Systematic Assessment
Collection, analysis, and use
Massachusetts Maritime Academy is committed to the systematic collection, analysis, and use of data for continuous improvement of student learning. Massachusetts Maritime Academy's system of assessment begins with the collection of student learning outcomes data at the course and academic department levels. Data is also collected at the institutional level and shared with the campus-wide assessment committee, with recommendations to the Vice President of Academic Affairs and Board of Trustees.
Course Level
Student learning data collected and analyzed at course level and shared at the department level.
Department Level
Student learning data collected and analyzed at program/department level. Suggestions for continuous improvement provided and shared with the assessment committee.
Institution Level / Assessment Committee
Student learning data collected and analyzed at the institution level. Student learning data is reviewed by the assessment committee. Suggestions for continuous improvement are provided to the VP of Academic Affairs, BOT, and results are shared with departments and faculty.
Vice President / BOT Level
Student learning trends and plans for continuous improvement are shared with the VP of Academic Affairs and BOT. VPAA/BOT provide suggestions and resources when appropriate.
Assessment Committee
To support assessment of course, department, and institution-level student learning outcomes, Massachusetts Maritime Academy instituted the Campus- Wide Assessment Committee in September 2012. The committee is strictly advisory in nature and all recommendations from the committee to the administration will be considered as part of the decision-making process.
The mission of the committee is to:
- Monitor all assessment initiatives to ensure that the assessment cycle, collection of data, analysis of data, and implementation of corrective measures are applied to assessment practices;
- Review and approve new assessment concepts;
- Submit a report annually to the administration on progress of the campus wide assessment program;
- Investigate possible assessment alternatives.
Committee composition:
- One full-time Tenured/Tenure-track faculty from each major;
- One full-time Tenured/Tenure-track faculty from each General Education Department of less than 12 members;
- Two full-time Tenured/Tenure-track faculty from each General Education Department of 12 or more members;
- One administrator representing DGCE;
- One administrator representing the library;
- Two administrators representing student affairs;
- One senior administrator representing academic affairs.
The duties of the committee are to:
- Identify assessment needs of the Academy as they relates to student learning outcomes and goals;
- Provide guidance in identifying departmental learning outcomes and goals linked to the Academy’s goals and mission;
- Examine and critique the assessment plans developed and implemented by each academic department, and provide feedback and guidance as needed;
- Coordinate with the Office of Institutional Research to interpret the results of data collected on students learning, and to share these results with each department;
- Assist in devising strategies, as needed, for using assessment results to improve student learning;
- Recommend the best assessment practices to suit the Academy’s needs;
- Submit an annual report to the administration on assessment activities and results;
- Provide options for the administration to consider with regard to training for interested faculty and staff in appropriate direct measures of learning outcomes.
Members will be appointed on either two or three year basis.
The committee will not infringe upon the Academic Freedom of any faculty member. The committee will not, in any way, seek to evaluate any faculty member’s performance and will not have the power to impose any mandatory assessment plans.
Institution Outcomes Assessment
The Academy’s Core Competencies and Institutional Student Learning Outcomes (ISLOs) are informed by Massachusetts Maritime Academy’s mission statement. The Massachusetts Maritime Academy Core Competencies and ISLOs for undergraduate education were revised during spring 2016. Final updates were approved and became effective as of June 22, 2016.
These five areas comprise the essential skills and abilities that form the educational foundation for all other courses and allow for success beyond the Academy. These competencies are introduced, reinforced by, or incorporated into many courses throughout the curriculum. All students who graduate from Massachusetts Maritime Academy should achieve competency in these areas.
Specialized Knowledge
This competency reflects what students should be able to demonstrate with respect to their major or academic program.
Broad and Integrative Learning
This competency reflects basic knowledge and understanding related to humanities, social sciences, sciences, and mathematics. It also reflects students’ ability to bridge different areas of learning.
Intellectual Skills
This competency reflects students' skills as related to communication, quantitative literacy, and higher-order thinking. It also includes technology and information literacy skills, creating a foundation for lifelong learning.
Applied and Collaborative Learning
This competency reflects what students can do with what they know. It reflects students' application of knowledge, skills, and abilities as demonstrated in classroom, workplace, and other settings.
Civic and Global Learning
This competency reflects the knowledge, skills, values, and abilities necessary for participation in civic and democratic life. It includes awareness, understanding, and appreciation of social and political values as well as respect for diversity and inclusion.
Undergraduate ISLOs
The Academy’s Institutional Student Learning Outcomes (ISLOs) for undergraduate education are derived from the Academy’s core competencies and address expectations for the undergraduate experience within the majors, the general education program, and the co-curriculum.
Specialized Knowledge
- Basic knowledge and understanding of the history, theories, scholarship, tools, technologies, methods, and/or specialized terms of a field of study.
Broad and Integrative Learning
- Basic knowledge and understanding of humanities, social sciences, sciences, and mathematics.
- Ability to explore concepts and questions that bridge different areas of learning.
Intellectual Skills
- Ability to write, read, speak, and listen effectively.
- Ability to critically and creatively comprehend and evaluate new information and ideas.
- Ability to use quantitative reasoning skills, applying basic concepts of mathematics and science.
- Capacity for lifelong learning, including ability to utilize technology and information literacy skills.
Applied and Collaborative Learning
- Ability to work and achieve goals as a member of a team.
- Capacity for leadership, including the ability to make rational decisions while complying with a set of standards.
- Ability to perform and behave in a professional manner acceptable for career goals.
- Ability to make appropriate future decisions based on past and present conditions and circumstances.
Civic and Global Learning
- Basic knowledge, understanding, and appreciation of diverse social and political values.
- Capacity for ethical reasoning, including the ability to make decisions and act in a socially responsible manner.
- Ability to integrate knowledge and skills in civic and global contexts.
- Capacity for empathy, including an appreciation for diversity and inclusion.
- Capacity for civic action, including the ability to engage in service that benefits the public good.