a division of the Office of Academic Affairs with administrative oversight provided by Dr Don Taylor Assistant Vice President interim Academic Programs and Global Engagement OAPA assists our university and various academic units programs departments and colleges by Providing leadership support coordination and feedback for the annual assessment of student learning outcomes for all degree programs at each level baccalaureate master and doctorate Strengthening the assessment component for the periodic review of academic programs Program Review Facilitating and leading various initiatives that result in high quality and sustainable assessment practices for an institution wide understanding of student learning Serving as a campus wide resource for improving the culture of assessment Promoting a culture of evidence based decision making and continuous learning and improvement at Sacramento State To achieve these goals OAPA works closely with campus leaders including deans the seven colleges undergraduate studies and graduate programs department chairs program directors and assessment coordinators This office also collaborates closely with many campus units including the Provost s Advisory Committee on Assessment PACA the Program Review Oversight Committee PROC the Committee for Writing Across the Curriculum CWAC the Office of Institutional Research OIR the Center for Teaching and Learning CTL and the Academic Technology and Creative Services ATCS Center Since annual assessment is the foundation for program review and university assessment this office encourages colleges departments programs and faculty members to Evaluate whether their program learning outcomes PLOs together with assignments standards of performance at graduation and other data demonstrate the meaning quality integrity and uniqueness of their degree programs Explicitly integrate all the assessment efforts in the academic unit including direct assessment indirect assessment such as exit surveys and or student reflections or transcript analysis This

    Original URL path: http://www.csus.edu/programassessment/About%20the%20Office/director-message.html (2016-02-12)
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  • OAPA Consultants
    quality data to improve student learning and success Since 2007 Dr Liu has been Director of Sociology Graduate Program and is responsible for recruiting and advising graduate students and for designing and assessing this program She has also chaired three program review teams and served as an external consultant As the Director of The Sacramento State Annual Survey of the Region 2002 2009 her research team interviewed about 9 000 residents in the Sacramento region produced 54 reports and conducted more than 100 media interviews Contact Dr Elizabeth Strasser Dpt of Anthropology OAPA Consultant Elizabeth Strasser from Anthropology began serving as a faculty consultant for the Office of Academic Program Assessment in Fall 2012 Among many other things she has been a department chair served on the GE Course Review Subcommittee for 20 years chaired that body for several years been the GE faculty consultant for three years and in that capacity wrote the Report on Assessing Baccalaureate Learning Goals at Sacramento State as well as the GE Self Study for the GEGR Policy Committee served for 10 years on her department s undergraduate committee that advises majors served on the Instructionally Related Activities Committee that distributes monies to student groups serves as treasurer for the Phi Kappa Phi Honor Society and is currently the SSIS representative to the Academic Advising Career Center Office Mendocino Hall 916 278 5446 Dr Chia Jung Chung Dpt of Education OAPA Consultant Chia Jung Chung from the College of Education has served as the program coordinator and as the co chair of the Technology Advisory Committee and the committee of Strategic Planning Accountability and Resources in her college for several years She has also served on the Assessment and Accreditation Committee for two years She has facilitated the implementation of electronic portfolios in the

    Original URL path: http://www.csus.edu/programassessment/About%20the%20Office/consultant-info.html (2016-02-12)
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  • Academic Program Assessment
    secondary education it is incumbent upon us to provide various stakeholders with information about our progress in accomplishing those goals we have identified as important Academic Program Assessment Academic program assessment is a continuous process with the overarching purpose of improving student learning Thus it is based on establishing a set of critical student learning outcomes and evaluating how well our students are meeting those outcomes Such information will help us decide what to continue doing and what to change in order to help our students achieve those critical learner outcomes Academic program assessment is an ongoing process that facilitates continuous program improvement At Sacramento State academic program assessment occurs on multiple levels Assessment Plans Departments and other campus units have developed assessment plans which contain the following elements goals of the department and or expected learning outcomes for students methods for assessing progress toward these learning outcomes and a time table for the assessment process Unit Level Assessment Programs engage in their own in house assessment on a regular basis These types of assessment may reflect both university goals as well as the unique needs of a particular department Such assessment also includes course evaluations Annual Assessment Report On an annual basis programs are asked to provide Academic Affairs with a report on assessment activities that have occurred during the past academic year These reports should identify goals and or learning outcomes that were targeted for assessment measures used to evaluate progress toward those goals what the results of these measures tell the department about its program and changes made or planned in response to the results Departments are not expected to assess progress on all goals or objectives each year Rather the purpose of annual assessments is to develop a re occurring assessment cycle that will facilitate continuous

