2017-2018 CU Annual Assessment Report · Accreditation Site Visits, Reports and Updates a. ATS. During the 2017-2018 academic year, GRTS fulfilled the three actions required by ATS

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CornerstoneUniversityAnnualAssessmentReport:2017-2018

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TableofContents

WorkPlanSummary:2017-2018.......................................................................................................3Statusof2017-2018Goals...........................................................................................................................3OtherAssessmentActivitiesDuring2017-2018...........................................................................................5

AccreditationSiteVisits,ReportsandUpdates........................................................................................5RevisionstoAssessmentSystemsandProcesses......................................................................................6AdditionalAssessment.............................................................................................................................6Assessment-relatedProfessionalDevelopment.......................................................................................6

WorkPlanSummary:2018-2019.......................................................................................................8Goalsfor2018-2019.....................................................................................................................................8

Appendices.........................................................................................................................................9AppendixA.ProgramReviewTemplate.......................................................................................................9AppendixB.ProgramReviewSchedulefor2018-2019..............................................................................13AppendixC.AssessmentProjectReportTemplate....................................................................................14AppendixD:TraditionalUndergraduate-AnnualReportsbyDivision......................................................19AppendixE:ProfessionalandGraduateStudies–AnnualReport.............................................................47AppendixF:GrandRapidsTheologicalSeminary–AnnualReport............................................................67AppendixG:AsiaBibleTheologicalSeminary–AnnualReport.................................................................70

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WorkPlanSummary:2017-2018Statusof2017-2018GoalsThegoalsforassessmentworkduringthe2017-2018academicyearwereasfollows:1. Establishandapprovemeasureableprogramlearningoutcomes(PLOs)andsub-outcomesforCivic

&GlobalEngagement,IntellectualSkills,andBiblicalWorldviewIntegration(TUG,PGS)a. Status:Completedb. Explanation:AllPGSandTUGprogramshaveapprovedmeasureableprogram-levelstudent

learningoutcomesforthesedomains.WithinPGS,thesearemappedtothemajorincludedineachprogram’sPLOmap.WithinTUG,theoutcomeswereapprovedbytheCoreCurriculumCommitteeonSeptember8,2017.WorkingwiththeCoreCourseCoordinators,allthreedomainsweremappedtothecorecurriculumandthecurricularmappingwascompleted.

2. SubmitAssessmentProjectplansforeachprogram(AllPAUs)a. Status:Completedb. Explanation:AllprogramsnotundergoingProgramReviewsubmittedanassessmentplanby

October30,2017.GRTS,PGS,andABTSsubmittedawrittensummarydocumentoftheseplanstotheAssessmentCommittee.TUGgatheredtheseplansfromfacultyprogramleadersviaGoogleFormsandsubmittedthespreadsheettotheAssessmentCommittee.Thecommitteereviewedtheplansandprovidedfeedbacktoprogramleaders(viathecorrespondingacademicdeanorassessmentcoach)wherenecessary.

3. FinalizeandapproveanAlumniSurveytemplate(allPAUs)

a. Status:AlmostCompletedb. Explanation:TheAlumniSurvey(specificallytheTUGversion)wascompletedandapproved

onMay11,2018.EachPAUnowutilizesasimilaralumnisurveybuttailorsittothespecificneedsoftheirunit.Thisupcomingyear,thecommitteewillfinalizeandconfirmthe“overlapquestions”(i.e.thequestionsthatappearonallPAU’sAlumniSurveys).

4. CompletecurricularmappingofPLOsforeveryacademicprogram(TUG,PGS,ABTS)

a. Status:AlmostCompletedb. Explanation:WiththecompletionoftheTUGCoreCurriculumPLOmapandthefinalization

oftheremainingPGSandABTSPLOmaps,everyacademicmajor/minornowhasaPLOmaponfilewiththeexceptionofthefollowingTUGprograms:InterculturalStudies(major),Nursing(Associate’sinHealthSciencedegree);Engineering(major);AudioProduction(major).AllwillbecompletedduringtheupcomingacademicyearwiththeexceptionofEngineering,whichwillwaituntilthe2019-2010academicyearduetostaff/programchanges.

5. AddILDsandPLOsto2018-2019academiccatalogs(allPAUs)

a. Status:Completedb. Explanation:TheILDsarelistedintheacademiccatalogforeachoftheprincipalacademic

units.ThePLOsarecurrentlylistedinthePGSandGRTSacademiccatalogsandwillbeaddedtotheABTScatalogintheupcomingyear.DuetothenumberoftheacademicprogramsinTUGandthefactthatthecatalogisnottheprimarysourceofcourse/program

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informationforstudents,TUGacademicleadershiphasdecidedtoonlypostthePLOsonthewebsitetoensureaccurate,up-to-dateinformation.Thisdecisionwillberevisitedinthecomingyears.

