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1 OAPE/rdj:2015

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I. Introduction

II. Program Assessment & Evaluation

III. Student Learning Outcomes Assessments

IV. Instructional Assessment, Evaluation & Development

V. Faculty & Staff Development

VI. Student Success

VII. Analysis & Communication of Assessment Data

VIII. Key Stakeholders

IX. Annual Survey Calendar

X. Evaluation Plan

2 OAPE/rdj:2015

I. Introduction

The mission of the Office of Assessment, Planning and Effectiveness (OAPE), in

conjunction with the Assessment, Evaluation and Improvement Committee (AEIC), is to

promote and facilitate improvement through ongoing evaluation and assessment in the College of

Pharmacy and Health Sciences (COPHS). This charge is accomplished through coordinated

efforts with all stakeholders, to ensure achievement of the COPHS’s mission and vision, strategic

plan and accreditation standards.

The COPHS Assessment Plan is established to measure the extent to which the College’s

mission and strategic initiatives are achieved. It outlines a comprehensive strategy of continuous

quality improvement, by measuring program effectiveness regarding student abilities,

knowledge, skills, values, and performance beyond the classroom. The process also establishes

accountability, as it includes collecting, documenting, and disseminating data/findings

throughout the College.

This document provides a framework for review and use of past, current, and future

assessment practices in the College of Pharmacy and Health Sciences. It outlines a plan for

providing operational stability to the College’s comprehensive evaluation plan. The plan

addresses new elements of the assessment, planning and improvement processes to prepare

pharmacy and health sciences practitioners as patient-centered and population-based care

providers. The foundation of the assessment plan is based on the College’s mission, strategic

initiatives and programmatic outcomes. Additionally, the plan establishes structural guidelines

relative to assessment, methods, data analysis and reports.

3 OAPE/rdj:2015

II. Program Assessment & Evaluation

The focus of the Office of Assessment is to develop and implement a comprehensive

assessment and plan for each academic program and administrative unit of the COPHS. The

College’s assessment activities are intended to measure the achievement of the College at three

overarching levels: 1) curricula assessment, 2) institutional effectiveness and 3) strategic

planning. Curricula assessment involves comprehensive formative and summative

measurements of educational outcomes of all COPHS programs. Institutional effectiveness

involves the assessment, analysis and implementation of the college’s systematic processes.

Strategic planning encompasses the use of key analyses towards defining strategy and making

decisions for the COPHS.

The primary goal for the COPHS is to develop a resourceful assessment system, which

effectively measures programmatic outcomes. The Assessment and Evaluation (A&E) process

establishes an on-going college-wide review system for developing, articulating and

implementing a comprehensive plan for improvement and compliance of all COPHS academic

4 OAPE/rdj:2015

programs and administrative units. Moreover, it provides systematic reviews of all achievements

of stated outcomes.

During each program’s scheduled A&E advisory session (e.g. biannually), strategic

goals, assessments, metrics and results are reviewed and refined based towards accreditation

compliance. Subsequently, the A&E plans serve as central evaluations for each program’s

approach to meeting the College’s mission and strategic initiatives (Appendix-A&E schedule).

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CClliinniiccaall LLaabboorraattoorryy SScciieenncceess ((BBSS)) OOffffiiccee ooff SSttuuddeenntt SSeerrvviicceess

HHeeaalltthh AAddmmiinniissttrraattiioonn ((BBSS//MMHHAA)) Office of Experiential Training & Continuing

Professional Education

HHeeaalltthh AAddmmiinniissttrraattiioonn ((MMHHAA)) Office of Clinical and Administrative

Services

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PPhhaarrmmaaccyy ((PPhhaarrmmDD && MMSS//PPhhDD)) Pharmaceutical and Environmental Health

Sciences

EEnnvviirroonnmmeennttaall HHeeaalltthh ((BBSS)) Pharmacy Practice & Clinical Health Sciences

RReessppiirraattoorryy TThheerraappyy ((BBSS)) Pharmacy Administration & Administrative

Health Sciences

III. Student Learning Outcomes Assessment

The College places emphasis on using evidence of student learning in the process of

determining priorities and strategic direction. The COPHS currently employs various forms of

assessments, including formative, summative, direct and indirect measures. These assessments

5 OAPE/rdj:2015

are comprehensive in nature and are used to assess student learning and retention of knowledge.