    Original URL path: http://www.csus.edu/programassessment/Assessment%20Process/Assessment%20at%20Sacramento%20State.html (2016-02-12)
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  • Accreditor Expectations
    Other Campuses Context for Assessment Accreditor Expectations National and regional accrediting bodies are recognized by the United States Department of Education which establishes standards for program assessment WASC Western Association for Schools and Colleges WASC our accreditor has reframed accreditation as a process that includes Commitment to educational effectiveness and student learning Programs need to provide data that demonstrates learner accomplishments at a level of performance appropriate for a degree This includes A developed system for assessing performance and provide evidence that information is used to improve student learning over time Clear goals and data that provides evidence of student learning Commitment to institutional capacity resources structures and processes to achieve purposes CSU Expectations Responding to the call for accountability academic program assessment was a major component of the Cornerstones project of the Chancellor s office The CSU Chancellor s Office is asking campuses to address accountability and responsibility for thirteen fundamental institutional performance areas Among them are the quality of baccalaureate and graduate degree programs and post baccalaureate program if offered Each campus has to report annually on progress made in the following areas Identification of expected learning outcomes for students in general education and major programs Development of

    Original URL path: http://www.csus.edu/programassessment/Assessment%20Process/Accreditor%20Expectations.html (2016-02-12)
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  • Principles & Policies
    integration Such an approach aims for a more complete and accurate picture of learning and therefore firmer bases for improving our students educational experience 3 Assessment works best when the programs it seeks to improve have clear explicitly stated purposes Assessment is a goal oriented process It entails comparing educational performance with educational purposes and expectations those derived from the institution s mission from faculty intentions in program and course design and from knowledge of students own goals Where program purposes lack specificity or agreement assessment as a process pushes a campus toward clarity about where to aim and what standards to apply assessment also prompts attention to where and how program goals will be taught and learned Clear shared implementable goals are the cornerstone for assessment that is focused and useful 4 Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes Information about outcomes is of high importance where students end up matters greatly But to improve outcomes we need to know about student experience along the way about the curricula teaching and kind of student effort that lead to particular outcomes Assessment can help us understand which students learn best under what conditions with such knowledge comes the capacity to improve the whole of their learning 5 Assessment works best when it is ongoing not episodic Assessment is a process whose power is cumulative Though isolated one shot assessment can be better than none improvement is best fostered when assessment entails a linked series of activities undertaken over time This may mean tracking the process of individual students or of cohorts of students it may mean collecting the same examples of student performance or using the same instrument semester after semester The point is to monitor progress toward intended goals in a spirit of continous improvement Along the way the assessment process itself should be evaluated and refined in light of emerging insights 6 Assessment fosters wider improvement when representatives from across the educational community are involved Student learning is a campus wide responsibility and assessment is a way of enacting that responsibility Thus while assessment efforts may start small the aim over time is to involve people from across the educational community Faculty play an especially important role but assessment s questions can t be fully addressed without participation by student affairs educators librarians administrators and students Assessment may also involve individuals from beyond the campus alumni ae trustees employers whose experience can enrich the sense of appropriate aims and standards for learning Thus understood assessment is not a task for small groups of experts but a collaborative activity its aim is wider better informed attention to student learning by all parties with a stake in its improvement 7 Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about Assessment recognizes the value of information in the process of improvement But to be useful information must be connected to issues

    Original URL path: http://www.csus.edu/programassessment/Assessment%20Process/Principles%20and%20Policies.html (2016-02-12)
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  • SharePoint Assessment Reports
    Assessment reports feedback 2014 2015 Assessment reports feedback 2013 2014 Assessment reports feedback 2012 2013 Assessment reports feedback Assessment Archive 2003 2012 Old Assessment Templates Examples Assessment Plans Program Review Program Review Website Program Review Summary Tables Assessment Plan Examples and Slideshow Resources Workshops Faculty Learning Community Materials and Handouts Committees Newsletters University Assessment University Learning Outcomes Institutional Assessment Portfolio Academic Program Assessment Tools Assessment Strategies Assessment Beyond Sacramento State Accreditation Other Campuses Context for Assessment SHAREPOINT TEMPLATE AND GUIDELINES SharePoint Assessment Templates and Reports 2016 2017 SharePoint Assessment Templates 2015 2016 SharePoint Assessment Templates 2014 2015 SharePoint Assessment Reports Tips for using SharePoint for Annual Assessment 1 LOGIN REQUIRED Please login using your SACRAMENTO STATE user account and password 2 Please locate your Program Report and click it 3 When attaching files please right click files and click send to compressed zipped folder then proceed to attach compressed file 4 When you are complete with the report please hit SAVE Please make sure to not miss click 5 Please whenever possible copy and paste from MSWORD to retain formatting tables pdf files do not copy 6 WARNING Leaving SharePoint idle for too long will close you out of your

    Original URL path: http://www.csus.edu/programassessment/annual-assessment/SharePoint%20Assessment.html (2016-02-12)
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