This website, developed by the Teaching and Learning Centre (TLC), provides support for Educational Goals assessment processes focused on fostering a transparent and inclusive learning environment, promoting academic excellence, and advancing institutional effectiveness. The TLC collaborates with academic, administrative, and service units to establish meaningful, attainable, and sustainable Educational Goals assessment practices.
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 7 years:
External Review Timeline
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.
Unit Self-Study: Between October and December of year 6, units are to produce a Unit Self-Study 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.
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 or 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.