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

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Presentation on theme: "Southern University at Shreveport Evaluation of Instructional Program Planning, Assessment and Improvement The Division of Behavioral Sciences, Education,"— Presentation transcript:

1 Southern University at Shreveport Evaluation of Instructional Program Planning, Assessment and Improvement The Division of Behavioral Sciences, Education, and Business Studies Thursday, November 6, :30 p.m. NCR 102 Presented by: Ms. Eva J. Harris, Coordinator for Institutional Effectiveness and Assessment Dr. Ray L. Belton, Chancellor

2 2 Core Requirement 2.5 The 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 (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) educational programs, to include student learning outcomes administrative support services educational support services research within its educational mission, if appropriate 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. Sections That points to the PROOF. Evidence of Improvment

3 3 Comprehensive Standard (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)

4 SUSLA Institutional Effectiveness Model Revised 8/01/08: IEM Consistent With State Fiscal Year Planning, Assessment & Research ‘08 Overarching Goals Institutional Initiatives 4

5 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. 5 SOUTHERN UNIVERSITY AT SHREVEPORT COMPLIANCE STANDARDS WHY ARE WE DOING THIS...

6 SUSLA’s Assessment Planning Instrument MAJOR Components... 6  MISSION  GOALS  ASSESSMENT MEASURES  RESULTS OF ASSESSMENT  USE OF RESULTS  DOCUMENTATION

7 SOUTHERN UNIVERSITY AT SHREVEPORT Evaluation of Instructional Unit Planning, Assessment, and Improvement Program (Specify Level)Coordinator DivisionDate 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

8 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” 8

9 NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15th of each year for ALL reporting units.9 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 Fairs 2.Send letters and s to potential BM majors 3.Distribute brochures 4.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

10 NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units. 10 II. Assessment of Strategic Goals for Evaluation of Instructional Program Planning, Assessment, and Improvement Instructional Program Goals Instructional 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 Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide specific documentation or other evidence that a unit improvement action was, or will be, implemented Goal 1: Enrollment Increase opportunities for student access and success. Benchmark: Goal 2: Completers Ensure quality and accountability Benchmark: 10 Associate Goal 3: Benchmark: NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units.

11 11 II. Assessment of Strategic Goals for Evaluation of Instructional Program Planning, Assessment, and Improvement Instructional Program Goals Instructional 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 Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide 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 15 th of each year for ALL reporting Units.

12 12 II. Assessment of Student Learning Outcomes for Evaluation of Instructional Program Planning, Assessment, and Improvement Student Learning Outcomes Instructional 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 Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide 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 15 th 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

13 NOTE: Sections I,II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units. 13 II. Assessment of Student Learning Outcomes for Evaluation of Instructional Program Planning, Assessment, and Improvement Student Learning Outcomes Instructional 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 Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide 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 15 th of each year for ALL reporting Units.

14 14 III. Instructional Program Planning, This section must be submitted by May 30 th 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 Goals Instructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management. Action Strategies Instructional programs should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Instructional programs should list all of the measures and how they will be used to assess the specified goals. Goal 1: Enrollment Increase opportunities for student access and success. Benchmark: Goal 2: Completers Ensure quality and accountability Benchmark: Goal 3: Benchmark: NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units.

15 15 III. Instructional Program Planning, This section must be submitted by May 30 th 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 Goals Instructional programs should submit specific benchmarks based on each of the following program-effectiveness indicators defined by the institutional and divisional management. Action Strategies Instructional programs should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Instructional 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 15 th of each year for ALL reporting Units.

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

17 17 III. Instructional Program Planning, This section must be submitted by May 30 th 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 Outcomes Instructional programs should submit 3 learning outcomes, with specific benchmarks. These outcomes should be taken from the program’s list of approved competencies Action Strategies Instructional programs should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Instructional 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 15 th of each year for ALL reporting Units.

18 Examples of Verbs for Student Learning Outcome Knowledge Acquisition and Application Add Apply Arrange Calculate Categorize ChangeChart Choose Classify Complete ComputeConstruct Count Define Demonstrate DescribeDiscover Discuss Distinguish Divide Dramatize Draw Duplicate Employ Examine ExplainExpress Graph Identify Illustrate IndicateInform Interpolate Interpret Label ListLocate Manipulate Match Memorize ModifyName Operate Order Outline PointPredict Prepare Produce Quote RankRead Recall Recite Recognize RecordRelate Repeat Report Reproduce RestateReview Select Show Solve Specify StateStimulate Subtract Summarize Translate Use Higher Order Thinking Skills Adapt AnalyzeAssess Calculate Categorize Classify Combine CompareCompile Compose Contrast Create CriticizeDefend Design Devise Diagram Differentiate Dissect Estimate Evaluate Explain Formulate Generate Group Infer IntegrateInvent Investigate Judge Justify ModifyOrderOrganize Plan Prescribe ProducePropose Rate Rearrange Reconstruct ReflectRelated Reorganize Research ReviewReviseRewrite Select Separate SpecifySummarize Survey Synthesize Test Transform 18

19 Examples of Verbs for Student Learning Outcome Psychomotor Skills Activate Adapt Adjust Align Alter Apply Arrange Assemble Calibrate Change CheckChooseClean Combine Compose ConductConnectConstructCorrectCreate Demonstrate Describe DesignDetectDifferentiate Dismantle Display DissectDistinguishEmploy FollowIdentifyInstallIsolateLocate Make Manipulate Measure OperateOriginate Perform PrepareProduce ReactRearrange RelateRemoveReorganize RepairReplace Respond Revise SelectSeparate Set Show SketchSortTestTransfer 19 One acronym useful to remember when writing goals, objectives or outcomes is S.M.A.R.T. Specific Measurable Acceptable Realistic Targeted.

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


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