Student Learning Outcomes Documentation Dr. David L. Batie, NCARB, RA ● East Carolina University ● July 26, 2017

Presentation Outline How to Assess Where to Assess When to Assess What to do with the Assessment Tie-in with Quality Improvement Plan Making documentation presentable and accessible to Visiting Team

How to Assess Direct / Indirect Per each SLO. Determination of classes by each program Minimum of 2 assessments Required (1 must be Direct) Types of Tools Tests / Questions / Papers / Projects / Capstone Must be assessed as Individuals Teams cannot be used as Direct assessment Goals are determined by the program. Start at realistic level of acceptance (73% - “C”), then increase over time Student Work Required per SLO assessment. Only 1 required, must also include copy of correct answers, etc. to verify acceptability of measure Data Backup: 1)How Assessed, 2)Results of the Assessment, 3)Analysis of Results, 4)What will take place in the future to improve results

Actions taken / Results / Analysis of Results / Next Reporting Year or Semester

Where to Assess Course Placement CLO Tie to SLO Determined by each program Introduce – Reinforce – Assess May be one or multiple courses CLO Tie to SLO Each CLO should have a significant SLO assessment May be more than One SLO per CLO Work to keep CLO to 4-5 evaluations

Where to Assess Course Learning Outcomes tied to SLO Can be assessed for the SLO Can be assessed just for the program Introduce – Reinforce - Assess Course Learning Outcomes tied to ACCE SLO evaluation CLO Assessment Value Assessment Value

When to Assess Frequency of collection vs assessment 9.1.4.1 Degree program shall conduct a comprehensive assessment of its objectives and Learning Outcomes. Data collection to measure achievement of goals and Learning Outcomes shall occur at least annually. Minimum of once a year We collect and analyze each semester (Fall/Spring) 9.1.4.2 The results of each assessment cycle shall be documented in a systematic manner. A complete cycle is defined as an assessment of all ACCE Student Learning Outcomes. The cycle shall not exceed three years. 2 cycles required each 6 year period Assessment of collected documentation during summer

What to do with the Assessment Changes made 9.1.4.3 Evaluation of the degree program objectives and Learning Outcomes shall be compared to the stated performance criteria to determine whether stated objectives and Learning Outcomes were achieved and if there is a validated need for improvement in any areas. Goals modified 9.1.4.4 After each complete assessment cycle, the entire process shall be reviewed and updated with plans for improvement including any revisions to the degree program’s assessment plan.

Tie-in with Quality Improvement Plan (QIP) 9.1.3.1 Mission Statement of the Degree Program. The mission statement expresses the underlying purposes and values of the degree program. 9.1.3.2 Degree Program Objectives. The Degree Program Objectives shall be clearly defined and stated in a manner that permits an assessment of achievement. 9.1.3.3 Program Learning Outcomes. These Program Learning Outcomes shall meet or exceed the ACCE Student Learning Outcomes (section 3.1.5) and be regularly formulated, evaluated, and reviewed with the appropriate participation of faculty, students, industry advisory board, and other pertinent parties. Some programs use the 20 SLOs at their PLOs

Tie-in with Quality Improvement Plan (QIP) 9.1.3.4 Assessment Tools. These tools shall measure achievement of degree program objectives and student achievement of Student Learning Outcomes as stated in 9.1.3.2 and 9.1.3.3. The frequency for using the tools and procedures for data collection shall also be stated. 9.1.3.5 Performance Criteria. There must be at least one performance criteria for each assessment tool. These criteria shall be used to measure the achievement of the degree program objectives and Learning Outcomes as stated in 9.1.3.2 and 9.1.3.3. 9.1.3.6 Evaluation Methodology. This methodology shall be followed for data collection.

Undergraduate Program Implementation and Review Measures Target Person responsible for data collection Due Date for data collection Review by Assessment Committee – Met Target Suggest action item Review and approved by CMGT faculty Implement changes (minor) Implement changes (major)   May 15th June 10th June 20th August Faculty Retreat This academic year Next academic year Average SAT score and GPA of Lower level CMGT courses 1100/3.0 Advising Center / CMGT Secretary-Student Admin. Percentage of underrepresented groups 20% Advising Center / Registrar Direct Student Learning Outcome Assessments At least 75% of class score “C” or above Faculty Number of CMGT students participating in competition teams annually 10 Faculty / CMGT Secretary-Student Admin. Number of courses with hands on experiments 4 Chair Number of courses that effectively integrate technology 6 Number of construction site visits annually 8 Graduating seniors exit survey (Knowledge, Skills, Personal Growth) 90% IPAR QIP UG Program Implementation & Review Example

Undergraduate Program Implementation and Review Measures Target Person responsible for data collection Due Date for data collection Review by Assessment Committee – Met Target Suggest action item Review and approved by CMGT faculty Implement changes (minor) Implement changes (major)   May 15th June 10th June 20th August Faculty Retreat This academic year Next academic year One and Four year alumni survey 3.5/5 Assessment Committee / IPAR Employer Survey (Yearly) Placement rate within 3 months after graduation 100% CMGT 4400 / Career Services Number of students completing an 500 Work Hours 90% CMGT Secretary-Student Admin. Broad representation of companies from multiple industry sectors attending the career fair  Minimum of 5 for each major segment of the industry Career Services Upper Division enrollment 250 Registrar / Advising Center Number of Graduates each semester 50 Registrar / CMGT Secretary-Student Admin. QIP UG Program Implementation & Review Example

Program Learning Outcome Assessment - SACS

Making Documentation Presentable and Accessible to Visiting Team Recommend 20 SLO Notebooks Each SLO assessment Examples Provide electronic documentation in advance of the visit Confusion, abstract applications between SLO and Course books