Student Learning Assessment

Assessment is an active learning process that focuses on accomplishments and progress rather than grading and ranking.  It provides students with clear expectations for learning, criteria for what constitutes good work, opportunities to demonstrate what they understand, and ongoing feedback.

Smith, B. L., MacGregor, J., Matthews, R. S., & Gabelnick, F. (2004). Learning Communities: Reforming Undergraduate Education. San Francisco: Jossey-Bass.

Student learning assessment at Wagner College is a campus-wide effort which collectively engages and organizes the assessment activities of the campus community.  Follow the links below for information about student learning and other campus assessment efforts.

Campus-wide research projects about student learning

 
In its assessment of the Senior Learning Community (SLC) program, the Psychology department found that students were not making as many connections between theory and practice when they were doing independent [...] Keep reading →
 
Wagner College’s strategic plan (approved October 2011) states in part, “We are dedicated to a model of personalized education that integrates the singular field based learning opportunities of New [...] Keep reading →
 
Nearly all Wagner students (94%) responding to the National Assessment of Service and Community Engagement (NASCE*) said that it is "very" or "somewhat" important that they assist those in need in their [...] Keep reading →
 
The GPI has six scales that measure global student learning on three dimensions: cognitive (knowing and knowledge), intrapersonal (identity and affect), and interpersonal (social responsibility and social [...] Keep reading →
 

Resources

Wagner institutional reports

Wagner’s Moodle assessment page with internal reports and information

Committee on Learning Assessment

Assessment personnel and resources

Student Learning at Wagner Fall 2012 newsletter (pdf)

Student Learning at Wagner Spring 2013 newsletter (pdf)

Student Learning at Wagner Summer 2013 newsletter (pdf)