Southern University at Shreveport Evaluation of Instructional Program Planning, Assessment and Improvement The Division of Behavioral Sciences, Education,

Southern University at Shreveport

Evaluation of Instructional Program Planning, Assessment and Improvement

The Division of Behavioral Sciences, Education, and Business Studies Thursday, November 6, 2008

2:30 p.m.NCR 102

Presented by: Ms. Eva J. Harris, Coordinator for Institutional Effectiveness and Assessment

Dr. Ray L. Belton, Chancellor

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Core Requirement 2.5The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of institutional mission, goals, and outcomes; (2) results in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)

Comprehensive Standard 3.3.1 (Establish Annual Performance Targets)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 outcomes3.3.1.2 administrative support services3.3.1.3 educational support services3.3.1.4 research within its educational mission, if appropriate3.3.1.5 community/public service within its educational mission, if

appropriate.

PRINCIPLES OF ACCREDITATION: FOUNDATIONS FOR QUALITY ENHANCEMENT(APRIL 2008)

Analyze, Share, Discuss & Act

upon the RESULTS.

Numbers, Percentages, Comparative,

Longitudinal Data

Documentation for three (3) complete cycles. On-going.

SectionsThat points

to the

PROOF.

Evidence of

Improvment

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Comprehensive Standard 3.5.1 (SACS)The institution identifies college-level competencies within the General Education Core and provides evidence that graduates have attained those competencies.

PRINCIPLES OF ACCREDITATION: FOUNDATIONS FOR QUALITY ENHANCEMENT(APRIL 2008)

SUSLA Institutional Effectiveness Model

Revised 8/01/08: IEM Consistent With State Fiscal YearPlanning, Assessment & Research ‘08

Overa

rchin

g Goa

ls

Institutional Initiatives

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Section 1 – Core Requirements - these are the most important requirements. SUSLA must address these sixteen (16) requirements successfully in order to get reaffirmed. Core Requirements include the requirement to:be authorized to grant degrees;have a governing board and CEO;have a clearly defined mission;engage in ongoing, integrated, institution-wide research-based planning and evaluation that ... demonstrates the institution is effectively accomplishing its mission; have degree programs with minimum length that are coherent and appropriate to higher education; have the appropriate number of faculty, have an adequate library, provide student support programs to promote student learning; have adequate financial and physical resources, and have developed an acceptable Quality Enhancement Plan.

Section 2 – Comprehensive Standards - these are not pass/fail, but represent best practices used in the best institutions. There are fifty-seven (57) standards that institutions have to address, in the areas of Governance, Institutional Effectiveness, Educational Programs, Faculty, Library, Student Affairs, Financial and Physical Resources, and Institutional Responsibility for Commission Policies. Section 3 – Federal Requirements - the regional accrediting bodies help the Federal government ensure that Federal regulations are being followed by reviewing compliance in those areas at the same time as regional accreditation is taking place. There currently are seven areas (7) covered, including Financial Aid, student complaints, public information, and student achievement.

SOUTHERN UNIVERSITY AT SHREVEPORT

COMPLIANCE STANDARDS

WHY ARE WE DOING THIS. . .

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SUSLA’s Assessment Planning Instrument MAJOR Components . . .

MISSION

GOALS

ASSESSMENT MEASURES

RESULTS OF ASSESSMENT

USE OF RESULTS

DOCUMENTATION

SOUTHERN UNIVERSITY AT SHREVEPORTEvaluation of Instructional Unit Planning, Assessment, and Improvement

Program (Specify Level) Coordinator

Division Date

Reviewed by:

_______________________________________________________ ______________________________________________Division Chair (Date) Dean of Organizational Unit (Date)

_______________________________________________________ ______________________________________________Vice Chancellor (Date) Director, Planning, Assessment and Research (Date)

_______________________________________________________Director, Planning, Assessment and Research (Date)

_______________________________________________________University Chancellor (Date)

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting units. 7

The Assessment Planning Design

To help encourage on-going assessment, the system is made up of two components:

The Assessment Report – this includes Goals, Assessment Measures Used, Results of Assessment, Use of Results & Documentation.

The Assessment Plan – this changes based upon what you learned from the assessment results etc. in the previous year’s report.

The two together are the Assessment “Document”

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9NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting units.

