1. Adult and Continuing Education
Cameron University
Adult and Continuing Education
Bachelor of Science
Organizational Leadership
CIP Code:
Program Code: 775
Fall 2010
Program Quality Improvement Report

2. Program Quality Improvement Report 2010-2011
Student-Learning Outcomes
(Bold Outcomes Reflect Priority Outcomes in this Report)
Students will demonstrate a general knowledge of the core content areas of the ORGL program (foundations of organizational leadership, professional communication, data analysis and interpretation, ethics and organizations, leading and managing, survey of fiscal management, and markets and stakeholders ), as well as the abilities to apply, analyze, evaluate and create knowledge in real world situations
Students will demonstrate global thinking, critical thinking, communication skills, problem solving, quantitative and analytical skills, and technological innovation skills
Students will develop additional specialized knowledge in an area of institutional focus (Cameron focus area is Communications)
Students will demonstrate increased knowledge applicable to their personal enrichment and/or professional advancement
Students will apply concepts and theories learned in the core content courses and area of focus to a capstone project in ORGL 4553
Fall 2010
Program Quality Improvement Report

3. External Program Outcomes
Student-Learning Outcomes
External Program Outcomes
Overarching Goal of Program: Substantially increase the percentage number of adults college graduates in Oklahoma among working adults who have completed approximately two or more years of college (or equivalent).
Oklahoma State Regents for Higher Education
Program Quality Improvement Report
Revised August 2010

4. Student-Learning Outcomes
State-Wide Outcomes and Goals
To facilitate life-long learning goals of adult learners
To provide an opportunity for adult learners to develop further knowledge in an organized leadership oriented core area
To provide an opportunity for adult learners to develop further knowledge in a specific area of specialization
To provide an avenue of higher education that meets the needs of adult learners for personal enrichment and/or professional advancement
To provide adult learners with educational mobility options in a world where career changes are increasing
To provide flexible curriculum designed for working adult students that maximizes the application of credit for prior learning relevant to the degree plan
To contribute to the economic development goals of the state of Oklahoma through providing a relevant degree option for working adults to earn a baccalaureate degree
Fall 2010
Program Quality Improvement Report

5. Alignment of Outcomes Mission Statement: Cameron University
Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in the cultural life and economic development of the region.
Program Alignment to University Mission Statement
Available to non-traditional, adult learners (diversity)
Innovative program designed to meet goals of adult, lifelong learners
Brain Gain 2010 goal – increase in graduates enhances economic development of the state
Fall 2010
Program Quality Improvement Report

6. Program Quality Improvement Report 2009-2010
Alignment of Outcomes
Mission Statement: ACE
ACE will provide quality services to meet the academic and regional community needs for Cameron University constituents by:
Providing quality advisement for students in Allied Health and Interdisciplinary Studies
Providing support services to academic schools to strengthen higher education programs delivered in the region
Increasing awareness of health care professions and support of learning opportunities for regional health care providers
Program Alignment to Department Mission
Each student is advised by the ORGL Coordinator, a program expert dedicated to advisement in the ORGL program
The ORGL Coordinator works with academic schools to schedule courses and support faculty academic delivery needs to improve learning
Fall 2010
Program Quality Improvement Report

7. Program Quality Improvement Report 2009-2010
Alignment of Outcomes
Relationship to Strategic Plan 2013
The program provides enhanced student learning and increases opportunities for educational advancement by bringing academic goals withing reach for adult learners (Goal 1 component)
Creates specific targets for adult learners (Goal 1 component)
Program Quality Improvement Report
Revised August 2010

8. Program Quality Improvement Report 2009-2010
Alignment of Outcomes
Relationship to Strategic Plan 2013, cont.
Student graduation rates helps meet target for retention and graduation rates. (Goal 1 component)
Student enrollment and completion success promotes collaborative relationship with other institutions across the state (core value, Goal 4 component)
Fall 2010
Program Quality Improvement Report

9. Measures of Learning Outcomes
Breakdown - Measures of Learning Objectives
Direct Measures 
Pre-post Exams
Course Assignments
Capstone Portfolio Review
Performance Rating
State-wide developed and validated examinations
Benchmark against other programs in State
Indirect Measures
IDEA student reactions to instruction and courses
Exit Interviews
Student perceptions of learning (exit surveys)
Retention Data
Graduation Rates
Program Quality Improvement Report
Revised August 2010

10. Report on actions from the three previously chosen priority outcomes10
Program Quality Improvement Report
Revised August 2010