Each program has a variety of instruments to measure learning and program effectiveness on

multiple levels, such as progress examinations, local surveys, and national licensing board

examinations.

These educational practices are designed to address a number of objectives:

1. To obtain quantitative assessment data on student learning and retention of

knowledge.

2. To measure students’ achievement of professional outcomes and encourage review of

newly acquired knowledge.

3. To instill life-long learning practices and measure the students’ knowledge base

relative to subsequent courses.

4. To demonstrate the interrelationship of material from different courses and disciplines

from basic science to clinical application.

5. To serve as an objective measure of curricula success and students learning while

holding students and faculty accountable.

The COPHS develops competency-based assessment through simulation. With the goal

of producing “practice-ready” graduates who are proficient in the delivery of interdisciplinary

health care services, the College has acquired a newly renovated, state of the art

“Interdisciplinary Health Professions Simulation Center” on campus. The center is equipped

with a full standardized performance assessment laboratory; where evaluators can observe

simulation from a viewing room in real-time, for reliable assessments of competence in multiple

domains. The Center also contains high-fidelity human patient simulators with programmable

physiologic responses to disease states, interventions, and medications. These simulators can

speak, breathe, have realistic heart, lung, and bowel sounds, display hemodynamic parameters in

real time, seize, sweat, display cyanosis, and other physiologic responses at various levels.

6 OAPE/rdj:2015

Formative/Summative Assessments

Program Assessment Time Period

Clinical Laboratory Sciences Pre-Clinical Exam Spring

Comprehensive Exam Spring

Environmental Health Comprehensive Exam Spring

Health Administration (MHA) Comprehensive Exam Fall/Spring

Health Administration (BS) Comprehensive Exam Fall/Spring

Health Info. Management Comprehensive Exam Spring

Respiratory Therapy CRT Exam Spring

RRT Exam Fall

Pharmacy

Pharmacy Curriculum

Outcomes Assessment

(PCOA)

Spring

Summative Examination Spring

Comprehensive

Examination Spring

Note: Simulation-based assessments are throughout the curriculum for all disciplines.

IV. Instructional Assessment, Development & Evaluation

COPHS Peer Assessments of Instruction (PAI) – The Peer Assessments of Instruction

(PAI) program is a systematic, integrated process designed to support develop and evaluate

teaching at the COPHS. PAI are third party observation methods for measuring classroom

techniques, teacher/student interactions, and broad overarching aspects of pedagogy, practice and

teaching innovation. The program was piloted during the fall of 2014 semester, and a review

team of department chairs and faculty were assembled, trained and assigned to twelve lottery

selected lecturers.

7 OAPE/rdj:2015

The review process focuses on two key activities: (1) peer observation of in-class

teaching and (2) peer review of the documents used in a course. The review team identified a

reliable rubric that addresses 5 areas: course layout and integration, learning outcomes,

assessment of learning, resources and materials, and learner interaction.

The program helps establish a foundation for ongoing assessments and development of

teaching through student-centered learning strategies. The college anticipates improving

cognitive learning through this continuum of trainings and measurements of instructional quality.

The Texas Southern University College of Pharmacy and Health Sciences (COPHS)

implemented the Certificate of Teaching for Health Professions (CTHP) program in September

of 2014 with the aim of developing “Master Teachers”, through the expansion of mentorship,

innovations and collaborations. The program equips content experts with educational

theories/technologies and innovative approaches to becoming more effective in classroom and

laboratory instruction. Creative course designs and instructional techniques are introduced

throughout the program to support different learning preferences, curricula integration and

interdisciplinary education.

