Plan for Assessing and Improving Student Learning
College of Fine and Applied Arts
University of Illinois at Urbana-Champaign
Section I. Development Process
The Department of Landscape Architecture offers the following degree programs:
B.L.A. - Bachelor of Landscape Architecture
- a first professional degree
M.L.A. - Master of Landscape Architecture
- a first professional degree, a graduate degree for students
with backgrounds other than landscape architecture
M.L.A. - Master of Landscape Architecture
- a graduate degree for students with accredited undergraduate
landscape architecture degrees
The first two degrees are accredited by the American Society of Landscape Architects.
Preparation of the Assessment Plan was coordinated by a faculty member who also serves as an academic advisor to graduate and undergraduate students. The faculty member attended two of the CTE training sessions, accessed the web site, and was assisted by the Division of Instructional Development (CTE).
Faculty met twice to identify goals and concerns. Early in the process, it was agreed that the Assessment Plan should reflect our Strategic Plan. Committees were formed to investigate selected issues and methods. The work of these committees was summarized in a draft report distributed to all faculty. From this report, specific approaches were selected and incorporated in a draft Plan. The Plan was presented to the faculty and approved in March.
Section II. Student Learning Outcomes
The undergraduate program prepares students for professional practice. Our graduate programs prepare students for professional practice and leadership roles in teaching and research.
Our Strategic Plan has identified the following competencies desired of all graduates:
• Provide students with a comprehensive understanding of the profession.
• Help students develop core creative and analytical skills which foster self-motivation, curiosity, and concern for society and the environment.
• Encourage students to responsibly challenge conventional solutions to problems.
• Enable students to understand and apply knowledge of natural, behavioral, and cultural systems through the design, planning, and management of landscapes that respond to changing environmental and social conditions.
Additional competencies desired for graduate students include:
• Encourage students to develop advanced knowledge and skills in behavioral and cultural factors, land resource planning, and design.
• Enable students to understand and apply current research and scholarly methods that contribute to the advancement of the profession.
Section III. Measures and Methods
The following methods will be used to measure outcomes in all programs:
1. Accreditation Review
The Department will continue to undergo accreditation reviews every five years. Reviews are coordinated by the Landscape Architectural Accreditation Board (LAAB) and use external evaluators. As part of this process, the Department examines program objectives, administration, the professional curriculum, and faculty. This information is published in a Self-Evaluation Report. Review of the report, combined with observations from the visiting evaluators, results in suggestions for improvement which are presented to the Department.
2. Alumni Survey
Conducted to gather data for the Accreditation Review, graduates from the past five years receive detailed questionnaires which address issues such as the relevance and quality of courses and professional achievements. Data from the survey are compiled and published in the Accreditation Self-Evaluation Report. This report is presented to the external evaluators. Copies are also given to the faculty. The survey for the next Review will be on the Department web page. We hope that this will increase the response rate, yielding more reliable data.
3. Student Advisory Committee
The Department Head will continue to meet with graduate and undergraduate representatives, as part of the Student Advisory Committee. This Committee is convened once a semester and, when necessary, to deal with serious issues (such as required competencies and assessment measures) that impact the Department. Input from the Committee is shared with faculty and staff.
4. Feedback
The use and analysis of informal early feedback (IEF) and critical incident feedback (CIF) will be increased so that all Department courses will utilize one or both of these methods. IEF will be acquired at a halfway point each semester. CIF will be gathered after major events such as a field trip or large project. Questions will assess student learning and attitudes. Data from these forms will be analyzed with the help of CTE and findings will be shared with the Department Head, Advisors, and Program Committees.
5. ICES
The use and analysis of ICES will be expanded. The Department is in the process of developing three sets of core questions, to replace the current, single set. Revised questions will reflect the types of instructional settings typical of the Department (lecture, design studio, and technical lab) and will address general and specific learning outcomes. Additional questions, repeated from the feedback questionnaires (item 4), will also be included in an attempt to increase the validity of the data.