11. Priority Outcomes/Objectives 2009-10
Students will demonstrate a general knowledge of the core content areas of the ORGL program (foundations of organizational leadership, professional communication, data analysis and interpretation, ethics and organizations, leading and managing, survey of fiscal management, and markets and stakeholders), as well as the abilities to apply, analyze, evaluate and create knowledge in real world situations.
Students will demonstrate increased knowledge applicable to their personal enrichment and/or professional advancement
Students will apply concepts and theories learned in the core content courses and area of focus to a capstone project in ORGL 4553
Fall 2010
Program Quality Improvement Report

12. Student-learning Outcomes and Measurements
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
1. Students will demonstrate a general knowledge of the core content areas of the ORGL program (foundations of organizational leadership, professional communication, data analysis and interpretation, ethics and organizations, leading and managing, survey of fiscal management, and markets and stakeholders), ), as well as the abilities to apply, analyze, evaluate and create knowledge in real world situations
Professional Communications ORGL 3223
Course Assignments (Direct)
Criterion-referenced
Intra-rater reliability
Each time course is offered
Survey of Fiscal Management ORGL 3443
Pre/Post Exams
(Direct)
Test-retest reliability
Twice for each course
Program Graduates
Retention Data (Indirect)
Graduation Rates (Indirect)
Institutional Data
Annually 12
Program Quality Improvement Report
Revised August 2010

13. Display of Assessment Data
OUTCOME 1
Professional Communications ORGL 3223
Learning Objective 1:
Students will identify communication concepts accurately on examinations and apply those concepts appropriately to interpersonal, intercultural, and public speaking contexts
Poor
Fair
Adequate
Good
Superior
Total number of Students 41
Eye Contact 3 5 23 10
Facial Expressions 6 20 15
Gestures (too many) 38
Posture
Enthusiasm
Vocalized pauses 28
Fall 2010
Program Quality Improvement Report

14. Display of Assessment Data
Professional Communications ORGL 3223 – Outcome 1
Learning Objectives 2,3,4,6:
2. Students will participate in communication encounters and both prepare and deliver a minimum of one informative presentation. 3. Students will identify and integrate appropriate research into written and oral assignments. 4. Students will critically evaluate that interpersonal and presentational communications of others through oral comments, examinations, essays or written evaluation forms. 6. Students will apply appropriate techniques in effective written communication.
Poor
Fair
Adequate
Good
Superior
Total number of Students 41
Topic Announced 8 15 18
Time Frame 5 2 34
Visual Aid Criteria 3 20 10
Completeness of content
Professionalism of Content 38
Fall 2010
Program Quality Improvement Report

15. Display of Assessment Data
Outcome 1
Survey of Fiscal Management ORGL 3443
Pre-test/Post-test
Percentage Improvement
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
Module 7
Fall Total number of Students 12 7 19 14 17 23 22
Summer Total number of Students 25 3 13 15 36
Fall 2010
Program Quality Improvement Report

16. Display of Assessment Data
ORGL Enrollment at Cameron University
by Semester
Fall 2010
Program Quality Improvement Report

17. ORGL Graduates at State Level (8 School Consortium) by Semester
Fall 2010
Program Quality Improvement Report

18. Program Quality Improvement Report 2009-2010
Display of Assessment Data
Fall 2010
Program Quality Improvement Report

19. ORGL Graduates at Cameron University by Semester
* estimates based on most current data
Fall 2010
Program Quality Improvement Report

20. Student-learning Outcomes and Measurements
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
4. Students will demonstrate increased knowledge applicable to their personal enrichment and/or professional advancement
Capstone ORGL 4553
Exam Questions
Course Assignments
Student Exit Surveys
Capstone Project
Norm-referenced
Criterion-referenced
Criterion-
referenced
Internal Consistency
Inter-rater reliability
Inter-rater
reliability
Multiple occasions in each semester
Once each semester 20
Program Quality Improvement Report
Revised August 2010

21. Display of Assessment Data
Outcome 4: Students will gain intellectual knowledge applicable to their personal enrichment and/or professional advancement
Capstone ORGL 4553
Summary Assessment Results – Portfolio and Projects (multiple measures)
Fall 2009
Total number of Students
Average Ratings
4.14
Spring 2010
Rating Scale: 1 – Poor
2 – Below Average
3 – Average
4 – Above Average
5 - Excellent
Fall 2010
Program Quality Improvement Report