The program’s curriculum is made up of six self-pace online modules and self-

assessments, as well as 1½ hour of face-to-face meeting every other week for 10 weeks. The six

modules are divided into 3 courses: 1) Foundations for Teaching and Learning, 2) Course Design

and Measuring Learning Outcomes and 3) Design and Implementation Procedures for Learning

Environment. In-class attendance as well as completion of online modules and evaluations is

mandatory. The online component consists of 6 stand-alone, self-paced modules and evaluations

for each course, which must be completed prior to attending the subsequent in-class practicum.

Each module contains assigned readings, media presentations, discussion posts, case scenarios

8 OAPE/rdj:2015

and evaluations. It is recommended that participants dedicate approximately 5.75 hours per

week to fully benefit from the program.

V. Faculty & Staff Development

The COPHS plan includes professional development of faculty and staff. The Office of

Assessment schedules “mid-day development series” on a number of topics of interest selected

by COPHS faculty and Staff.

Faculty and staff performance evaluations are administered annually by University

Administration and COPHS Administration. Surveys are also administered annually to guide

feedback, development and improvement.

As part of the college-wide dashboard, faculty performance metrics are developed and

maintained departmentally (i.e. publications, presentations, grant awards, annual portfolio

submissions/updates etc.).

VI. Student Success

The College’s “student success plan” solicits the involvement of faculty, advisors and

course coordinators. Following each course examination, faculty members provide brief reports

of the low performing student(s) grades, as well as the intervention(s) performed with the

student(s). Additionally, students may be recommended tutoring and/or counseling prior to the

subsequent exam, based on the assessment of the faculty. The OAPE and AEIC work closely

with the Office of Student Services to further develop this process into a more centralized

college-wide program.

9 OAPE/rdj:2015

Students

AACP Grad. Students Survey

Students End of Year Survey

Student Focus Groups

AACP Alumni Survey

Course Evaluations

Semester Exams

Comprehensive/Progress Exams

OSCE

Student Portfolios

Preceptor Survey

State Licensure Exam Scores

Faculty

AACP Preceptor Survey

AACP Faculty Survey

COPHS Faculty Survey

Faculty Performance

Annual Portfolios

Course Review Process

Peer Reviews

Self-Reflection

College

Accreditation Self-Study

Assessment & Effectiveness Plans

Strategic Plan

Staff Survey

Academic/Non-Acad. Committees

OAPE/AEIC

Outcomes Assessment Report

Dean’s Council

Curriculum Committee OAPE/AEIC/Exam Committees

Committee

Recommendations

Department Chair

Faculty

Implementation/Review

Co

llecti

on

of

Da

ta

Pre-Admissions

Degree Program Admissions Test

Personal Interview/Essay

Recommendation Letters

Pre-Program GPA

Admissions Committee

Request for

Additional Info.

The Flowchart below represents the

annual assessment process at the TSU College of Pharmacy and Health

Sciences

Executive Council

10 OAPE/rdj:2015

VII. Analysis & Communication of Assessment Data

The Office of Assessment develops quarterly Institutional Assessment Reports including

analyses contributing to admissions, progression, attrition, student/faculty satisfaction, etc.

(Appendix). The reports document ongoing statistical analyses, relative to previous courses

assessments, grades and pre-admissions data.

The COPHS college-wide dashboard has been implemented. The dashboard is created

and illustrated through a Microsoft portal XLF file. The visualization tool was created via a

three step process: 1). Ascertaining college-wide data metrics, 2). Collecting and analyzing data

for review/presentation, 3.) Creating/formatting appropriate visual depictions.

The COPHS dashboard provides a continuum of institutional, programmatic and course

level metrics in alignment with the COPHS Strategic Plan. Current features include enrollment

by degree program and year, as well as progression and attrition alerts by class. [Internal] data

presentations include COPHS peer and national benchmarking/comparisons (i.e. board exam

passage rates, graduation rates, faculty/staff survey responses etc.). Additional [internal]

presentations include formative and summative course level passage rates by program, as early

indicators of students’ performance. A comprehensive outline of data metrics has been

developed and updated based on assessment reports/analyses; and periodically presented to the

Dean’s Council for ongoing discussions/approval (appendix).