6. Digital Student Portfolios
A digital portfolio of selected student work will be developed. Work from every student in a course will be documented for certain, specified projects. Digital images will be entered into a computer-based archive to provide views of courses over time and student progress through the program.
7. Open Student Forums
The Graduate and Undergraduate Advisors will meet at least once a semester with students, as a group, to discuss a set of questions and to identify significant, additional issues of concern. Advisors will report their findings to the Department Head.
The following methods will be used to measure outcomes in the undergraduate program:
8. Capstone Studio
All senior undergraduates will continue to be required to successfully complete LA 338 - the capstone Design Workshop. This class addresses all phases of the design process -- from initial concepts to final, detailed plans and drawings. Problems are of a complex nature, dealing with social, aesthetic, economic, and environmental issues. Students are expected to utilize all of their previous course work in the process. Work from this class is presented to reviewers (both internal and external) at a mid-point and at the end of the semester.
9. Employer Evaluation of Interns
Employers supervising students enrolled in the Professional Internship course (LA 245) will complete a confidential evaluation form. This assessment will be considered in the awarding of academic credit for the course. In addition, we will send forms to all firms and agencies listed in our Job Database, requesting that any professional who has hired one of our graduates to complete and return the form. These data will be compiled annually by the Internship Program Coordinator, shared with the Department Head and faculty, and be included in the Accreditation Review Self-Evaluation Report.
The following methods will be used to measure outcomes in the graduate program:
10. Thesis
Every graduate student will continue to complete a thesis in order to receive the M.L.A. degree. Completed theses will be reviewed on an annual basis, by the Graduate Program Committee, to assess strengths and weaknesses. Findings will be reported to the Department Head. All thesis proposals and abstracts will be compiled on an annual basis and be presented to the Department Head and faculty members.
11. Data Base
The Graduate Advisor will develop a data base to monitor academic performance, progress towards completion of degree, and assistantship performance. Findings will be reported to the Department Head and Graduate Program Committee.
12. Exit Interviews
All graduate students will be encouraged to have an exit interview with the graduate advisor shortly before they leave the Department. The advisor, with the input of the faculty, will develop a set of standardized questions. Information from these interviews will be compiled and shared with the Department Head, Graduate Program Committee, and those faculty who teach graduate students.
Section IV. Plans to Use Results for Program Improvement
1. Curriculum Revisions
The outcomes assessment process in the Landscape Architecture Department will be managed by the Graduate Advisor, with input from the Undergraduate Advisor/Program Coordinator. Each advisor will be responsible for compiling data for their respective programs. This information will be presented, in report form, to the Department Head and faculty at the beginning of each academic year (as part of the annual Department Retreat). Graduate and Undergraduate Program Committees will review the reports and make recommendations for advising and curricula revisions. The Department Head will direct committees and faculty to implement these revisions.
2. Student Information
Non-confidential information from the annual reports will be shared with students.
3. Resource Committee
Selections from the annual reports will also be presented to the Resource Advisory Committee (practitioners who provide advice and support to the Department) for their input and suggestions.
Section V. Timeline for Implementation
In place
1. Accreditation Review
2. Alumni Survey
3. Advisory Committee
8. Capstone Studio
10. Graduate Thesis
Spring 1999
4. Feedback
7. Advisor Meetings
Summer 1999
11. Graduate Data Base
Fall 1999
5. ICES
6. Student Portfolio
9. Intern Evaluation
Spring 2000
12. Exit Interviews with Graduate Students
Section VI. Resources and Support Needed
Implementation of the Outcomes Assessment Plan will require additional staff or research assistant support and funds for improved computer resources. Additional support will be necessary to collect and compile feedback data, to administer and analyze skills tests, and to design and maintain the graduate student data base. A graduate research assistant will be needed to manage the digital portfolio. Funds are also required for the software needed to develop the graduate data base.