Department of Agricultural Education & Studies

Learner Outcomes Assessment Portfolio for the Undergraduate Curriculum

Undergraduate General Outcomes Assessment

Assessment of the general education outcomes continues to focus on communications, problem-solving and critical thinking, ethics, environmental awareness, and international/multicultural awareness. For the past several years, assessment has revealed student dissatisfaction with the means to fulfill the ethical and international/multicultural outcomes. The College has recently expanded the list of approved classes to meet the ethical component, and with the new international perspective requirement, flexibility has been increased. In addition, departmental staff is offering international travel classes that provide an in-country experience to fulfill this need. By actively experiencing the culture and lifestyle of a different country, students have an increased understanding of diversity within other cultures.

As part of the department's five-year review and outcomes assessment plan, a survey of alumni was conducted during the spring of 1997. Mean ratings by agricultural studies graduates for "dealing with ethical issues" and "multicultural awareness" was average but overall the two lowest outcomes assessed. The means for the same two outcomes, plus "environmental awareness", received the lowest ratings by agricultural education graduates who responded. Curriculum revision will concentrate on improving experiences to increase knowledge in these areas.

Since assessment of the general education outcomes at the departmental level is relatively new, assessment activities will be updated to fully incorporate these learning outcomes. Like the departmental outcomes, awareness will be increased by incorporating general outcomes into orientation classes and inclusion on the undergraduate web page.

Undergraduate Departmental Outcomes Assessment

Students of departmental programs continue to be assessed on their knowledge and ability to utilize broad-based agricultural knowledge, to function in a technical society, to live and work in a global society, and to communicate effectively. Agricultural education students are further assessed on their ability to plan, organize, present, and evaluate agricultural information and their understanding of how and why people behave. Students in agricultural studies are further assessed on their ability to make decisions off knowledge and to implement their specialized program.

As part of the department's five-year review and outcomes assessment plan, a survey of alumni was conducted during the spring of 1997. Even though graduates indicated average to above average preparation related to each of the departmental outcomes, curriculum revision will focus on improvement and enhancement of these areas.

The 1997 assessment of graduating seniors indicated that students lack skills and knowledge in ag mechanics and technologies. This need was addressed by increasing the number of credits required for graduation in agricultural systems technology. Today those needs are not being met. The agricultural systems technology area has had to reduce classes due to budget cuts. Alternatives are being looked at to meet these needs.

The 1997 assessment also revealed that students are lacking in computer skills. Several of the required classes have increased student exposure to computers by requiring E-mail journals and record keeping through computer software programs trying to address this need.

Assessment data from 1997 helped confirm a need for enhanced presentation and problem-solving skills in real world situations. Classroom and internship experiences have been revised to help students improve these skills. Furthermore, the 1997 assessment has helped guide improvement in the AgEdS department's capstone course, AgEdS 450. Student input has been utilized to enhance the class by incorporating contemporary and other issues thus providing exposure to issues facing the agricultural industry.

In addition, learning outcomes and measurement activities were reviewed and assessed before the implementation of the 2001-2003 ISU Catalog. Changes were implemented for the 2001-2003 ISU Catalog.

As overall improvement to the outcomes assessment activity of the department, an on-going plan for reviewing intended outcomes and collecting and assessing data has been developed. Since learning increases when the learner is aware of the desired outcomes, a concentrated effort to highlight departmental outcomes will include a discussion of intended outcomes in orientation classes and the inclusion of them on the undergraduate web page.