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Dr. Timothy S. BrophyDirector of Institutional AssessmentUniversity of Florida
GRADUATE AND PROFESSIONAL
PROGRAM ASSESSMENT PLANS
Describe and explain SACS accreditation expectations for academic program assessment
Describe and explain the sections of the Graduate and Professional Programs Assessment Plan
Answer questions
TODAY’S GOALS
SACS-COC = the Southern Association of Colleges and Schools’ Commission on Colleges
SACS is the Federally-approved accrediting body for southern region of the US
SACS develops policies and standards that operationalize Federal Regulations
Eligibility for Federal funding (includes NSF, NIH) is tied to our reaffi rmation – without accreditation we lose this important funding source
WHAT IS SACS AND WHY IS IT IMPORTANT TO BE ACCREDITED?
US DOE & Office of Postsecondary Education - “Most institutions attain eligibility for federal funds by holding accredited or pre-accredited status with one of the accrediting agencies recognized by the Secretary, in addition to fulfilling other eligibility requirements.” Council for Higher Education Accreditation (CHEA) - “For USDOE recognition, accreditation from the organization is used by an institution or program to establish eligibility to participate in federal student aid or other federal programs.”
FEDERAL FUNDING ELIGIBILITY:UF MUST BE RECOGNIZED BY THE USDOE
SCOPE OF THE SACS PRINCIPLES
12 Core Requirement
s
35 subcompone
nts
14 Comprehensi
ve Standards
73 subcompone
nts
9 Federal Requirement
s
3.3.1 - The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness)
3.3.1.1 educational programs, to include student learning outcomes
SACS STANDARD 3.3.1.1
An educational program is a coherent set of courses leading to a
credential (degree, diploma, or certificate) awarded by the
institution.
HOW SACS DEFINES EDUCATIONAL PROGRAMS
There is a clear expectation that an institution be able to
demonstrate institutional effectiveness for all its diplomas, certificates, and undergraduate
and graduate educational degree programs.The expectation is that the
institution will engage in ongoing planning and
assessment to ensure that for each academic program, the
institution develops and assesses student learning
outcomes.
EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT
Methods for assessing the extent to which students achieve these outcomes are appropriate to the nature of the discipline, and consistent over time to enable the institution to evaluate cohorts of students who complete courses or a program.
At appropriate intervals, program and learning outcomes and assessment methods are evaluated and revised.
EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT
Shared widely within and across programs, the results of this assessment can affi rm the institution’s success at achieving its mission and can be used to inform decisions about curricular and programmatic revisions.
(SACSCOC 2012, Resource Manual, http://sacscoc.org/pdf/Resource%20Manual.pdf)
EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT
Completion of at least one complete
educational program
assessment cycle
Documented evidence that
the “improvement
cycle” is complete
Evidence and documentation of compliance
with all requirements and standards
WHAT SACS EXPECTS
Institutional Effectiveness
Establish Goals and Outcomes
Assessment Planning
Implement the Plan and Gather Data
Interpret and Evaluate the
Data
Modify and Improve
THE UF ASSESSMENT PROCESS
Assessment
UF
MIS
SION
Graduate /Profession
al program
Assessment Plan
Mission Alignment
Student Learnin
g Outcom
es
Research
Assessment Timeline
Assessment Cycle
Methods and
Procedures
Assessment Oversight
GRADUATE AND PROFESSIONAL PROGRAM ASSESSMENT PLAN
Describe briefly the program’s mission, and how the program meets the department, college, and university missions. For example:
The mission of the<enter name> program is to <enter text>. This aligns with the department mission by <enter text.> It also supports the college mission to <enter text>. It supports the university mission by <enter text>.
MISSION
These have been provided in the templates you received in September
The complete file is on the Institutional Assessment website
Graduate SLO categories are Content, Skills, and Professional Behaviors
Online resources: “Writing Measurable Student Learning
Outcomes” PowerPoint“Guide to Writing Student Learning
Outcomes”
STUDENT LEARNING OUTCOMES
What are the research expectations for students in your program?
Briefly describe the research expectations for students in the degree program.
How does your program prepare the students to become researchers in the discipline?
If the degree is NOT a research degree, briefly state this, and include a brief description of any research-related activities that students complete in the program.
RESEARCH
The Assessment Timeline is a matrix that shows when the SLOs assessed and measured in the program
It should be clear to a student when an assessment occurs, and the type of assessment that is planned (assignment, project, paper, performance, presentation, etc.)
ASSESSMENT TIMELINE
Assessment SLOs
Assessment 1
Assessment 2
Assessment 3
Enter more as needed
Content Knowledge
#1
#2
Skills
#3
#4
Professional Behavior
#5
#6
ASSESSMENT TIMELINE
Program_____________________________________ College ____________________________________
Assessment SLOs
Assessment 1 Assessment 2
Knowledge
Theory and Research Methods
Dissertation Proposal Dissertation Defense
Theory and Research Methods/Classes
Upon completion of each advanced-level class
Annual Evaluation
Skills Completion of
conference papers/publications
Upon completion of each advanced-level class
Annual Evaluation
Professional Behavior
Ethics/diversity appreciation
Upon completion of MMC 6929 Communication
Colloquium
Service/leadership Annual Evaluation
TIMELINE SAMPLE – PH.D. IN MASS COMMUNICATIONS
Program: Ph.D. in Mass Communication College of Journalism and Communications
YearSLOs
11-12 12-13 13-14 14-15 15-16
Content Knowledge
#1
#2 Critical Thinking (Undergrad)Skills (Grad/Prof)
#3
#4 Communication (Undergrad)Professional Behavior (Grad/Prof)
#5
#6
ASSESSMENT CYCLE
Program College _Analysis and Interpretation: [Enter date or time frame here]Improvement Actions: Completed by [Enter date here]Dissemination: Completed by [Enter date here]
YearSLOs
12-13 13-14 14-15 15-16
Knowledge
Theory and Research Methods X X X X
Theory and Research Methods/Classes X X X X
Skills
Completion of conference papers/publications
X X X X
Professional Behavior
Ethics/diversity appreciation X X X X
Service/leadership X X X X
ASSESSMENT CYCLE SAMPLE – PH.D. IN MASS COMMUNICATIONS
Program: Ph.D. in Mass Communication College of Journalism and CommunicationsAnalysis and Interpretation: May-JuneProgram Modifications: Completed by August 31Dissemination: Completed by September 30
Note: Data collection for these assessments will begin in the 2012-13 academic year. We did not collect data in prior years.
Each unit employs various methods and procedures to assess and collect data on student learning.
In this section of the plan, units provide information on their specific methods and procedures for the SLO assessments they identify in Assessment Timelines.
Include a sample grading rubric.
It’s OK to sample your total student population – see the recommended sample size chart on the Institutional Assessment website
METHODS AND PROCEDURES
These are the
individuals who are
responsible for
managing the
assessment work in your
unit
List everyone and their contact
information
The first person on
the list should be the lead contact
Purpose: ongoing
communication
ASSESSMENT OVERSIGHT
Timothy S. Brophy, Ph.D.Director, Institutional Assessment
235 Tigert HallOffi ce of the Provost
Email: [email protected] .eduPhone: 273-4476
QUESTIONS