6. CompleteProgramReviewsforassignedprograms(allPAUs)

a. Status:Completedb. Explanation:ThefollowingprogramswerereviewedinPGS:Bachelor’sdegreeinPsychology

andtheMaster’sdegreeinBusinessAdministration.ThefollowingprogramswerereviewedinTUG:Spanish/SpanishEducation,Pre-ProfessionalPrograms(Pre-Dental/Medical/Pharmacy/Veterinary);PhysicalEducation;BiblicalStudies/MissionsAviation;Ministry.InGRTS,thefollowingprogramwasreviewed:Master’sinCounselingprogram.TherewerenoprogramsreviewedinABTS.DetailsregardingkeyfindingsandactionitemscanbefoundineachPAU/Divisionalassessmentreportsintheappendices.

7. SubmitAssessmentProjectReportsforeachprogram(allPAUs)

a. Status:Completedb. Explanation:Allprogramsnotundergoingprogramreviewduringthe2017-2018academic

yearcompletedanAssessmentProjectreportwiththeexceptionofthefollowingprograms:InterculturalStudies(major),Nursing(Associate’sinHealthSciencedegree);Engineering(major);AudioProduction(major),allstandaloneminorsinTUG(finalizedPLOmapsthisyear).

8. CompletecurricularmappingofPLOsforco-curricularprograms(TUG)

a. Status:Inprogressb. Explanation:DraftsofPLOmapshavebeencreatedforAthleticsandChapelprogramming.

UndertheleadershipoftheVPofStudentDevelopment,relevantstaffwillfinalizethePLOmapsbytheendofFA18andwillconductassessmentprojectsinSP19.

9. SubmitannualdivisionassessmentreportstoAssessmentOfficea. Status:Completedb. Explanation:AllTUGDivisionalAnnualAssessmentReportshavebeenreceivedandcanbe

foundintheappendices.10. SubmitannualPAUassessmentreporttoAssessmentOffice(PGS,GRTS,ABTS)

a. Status:Completedb. Explanation:AnnualAssessmentreportshavebeenreceivedfromPGS,GRTS,andABTSand

canbefoundintheappendices.

11. UpdateILDsandPLOsonwebsite,ifapplicable(allPAUs)a. Status:Completedb. Explanation:AllupdatestoILDsandPLOshavebeenupdatedasneededthroughoutthe

academicyear.12. Submituniversity-wideannualassessmentreporttoleadership

a. Status:Completedb. Explanation:ThisreporthasbeenfinalizedandsubmittedtotheAcademicLeadershipteam

forreviewanddiscussionatthePresident’sCabinetinFA18.

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OtherAssessmentActivitiesDuring2017-2018AccreditationSiteVisits,ReportsandUpdates

a. ATS.Duringthe2017-2018academicyear,GRTSfulfilledthethreeactionsrequiredbyATSbasedonthefindingsofthe2015-16GRTSSelf-studyandsubsequentATSreaccreditationsitevisit.First,thefacultyapprovedanomenclaturechangetotheMasterofArtsinInterdisciplinaryStudiesdegree(alteredtoMAinChristianStudies)andaddedMinistryResidency(8credits)totheprogramcurriculumasrequired.Second,aplantoincreasefacultysalariesandreduceoverloadassignmentswasdeveloped,submittedandaffirmedbyATS.Third,aformalpurposestatementfortheAdultLearningCommitteetotheBoardofTrusteeswasdrafted,approvedbytheCUBoardofTrusteesandsubmittedtoATS.Inthecomingyear(2018-2019),GRTSisrequiredtoprovideastatusupdateonthefacultysalaryandoverloadreductionplans(dueNovember1,2018).

b. ACBSP.UnderthedirectionofBill'sleadership,CUTUGandPGShavecontinuedtocollectdatafortheAccreditingCouncilforBusinessSchoolsandPrograms(ACBSP),aspecializedbusinessPROGRAM(notinstitution)accreditationprocessbasedontheMalcolmBaldridgecontinuousqualityimprovementmodel.Theaccreditingprocessrequiresschoolstoprovideexplanationsanddataabouthowbusinessprogramsmeetstandardsacrosssixstandardsand144criteria.Thestandardsareleadership,strategicplanning,studentandstakeholderfocus,assessmentofstudentlearning,facultyandstafffocus,andeducationalandbusinessprocessmanagement.This2017-2018academicyearwasourself-studyyear.ACBSPwillbeassessingourresults,withaplannedsitevisitinFebruaryorearlyMarch.TheBoardofCommissionerswillmakeitsdecisioninApril,2019.

