This website provides support for Educational Goals assessment processes focused on fostering a transparent and inclusive learning environment, promoting academic excellence, and advancing institutional effectiveness. The content was originally created by the Teaching and Learning Centre and is now under the oversight of the Vice-Provost and Associate Vice-President, Learning and Teaching.
A history of the Educational Goals initiative at SFU can be found here.
In 2018, a working group was tasked with progressing the initiative at SFU. Their report can be found here and includes the progress to date on the setting of goals, information on how to assess goals, and resource requirements needed to ensure the sustainability of the initiative. In addition, the working group was tasked with identifying institution-level Educational Goals for SFU. A draft of these goals is in the report, and in 2019 the AVPLT will work with the SFU community to refine this draft and eventually to bring SFU Educational Goals to Senate.
The following workflow provides an overview of activities involved in the Educational Goals assessment process as part of unit External Review at SFU:
The assessment of Educational Goals at SFU is integrated with academic units’ External Review, which takes place every seven years:
External Review Timeline
Unit Self-Study: Between October and December of the year prior to the unit’s External Review which is circulated to External Reviewers before their site visits. Assessment of Educational Goals should be included in the Unit Self Study (see Sections 3.2.a. & b. in Senate Guidelines for External Reviews of Academic Units).
Unit Action Plan: After reviewing the External Review Report, units are expected to produce a Unit Action Plan to address the recommendations from reviewers and to plan for the next cycle.
Progress Report: In year 4 units are expected to produce a Progress Report for internal use and reporting to the SFU administration. As part of this document units are expected to report on their assessment of all Educational Goals.
Data Collection for EG Assessment
The approach presented here for data collection and analysis is sequential in nature, proceeding through the phases of definition, collection, analysis and action. It allows almost an equal amount of time for each of the phases and enables units to focus on each phase independently.
However, depending on units’ assessment plan, resources, time allocation, and preference, variations of this approach are equally appropriate.
For instance, units may decide to collect on each Educational Goal individually, by defining, collecting, and analyzing before moving to the next Educational Goal, and repeating this process until all Educational Goals are assessed.
Another variation is to collect on all Educational Goals while also analyzing the data simultaneously.