Assessment at DelVal

Over five years ago, Delaware Valley College embarked upon a transformational plan to look not at what is taught, but rather what is learned. The intent of this campus initiative was to ultimately turn DelVal from a teaching-centered institution to a learning-centered one. The following timeline provides a brief history of our progress, as well as insight into future goals and objectives.

1999
The inception of Outcomes Assessment began at Delaware Valley College as the first organized meetings of faculty, staff, and administration were held to identify and define the college’s desired institutional outcomes. An Outcomes Assessment Committee was formed to handle this task. Informational workshops, most notably one facilitated by Dr. Green, provided necessary training for interested campus participants.

2000
A survey to Delaware Valley College Alumna was distributed to assist in the identification of the college’s outcomes. The Board of Trustees received a progress report from the Outcomes Assessment Committee. King’s College, a pioneer in assessment, presented a workshop to faculty as professional development continued for the campus community.

2001
College faculty adopted the Nine Institutional Outcomes and professional development continued, as interest and participation amongst the campus community grew. Preparation began for accreditation review of DelVal’s Assessment program under Middle States.

2002
A new core curriculum, which incorporated the nine institutional outcomes, was devised.

2003
Middle States Review occurred. The OATS Committee formulated an implementation plan for assessment. Four Pilot Programs were chosen to become campus leaders in instituting and using assessment techniques.

2004
Professional development continued for the campus community. Alverno College, an academic leader in “learning-centeredness,” presented a seminar to DelVal faculty. The Pilot Programs shared their results with the campus community.

2005
The Pilot Programs began an initial analysis of collected information. This analysis revealed problems in the college’s overall approach to Outcomes Assessment. Attempting to institute the program via individual departments failed to create a cohesive policy, so a new plan was discussed and approved.