I. Instructional Program Description

A. State the purpose (mission) of the Instructional Program.

The primary educational objective of the Business Management program at Southern University at Shreveport is to facilitate, in its students, the development of competencies that are necessary to skillfully plan, organize, direct, and manage the functions and processes within a firm or organization. Graduates of this program will possess both the educational knowledge and business insight necessary to assume positions of responsibility in a global business community characterized by rapid technological and social change, and/or pursue undergraduate level study in business or a related field.

B. List the overarching goals of the instructional program (not specific benchmarks, but what the program wishes to accomplish).

1. To provide a business program based on local, regional and state employment needs for student seeking immediate employment upon graduation.2. To develop and maintain innovative and alternative approaches to learning. 3. To increase student access and success.

C. Please attach the most recently approved instructional program competencies (student learning outcomes.)

D. Please attach a listing of your advisory council members along with their position and contact information.

E. How have you promoted or marketed your instructional program? How effective have these methods been?

1. High School Fairs2. Send letters and emails to potential BM majors3. Distribute brochures4. SUSLA Business Club

F. Describe the current and/or future community and workforce needs regarding your instructional program.

Must tie in with the larger, Institutional Mission Statement, Divisional Strategic Plan, and the Divisional Mission Statement

NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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II. Assessment of Strategic Goals for 2007-2008

Evaluation of Instructional Program Planning, Assessment, and Improvement

Instructional Program GoalsInstructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management.

Assessment Measures List all of the measures and how they were used to assess the specified goals.

Results of AssessmentInclude specific percentages or other data that show if, and to what degree, the benchmark was met.

Use of ResultsWhat specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned.

DocumentationProvide specific documentation or other evidence that a unit improvement action was, or will be, implemented

Goal 1:EnrollmentIncrease opportunities for student access and success.

Benchmark:

Goal 2:CompletersEnsure quality and accountability

Benchmark:10 Associate

Goal 3:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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II. Assessment of Strategic Goals for 2007-2008

Evaluation of Instructional Program Planning, Assessment, and Improvement

Instructional Program GoalsInstructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management.

Assessment Measures List all of the measures and how they were used to assess the specified goals.

Results of AssessmentInclude specific percentages or other data that show if, and to what degree, the benchmark was met.

Use of ResultsWhat specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned.

DocumentationProvide specific documentation or other evidence that a unit improvement action was, or will be, implemented.

Goal 4:

Benchmark:

Goal 5:

Benchmark:

Goal 6:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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II. Assessment of Student Learning Outcomes for 2007-2008

Evaluation of Instructional Program Planning, Assessment, and Improvement

Student Learning OutcomesInstructional programs should submit 3 learning outcomes, with specific benchmarks. These outcomes should be taken from the program’s list of approved competencies.

Assessment Measures List all of the measures and how they were used to assess the specified goals.

Results of AssessmentInclude specific percentages or other data that show if, and to what degree, the benchmark was met.

Use of ResultsWhat specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned.

DocumentationProvide specific documentation or other evidence that a unit improvement action was, or will be, implemented.

Learning Outcome 1:

Benchmark:

Learning Outcome 2:

Benchmark:

Learning Outcome 3:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

Writing and Oral Communication

Critical Analysis and Reasoning

Scientific and Quantitative Reasoning

Technological Competency

Leadership

University Core Learning Outcomes

NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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II. Assessment of Student Learning Outcomes for 2007-2008

Evaluation of Instructional Program Planning, Assessment, and Improvement

Student Learning OutcomesInstructional programs should submit 3 learning outcomes, with specific benchmarks. These outcomes should be taken from the program’s list of approved competencies.

Assessment Measures List all of the measures and how they were used to assess the specified goals.

Results of AssessmentInclude specific percentages or other data that show if, and to what degree, the benchmark was met.

Use of ResultsWhat specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned.

DocumentationProvide specific documentation or other evidence that a unit improvement action was, or will be, implemented.

Learning Outcome 1:

Benchmark:

Learning Outcome 2:

Benchmark:

Learning Outcome 3:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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III. Instructional Program Planning, 2008-2009 This section must be submitted by May 30th each year. Each instructional program must set measureable program goals and list action strategies that detail how each goal will be accomplished. In addition, instructional programs must tell how the degree of attainment of the goal will be measured.

Evaluation of Instructional Program Planning, Assessment, and Improvement

Instructional Program GoalsInstructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management.

Action StrategiesInstructional programs should state how the goal will be accomplished and what will be needed in terms of resources.

