Resources for Assessment
Institutional Assessment Plan and Guide
The Winthrop University Institutional Assessment Plan and Guide (2013 Edition) is designed to assist faculty, staff and administrators in developing and implementing assessment.
Resource Journals for Higher Education Assessment
The purpose of Academic Program Review (APR) is to ensure that Winthrop University continues a leadership role in offering national-caliber academic programs consistent with emerging best practices. Winthrop University's APR website provides guidelines that were adopted in 2007 and updated in 2011, information on roles and responsibilities, the stages of APR, and Winthrop's APR schedule for future and previous years. The Fall 2007 (Number 105) Association of Institutional Research (AIR) Professional File is the basis for Winthrop's general guidelines for academic program review.
The Winthrop Plan (2006): Winthrop's Nature and Character
The Winthrop Plan is the touchstone of our values and principles, continuously reflecting and informing our daily work.
National Survey of Student Engagement (NSSE)
Graduating Senior Survey
Winthrop University’s Department of Accreditation, Accountability and Academic Services, administers a graduating senior survey twice a year, once in December and once in April/May. All August and December baccalaureate degree candidates receive an email invitation from the Registrar to complete the online graduating senior survey in December, one week prior to commencement. All spring baccalaureate degree candidates receive an email invitation from the Registrar to complete the graduating senior survey in April/May. Future plans of degree recipients are reported on Winthrop’s College Portraits web site, http://www.collegeportraits.org/SC/WU/degrees.
ETS Proficiency Profile Administrative Process AY 2011-12
As a member of the Voluntary System of Accountability (VSA), Winthrop University participates in institution-wide assessment of its undergraduate students to measure learning gains in critical thinking and written communication. Learning gains, or value-added scores, reflect the difference between the actual and expected scores of graduating and entering students, taking into account the academic ability of the students as measured by their SAT (or converted ACT) scores. The VSA approved three instruments to measure learning gains, the ETS Proficiency Profile, the ACT CAAP, and the Council for Aid to Education’s Collegiate Learning Assessment (CAECLA). Each of the three testing organizations (ETS, ACT, and CAE) uses the same method to compute and characterize their learning gains or value-added scores for VSA purposes. During the 2011-12 academic year, Winthrop University administered the ETS Proficiency Profile, abbreviated form, to first year students enrolled in half of all fall 2011 sections of Principles of the Learning Academy. In addition, deans from Winthrop's four degree-granting colleges asked faculties from their respective undergraduate degree programs to have senior students participate in the voluntary institutional assessment initiative. The ETS Proficiency Profile Report provides the results from that initiative.
National Institute for Learning Outcomes Assessment (NILOA)
Policies and Procedures
External Institutional Effectiveness Links: