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Institutional Research

Institutional Research





Philosophy and Paradigm

Philosophy

Assessment is an integral part of the continuous process of learning and development with the purpose of improving the total university experience.  Assessment uses well-defined outcomes and criteria employing multiple measures.  The information derived from assessment activities will be used to facilitate student learning and development, to promote faculty and staff growth, and to improve the quality and relevance of academic and nonacademic programs, services, and facilities.

Academic Paradigm

Academic assessment at University Central Missouri depends upon faculty and student involvement.  Assessment occurs in the form of designing, monitoring, administering and evaluating assessment activities within department, general education, and interdepartmental programs. 

Academic assessment at University Central Missouri

  • directly relates to teaching and student learning
  • provides feedback for program improvement
  • employs appropriate methodology
  • uses feedback in a positive manner

Student Services Paradigm

Student Services at University Central Missouri

  • contributes directly to student learning and development.

Programs are designed to provide learning experiences that complement the formal instructional process.

  • recognizes that students often are experiencing rapid personal growth.

In addition to developing new academic skills, they are being challenged to explore new ideas, examine their value systems, evaluate existing attitudes, and investigate new life styles.  Similarly, they are learning social and interpersonal skills and are exploring future career options.

  • recognizes that ‘adult learners’ are an important segment of the university population.

Typically, these individuals may be pursuing educational goals different from those of the traditional student (making career changes, obtaining promotions, reading more widely, exploring new ideas and interests).  However, these students also may be in the developmental stages of self and life, vocation, social responsibility, dependence/independence, and human relationships.

  • relates directly to providing support services for students and constituents.

Programs and services are needed to assist students in understanding the responsibilities for controlling their progress through higher education management systems.  It is essential that all offices monitor student services satisfaction and assess whether or not their programs and services are meeting stated outcomes (goals).

  • involves the interaction of staff and students outside the classroom setting.

Activities include one-to-one, small group, and large group activities that tend to deal with the many facets of student life.

  • fosters personal growth in independence and leadership.

Student activity programs help students learn leadership skills and assume responsibilities as majority age citizens in the University community and in society.  Involvement in student governing boards encourages students to be responsibly involved in decision-making and governance processes.

  • assumes that human diversity is a strength.

The campus atmosphere fosters an environment that encourages ethnic and cultural sensitivity and understanding.  Programming assists members of diversified groups to function in the mainstream of campus experiences and activities.

  • uses multiple means and appropriate methodologies to gather information for program improvement.

Use of multiple measures and appropriate methodologies employing qualitative and quantitative information increases the accuracy of judgments, the value and impact of feedback, and the potential for program improvement.

 Approved by the FSUAC  December 1, 2008