The dashboard is located on the COPHS Assessment Webpage. All internal data will be

accessed on the webpage through a secured shared folder for COPHS stakeholders (faculty/staff)

review only. There is also a “data request form” on the Assessment Webpage to retrieve

Faculty/Staff recommendations/request towards development of additional data sets.

11 OAPE/rdj:2015

Assessment analyses are intended to provide the COPHS stakeholders with information

about the areas of improvement college-wide. Full implementation of a comprehensive

assessment system requires that data is collected, stored, disseminated, and analyzed in a timely

manner.

Warehousing:

There are four common data sets maintained throughout the College: Admissions Status;

Admissions Statistics; Demographics; Assessment. Approximately five primary systems

currently store these sets (Banner; Excel; E-Value; Blackboard; Access).

Admissions Status, Admissions Statistics and Demographics share the same [entry]

system and [maintenance] source via Admissions. Departmental Programs are the

primary source(s) for respective assessment data (see integration flowchart).

Collection:

The Office of Admissions ensures that all applicant data are entered and maintained

accurately, via the Banner and/or Pharmcas Systems.

Departmental Program Coordinators ensures that course/program assessment data

obtained from faculty are entered and maintained into the appropriately designated

[master] system(s) (i.e. excel; banner; blackboard; e-value; access etc.) for optimal

integration and storage capacity.

Data Dissemination & Request:

The Office of Admissions and Departmental Program Coordinators collaborate

frequently with the appropriate Department Chair(s) and the Associate Dean for

Academic Affairs, to ensure that respective data is maintained and stored for optimal use.

12 OAPE/rdj:2015

Department Chairs and the Associate Dean for Academic Affairs collaborate frequently

with the Office of Assessment, Planning & Effectiveness (OAPE) to ensure data is

maintained and stored for further examinations and presentations.

All general student data requests for the COPHS should be made through the Office of

Assessment, Planning and Effectiveness (OAPE) by submitting a brief online Data Request

Form (the form is available on the Assessment webpage). All data requests will be reviewed and

acted upon by the OAPE/AEIC within 7 days of the date of receipt.

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Pharmaceutical and

Environmental

Health Sciences

Pharmacy Practice

& Clinical Health

Sciences

Pharmacy

Administration &

Administrative

Health Sciences

COPHS Office of

Assessment,

Planning &

Effectiveness

Sets Systems Sources

13 OAPE/rdj:2015

Key Stakeholders

Assessment fosters wider improvement when representatives from across the educational

community are involved (from AAHE). An effective and comprehensive system requires that all

stakeholders of the College are devoted to the success of the “student”. Our commitment is to

helping students assume responsibility for their education by establishing priorities and

promoting concrete resources. While the students, faculty, and advisors roles are vital to this

process, an effective plan requires the cooperation and participation of all stakeholders. Below

are key contributors:

Office of Assessment, Planning and Effectiveness (OAPE) – is responsible for

developing and implementing a comprehensive assessment and plan for all academic and

administrative units of the college. Additionally, the OAPE facilitates designing and

implementing the faculty assessment program that simultaneously fosters individual faculty

development and fulfills the college’s mission.

Assessment, Evaluation and Improvement Committee (AEIC) – promotes

assessment, evaluation, and improvement of the COPHS academic programs; incorporate AEI

principles into all program activities; coordinate delivery of timely communication and

reporting; and promote stakeholder involvement.

Pharm.D. Curriculum Committee – The Curriculum Committee evaluates and reviews

all curricular matters including request for addition, modification and/or deletion of courses in

the COPHS; establishes criteria for evaluation of the curriculum; periodically reviews existing

programs with respect to quality, productivity indicators and effective management or

administration.

