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

2. 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

3. 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

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

5. 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

6. 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

7. When to Assess Frequency of collection vs assessment
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)
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

8. What to do with the Assessment
Changes made
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
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.

9. Tie-in with Quality Improvement Plan (QIP)
Mission Statement of the Degree Program.
The mission statement expresses the underlying purposes and values of the degree program.
Degree Program Objectives.
The Degree Program Objectives shall be clearly defined and stated in a manner that permits an assessment of achievement.
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

10. Tie-in with Quality Improvement Plan (QIP)
Assessment Tools.
These tools shall measure achievement of degree program objectives and student achievement of Student Learning Outcomes as stated in and The frequency for using the tools and procedures for data collection shall also be stated.
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 and
Evaluation Methodology.
This methodology shall be followed for data collection.

11. 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

12. 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

13. Program Learning Outcome Assessment - SACS

14. 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