The University of Tulsa demonstrates, through its ongoing assessment initiatives, a commitment to educational achievement and improvement of student learning. Institutional level methods focus on student attainment of The University of Tulsa mission. University learning outcomes are measured at the college, program, and course level.
The Annual Program Review process is a faculty-driven initiative that measures attainment of program learning objectives for undergraduate, graduate, and professional programs. The Annual Program Assessment Report provides evidence that The University of Tulsa is satisfying its mission using information gained each academic year to evaluate the effectiveness of its academic programs and improve the student learning process. The process also provides faculty with an opportunity for self-reflection.
The University of Tulsa institutional assessment initiative, the Mission Statement Assessment Project (MSAP), uses direct and indirect assessments of students’ abilities to measure the accomplishment of institutional learning objectives. The following methods give feedback of student performance at multiple levels and in various ways across the curriculum:
- The National Survey on Student Engagement (NSSE) and Faculty Survey on Student Engagement (FSSE) obtain experiential and perception information from freshmen, seniors and the faculty who teach both groups.
- The Tulsa University Learning Assessment Project (TULAP) is a faculty-developed process that uses evaluative instruments (rubrics) to analyze student work that is produced in general curriculum courses.
- HEIghtenTM scores are obtained from a standardized exam that is administered to students at the beginning and end of their undergraduate tenures.
Students are also provided opportunities to give direct feedback to faculty about learning experiences at the course level through the end-of-semester course evaluations.
Results of these activities are analyzed for trends and evidence of student growth and proficiency. Results are compared to national cohorts. Student confidentiality is maintained by removing identifiers from artifacts prior to analyzing data and presenting results to stakeholders. Collectively, these assessment activities provide faculty with a comprehensive picture of what is working well for students and faculty and areas where opportunities for improvement exist.