Faculty of the College – The faculty are responsible for a) reviewing and regularly

updating their stated course outcome abilities and designing instructional and evaluation

14 OAPE/rdj:2015

approaches to ensure that students are successful; b) providing assessment data on student

achievement of course outcomes; c) evaluating data from all course assessments to develop and

recommend strategies to maximize student achievement related to the college/programmatic

outcomes. In addition, course coordinators and program directors meet at least annually to

assure the coordination, sequencing, and integration of content for optimal use of teaching

methods to achieve stated curricula outcomes.

Students in the College – Students are required to maintain a performance portfolio

throughout their matriculation, complete course-related assignments, participate in

classroom/laboratory assessments, and respond to requests for completion of survey instruments

related to assessment.

Office of the Dean – The Dean’s Office provides support for and coordination of faculty

development activities related to student performance assessment and program assessment. The

Dean’s Office also provides resources to facilitate the work of the OAPE and AEIC.

Dean’s Executive Council – The Dean’s Executive Council reviews compiled

information related to student performance and achievement of the overall educational mission

and strategic initiatives of the College and sets policy related to assessment initiatives, including

endorsement of specific activities to be completed by faculty and staff in throughout

departments.

15 OAPE/rdj:2015

Annual Survey Calendar

Office of Assessment, Planning and Effectiveness

TSU College of Pharmacy and Health Sciences

AACP Surveys JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

Applicant Pool, Enrollment, and Degrees Conferred (Student Surveys)

Alumni Survey (every 3-4 years) Faculty Survey Funded Research Grant Survey Graduating Student Survey Preceptor Survey (every 3-4 years)

Funded Faculty Research Grant Survey

TSU - College of Pharmacy & Health Sciences Surveys JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

End of Year Student Survey Student Course Evaluations (University)

Faculty Professionalism Survey

Experiential Training Graduate Survey Survey completion

COPHS Students

PY4

Alumni

Faculty and/or Staff

Office of Assessment, Planning & Effectiveness

Preceptors

Faculty Principle Investigators

Experiential Training Graduate Survey

16 OAPE/rdj:2015

Program Outcome

(Improvement)

Stakeholders (Data Source)

Assessment Method

Assessment Goal/ACPE Standard

Timing

Formative

or Summative

Direct

or Indirect

Data Collection Responsibility

Data Recipients (Evaluation)

Occurrence (Status)

F S I D

Curricular Effectiveness/Student Learning (i.e. interventions, supplements, lecture modifications)

Students/Faculty

Course examinations, exercises, experiences, evaluations

Evaluation of student knowledge/skills/abilities within program courses: Assessments to include (but not limited to): examinations; quizzes; group discussions; presentations; reports; laboratory; patient case presentations (written/oral)

Continual

X X X

Faculty

Chairs; Faculty; Curriculum Committee; AEIC; OAPE;OSS

Ongoing

Curricular Effectiveness: (i.e. instructional method change)

Faculty; Chairs

Evaluation of curricular and course documents (curricular mapping; course evaluations rubric)

Matching course objectives and student learning objectives with program competencies; identification of teaching/learning methods employed; verification of utilization of appropriate evaluation tools

Annually

X X

Chairs; Curriculum Committee

Faculty; Chairs; Curriculum Committee; OAPE; AEIC

Ongoing

Curricular Effectiveness (i.e. course content, instructional method change, curricular change)

Students/Program Coordinators

End of Course Evaluations

Students evaluate individual courses to identify course strengths, weaknesses, and areas needing improvement. Guides course and/or curricular revisions and improvements.

Each Semester

X X

Program Coordinators

Faculty; Chairs; Curriculum Committee; OAPE; AEIC

Ongoing

Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification)

Students/Faculty

End of Year Evaluations (P1/P2-formative exams)

To obtain quantitative assessment data on student learning and retention of knowledge

End of Summer

X X

Exam Committees

AEIC; OAPE; Curriculum Committee

Annual

Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification; programmatic change)

Students/Faculty

End of Year Evaluations (P3/P4 summative/comprehensive)

To obtain quantitative assessment data on student learning and retention of knowledge

End of Spring

X X

Exam Committees

AEIC; OAPE; Curriculum Committee

Annual

The following evaluation plan provides a comprehensive snapshot of the various

assessment activities throughout the COPHS.