22. Student-learning Outcomes and Measurements
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
5. Students will apply concepts and theories learned in the core content courses and area of focus to a capstone project in ORGL 4553
Capstone ORGL 4553
Exam Questions
Course Assignments
Student Exit Surveys
Capstone Project
Norm-referenced
Criterion-referenced
Criterion-
referenced
Internal Consistency
Inter-rater reliability
Inter-rater
reliability
Multiple occasions in each semester
Once each semester 22
Program Quality Improvement Report
Revised August 2010

23. Display of Assessment Data
Outcome 5: Students will apply concepts and theories learned in the core content courses and area of focus to a capstone project at the end of the program
Capstone ORGL 4553
Summary Assessment Results – Portfolio and Projects (multiple measures)
Fall 2009
Total number of Students
Average Ratings
4.71
Spring 2010
Rating Scale: 1 – Poor
2 – Below Average
3 – Average
4 – Above Average
5 - Excellent
Fall 2010
Program Quality Improvement Report

24. 2010-2011 Action Plan For Organizational Leadership
Finalize Statewide Assessment Plan and incorporate results in CU assessment plan
Conduct an employer survey.
Conduct program wide graduating student surveys
Develop second emphasis area by meetings with campus wide departments
Develop PLA Portfolio Class at CU
Offer online tutoring
Improve assessment methods by including all faculty associated with core areas and focus areas
Fall 2010
Program Quality Improvement Report

25. Action Plan for Student Learning Outcomes
Assessment of Program
Disseminate to program faculty all of the student learning outcomes that are to be measured for the BS ORGL program and work with them to ensure the outcomes are being measured in their respective courses, especially Foundations and Capstone classes
Coordinate with faculty on a regular basis to ensure the above data is being gathered properly and consistently
Compile data collected
Efforts will continue toward improving the data collection of students- post graduation
Program Quality Improvement Report

26. Program Quality Improvement Report 2009-2010
End of Formal Report
BACHELOR OF SCIENCE ORGANIZATIONAL LEADERSHIP *See Attached Supporting Information
Fall 2010
Program Quality Improvement Report

27. Supporting Information Overview
The B.S. in Organizational Leadership is offered via the Allied Health and Interdisciplinary Studies Program, a unit of the Department of Adult and Continuing Education.
Also known as the “Adult Degree Completion Degree” or the “Reach Higher Program” – an initiative of the Oklahoma State Regents for Higher Education
Delivered in collaboration with eight other participating institutions across the State of Oklahoma
Combines past college work with a series of courses in online and evening formats to equal a bachelor's degree. In some cases, student's work and life experiences may count for college credit through prior learning assessment.
Program Quality Improvement Report
Revised August 2010

28. Program Quality Improvement Report 2009-2010
Overview Continued
Curriculum collaboratively developed by the faculty of the eight initial collaborating universities
Admission Requirements:
≥ age 21
Completed at least 72 college credit hours
2.0 minimum graduation/retention GPA in past college course work.
Have completed the general education requirements as defined by Cameron.
Satisfy all Cameron University requirements for remedial coursework.
Core Courses: Primarily business related
CU Focus Area (major concentration): Communications
Benefit: Cost of program is less (do not pay online fees)
Accelerated because of availability of courses across state (each course offered 5 times per year)
Each course is 8 weeks, many are online
Fall 2010
Program Quality Improvement Report

29. Program Quality Improvement Report 2010-2011
Supporting Information
Informal Feedback from Graduates:
Observations
Number of students is increasing due to word of mouth and marketing about program and benefits of obtaining bachelors degree
If students do not meet minimum criteria for program, they are granted conditional admission and put on degree seeking track. This means that not all ORGL (775) students are taking ORGL classes yet.
Fall 2010
Program Quality Improvement Report

30. Program Quality Improvement Report 2009-2010
Supporting Information
Informal Feedback from Graduates:
Students graduating from the BS ORGl degree at Cameron report that their career/job options expand immediately upon graduation An estimated 33% of the students in the BS ORGL program at CU start out with more of an intrinsic motivation to “finish what they started” and have little interest in improving their current job status or earnings The remaining 67% state that their main motivation for retuning to school to complete their undergraduate degree is to improve their current socio-economic status for them and their family. Reports show that the majority graduates in this category end up accomplishing this goal and move on to better paying more professional positions within their current careers/companies or change career paths altogether because of their college grad status **Both of the above categories express a lack of concern for the actual degree type or major and more emphasis is put on just finishing “a degree”
Fall 2009
Program Quality Improvement Report