Assessment MeasuresInstructional programs should list all of the measures and how they will be used to assess the specified goals.

Goal 1: EnrollmentIncrease opportunities for student access and success.

Benchmark:

Goal 2: CompletersEnsure quality and accountability

Benchmark:

Goal 3:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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III. Instructional Program Planning, 2008-2009 This section must be submitted by May 30th each year. Each instructional program must set measureable program goals and list action

strategies that detail how each goal will be accomplished. In addition, instructional programs must tell how the degree of attainment of the goal will be measured.

Evaluation of Instructional Program Planning, Assessment, and Improvement

Instructional Program GoalsInstructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management.

Action StrategiesInstructional programs should state how the goal will be accomplished and what will be needed in terms of resources.

Assessment MeasuresInstructional programs should list all of the measures and how they will be used to assess the specified goals.

Goal 4:

Benchmark:

Goal 5:

Benchmark:

Goal 6:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

16NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting units.

IV. Instructional Program Evaluation

A. Evaluate the current status of the instructional program.

1. Major Strengths

2. Major Challenges

B. What is the current budget of the instructional unit? Is it sufficient to meet the needs of the instructional program?

C. List equipment, materials, and supplies, along with estimated costs, needed for the instructional program.

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III. Instructional Program Planning, 2008-2009 This section must be submitted by May 30th each year. Each instructional program must set measureable program goals and list action

strategies that detail how each goal will be accomplished. In addition, instructional programs must tell how the degree of attainment of the goal will be measured.

Evaluation of Instructional Program Planning, Assessment, and Improvement

Student Learning OutcomesInstructional programs should submit 3 learning outcomes, with specific benchmarks. These outcomes should be taken from the program’s list of approved competencies

Action StrategiesInstructional programs should state how the goal will be accomplished and what will be needed in terms of resources.

Assessment MeasuresInstructional programs should list all of the measures and how they will be used to assess the specified learning outcomes.

Learning Outcome 1:

Benchmark:

Learning Outcome 2:

Benchmark:

Learning Outcome 3:

Benchmark:

NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting Units.

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Examples of Verbs for Student Learning Outcome

Knowledge Acquisition and ApplicationAdd Apply Arrange Calculate Categorize

Change Chart Choose Classify Complete

Compute Construct Count Define Demonstrate

Describe Discover Discuss Distinguish Divide

Dramatize Draw Duplicate Employ Examine

Explain Express Graph Identify Illustrate

Indicate Inform Interpolate Interpret Label

List Locate Manipulate Match Memorize

Modify Name Operate Order Outline

Point Predict Prepare Produce Quote

RankRead Recall Recite Recognize

Record Relate Repeat Report Reproduce

Restate Review Select Show Solve

Specify State Stimulate Subtract Summarize

Translate Use

Higher Order Thinking Skills

Adapt Analyze Assess Calculate Categorize

Classify Combine Compare Compile Compose

Contrast Create Criticize Defend Design

Devise Diagram Differentiate Dissect Estimate

Evaluate Explain Formulate Generate Group

Infer Integrate Invent Investigate Judge

Justify Modify Order Organize Plan

Prescribe Produce Propose Rate Rearrange

Reconstruct Reflect Related Reorganize Research

Review Revise Rewrite Select Separate

Specify Summarize Survey Synthesize Test

Transform

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Examples of Verbs for Student Learning Outcome

Psychomotor SkillsActivate Adapt Adjust Align Alter

Apply Arrange Assemble Calibrate Change

Check Choose Clean Combine Compose

Conduct Connect Construct Correct Create

Demonstrate

Describe Design Detect Differentiate

Dismantle Display DissectDistinguish Employ

Follow Identify Install Isolate Locate

Make Manipulate Measure Operate Originate

Perform Prepare Produce React Rearrange

Relate Remove Reorganize Repair Replace

Respond Revise Select Separate Set

Show Sketch Sort Test Transfer

One acronym useful to remember when writing goals, objectives or outcomes isS.M.A.R.T. Specific Measurable Acceptable Realistic Targeted.

20NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting units.

V. Instructional Program Planning and Improvement

A. Explain how results of this or previous instructional program evaluations are being (or have been) used for planning unit improvement. Cite specific actions that have resulted from the findings of the non-instructional unit evaluation process.

B. Describe additional plans for instructional program improvement.