17 OAPE/rdj:2015

Program Outcome

(Improvement)

Stakeholders (Data Source)

Assessment Method

Assessment Goal

Timing

Formative or

Summative

Direct or

Indirect Data Collection Responsibility

Data Recipients (Evaluation)

Occurrence (Status)

F S I D

Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification)

Students/Experiential Director

OSCE Assessment: (semester exams/tests (written or skills based)

Evaluation of student achievement demonstrating an integrated use of expected competencies: Performance, behavioral skills, cognitive and affective knowledge areas are evaluated through a series of case studies, scenarios, and written tests (i.e., Objective Structured Clinical Exams-OSCEs)

End of Spring

X X X

Faculty; Curriculum Committee; OAPE AEIC

OAPE; AEIC; Curriculum Committee; Experiential Office

Annual

Research Submissions (Posters/Research Papers)

Practice Faculty

Seminar Performance

Assess the perceived self-efficacy in professional skills and abilities of students

Spring/Fall

X X

Students, Faculty

Practice Faculty; Experiential Office

Continual

Student Learning/Individualized Advising

Students/ Faculty

Student Portfolios

Completed by students (guided by faculty) containing specific elements/artifacts that exhibit evidence of learning and documents programmatic progression.

Continual

X X X X

Students; Faculty

Experiential Program Directors

Continual

Curricular Effectiveness/Student Learning

Students, Faculty, Preceptors

Experiential Site/Preceptor Evaluations

To enhance teaching and learning opportunities for students. Personal and professional development of the preceptors, and the promotion of positive partnerships between COPHS and sites.

Continual

X X X

Directors of Experiential Programs

Directors of Experiential Programs; Ph Pr Chair; OAPE; AEIC

Monthly

Curricular Effectiveness/Student Learning (Course modifications; Curricular change)

Students, Faculty, Employers

Experiential Preceptor (IPPE/APPE) Evaluations of Students

Data from each year to be analyzed and compared to other data source findings

Pharmacy Practice

Patient-centered care provision

Continual

X X X

Preceptors/Directors of Experiential Programs

Directors of Experiential Programs; Ph Pr Chair; OAPE; AEIC; Curriculum Committee

Monthly

Curricular Effectiveness/Student Learning (Course modifications; Curricular change)

Students, Employers, Faculty, AEIC

Experiential Preceptor Feedback on Stated Program Objectives

Constructive opinions that will lead to highly formative learners development, and establish internal monitors to provide continuous evaluations of program objectives

Annual

X X X

Preceptors/Directors of Experiential Programs

Ph Pr Chair; OAPE; AEIC

Continual

Program Outcome

(Improvement)

Stakeholders (Data Source)

Assessment Method

Assessment

Goal

Timing

Formative or

Summative

Direct or

Indirect

Data Collection Responsibility

Data Recipients (Evaluation)

Occurrence (Status)

18 OAPE/rdj:2015

F S I D

Course Content Modification and Delivery

Faculty

Instructional Assessment Enhancement

Aims for course improvement through identification of problems and includes multiple assessments (ie, self, peer, and student) with participation from both internal and external reviewers.

Continual X X

Faculty; OAPE; AEIC; Department Chairs

Department Chairs; OAPE; AEIC

Continual

Program Evaluation

Faculty

Survey: AACP Faculty Quality Perception Survey

Administered to Faculty to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.

Annual

X X X

OAPE

OAPE; AEIC; Curriculum Committee; Chairs; Faculty

Annual

Program Evaluation/ Student Learning/ Curricular Effectiveness

Students

Survey: AACP Curriculum Quality Perception Survey

Administered to graduating students to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.

Annually, prior to student graduation

X X

OAPE

OAPE; AEIC; Curriculum Committee; Chairs; Faculty

Annual

Program Evaluation/ Curricular Effectiveness

Alumni

Survey: AACP Curriculum Quality Perception Survey

Administered to COPHS alumni to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.

Within 3 Years of Graduation

X X

OAPE

OAPE; AEIC; Curriculum Committee; Chairs; Faculty

Annual

Curricular Effectiveness

Preceptors

Survey: AACP Curriculum Quality Perception Survey

Administer to IPPE/APPE preceptors to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.

Annually

X X

OAPE

OAPE; AEIC; Curriculum Committee; Chairs; Faculty

Annual

Program Outcome

(Improvement)

Stakeholders (Data Source)

Assessment Method

Assessment Goal

Timing

Formative or

Summative

Direct or

Indirect Data Collection Responsibility

Data Recipients (Evaluation)

Occurrence (Status)

F S I D

19 OAPE/rdj:2015

Faculty

Faculty

Teaching

Research

Scholarship

Service

Annual Portfolios

Course Review Process

Peer Reviews

Self-reflection

Faculty performance evaluations

System Assessment

Guides feedback, student development and success; faculty self-assessment. To satisfy the retention, promotion and tenure guidelines of the faculty contract (teaching, scholarship, service).

Annually

X X X X

OAPE; AEIC; Chairs

OAPE; AEIC; Chairs; Curriculum Committee; Faculty

Annual

Program Evaluation

Administrative and staff Performance reviews

Administrative and staff annual evaluation

Conducted by Chairs and COPHS Administration. Guides administrative and staff feedback, development and improvement.

Annually

X X X

Administration

Administration; OAPE; AEIC

Will begin Spr. 2014 and ongoing annually

Program Evaluation (Community Engagement/Outreach)

Student Professional Organizations (Leadership); Community Engagement; Professional Partnerships

Evaluation of the number and quality of community-based initiatives developed

Ensure the College is meeting its goal of establishing and the effectiveness of partnerships throughout the community.

Annually

X X X

AEIC; OAPE

AEIC; OAPE

Will begin Spr. 2014 and ongoing annually

Program Evaluation (Recruitment)

Recruitment

Review of results of student, faculty and staff recruitment initiatives

To assess the success of student recruitment initiatives reflective of the College’s mission. Student matriculation will be tracked to guide revisions and improvements of initiatives.

Annually

X X

OSS; OAPE

Admissions Committee; Faculty; AEIC; OAPE

Will begin Spr. 2014 and ongoing annually

Program Outcome

(Improvement)

Stakeholders (Data Source)

Assessment Method

Assessment Goal

Timing

Formative or

Summative

Direct or

Indirect Data Collection Responsibility

Data Recipients (Evaluation)

Occurrence (Status)

F S I D

Program Evaluation

Student Admissions Records; Student Progression

Review of student-related institutional and progression records

To develop student program success correlations to strengthen the development of an evidence-based admissions process reflective of the College’s mission. Student retention, progression and academic success will be tracked from admitted student

Annually

X X X

Admissions Committee; OSS; OAPE

Admissions Committee; Faculty; AEIC; OAPE

Annual

20 OAPE/rdj:2015

pre-pharmacy data (pre-pharmacy GPA, PCAT scores) through professional program coursework, graduation and NAPLEX success rate.

Program Evaluation

Students

End of Year Survey: Overall Program Satisfaction

Completed by students to evaluate the overall satisfaction with program and curriculum. Information gathered to be utilized to guide curricular and programmatic improvement.

End of Spring

X X

OAPE; AEIC

OAPE; AEIC; OSS

Annual

Curricular Effectiveness

NABP; Students

NAPLEX Examination pass rates

\

Tracking results (pass rates) achieved by students on NAPLEX examination. Information gathered to be utilized to guide curricular and programmatic improvement.

Annually after graduation

X X

AEIC; OAPE; Administration

OAPE; AEIC; Curriculum Committee; Chairs; Faculty; Dean

Annual

Evaluation Plan

21 OAPE/rdj:2015