c. CACREP.TheGRTSCounselingDivisioncompletedacomprehensiveself-studyoftheMACounselingprogramthroughoutthe2017-18academicyearinpreparationforapplicationforaccreditationwiththeCouncilforAccreditationofCounselingandRelatedEducationalPrograms(CACREP).Thedivisionanticipatesofficiallysubmittingtheself-studytoCACREPbyOctober2018withasubsequentsitevisitfromtheCACREPaccreditationteaminspring2019.Thecomprehensiveself-studyisavailableforreviewbycontactingTaraKram,GRTSAssociateDean.

d. CAEP.TheTeacherEducationDivisionispreparingforaCAEPAccreditationsitevisitinthespringof2020.CAEPtookoverthepreviousNCATEaccreditationagencyandcreatedanewsetofstandardstomeetforallteachereducationproviders.Webeganlastspringgoingthroughthestandardswithourfacultyevaluatingourcourses,practicumsandassessments.Manyquestionsarosefromthatretreat.Shortlyafter,anewstandardshandbookwasadoptedbyCAEPcreatingmorequestionsandcausingustorethinktheprocess.MattWallace,LaurieBurgessandKristenRichattendedtheCAEPConventioninWashingtonD.C.inSeptember,2018tosolidifyadirectionanddevelopanactionplanfortheyear.Wewillworktowardsdatacollectionforeachstandardthroughoutthe2018-19schoolyearwiththeplantowriteourselfstudyreportthissummerwhichisdueninemonthsbeforethesitevisit.

e. CSWE.Cornerstone'ssocialworkprogramiscurrentlybeginningitsthirdyearofitsaccreditationcyclewithCSWE.TheprogramwasreaffirmedinSpringof2016underthe2008CSWEEducationalProgramAccreditationStandards(EPAS).Dr.SanderandDr.Carewspenttimethispastsummerre-aligningourprogramtoaddresschangesmadeandreflectedtherecentlyrevised2015CSWEEPAS.

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f. NASM.Muchof2017wasspentpreparingtheself-studyinanticipationofthethesitevisitinFall2017.Followingthevisit,theCommissionrequestedadditionalmaterialandclarificationrelatingtofacultyqualifications,themakeupofensembles,credithourallotmentandhealthandsafety.IntheirJune2018meeting,theCommissionvotedtocontinuetodeferactionpendingresponsetothreeitems:1)ensembleinstructionandcomposition,2)qualificationsofteachersofprivatelessons,and3)thependingplanapprovalforBachelorofMusicinperformance(commercialmusic).GiventherecenttransitionsinleadershipandreorganizationoftheMusicDivision,andtheimpendingprogramreviewforallmusicdegrees,thenewchairofCommunicationMusicandMedia,Dr.DesireeDuff,isworkingwiththeDeanofAccreditationandCurriculum,Dr.PeteMuir,tosecureanextensionuntiltheSpring2019meeting.

RevisionstoAssessmentSystemsandProcesses

a. FrameworkfortheAssessmentofStudentLearning.IncollaborationwiththeentireacademicadministrativeteamwithinCU,theFrameworkfortheAssessmentofStudentLearningwasupdatedaccordingtominorchangesimplementedinthe2017-2018academicyear.Thisdocumentwillbereviewedandupdated(asnecessary)onanannualbasis.

b. AcquisitionofNewAssessmentManagementSystems(AMS).Duringthelastyear,membersoftheacademicleadershipteamandInformationTechnologydepartmentresearchedvariousAMS’tohelpfacilitateandorganizeassessmentworkacrosscampusmovingforward.Allofthetechnologysolutionswerereviewedaccordingtofunctionality,userexperience,andcost.Intheend,thegroupdecidedtomoveforwardwithCampusLabs.ImplementationofthenewAMSwillbeginFA18withanexpectedfull-campusroll-outscheduledforthe2019-2020academicyear.Thisnewsystemwillassistfacultyandstaffwithannualassessmentprojectwork,programreview,institutionalplanning,andHLCandACBSPaccreditationmanagement.

AdditionalAssessmenta. AlumniSurveys.Alumnisurveyswereadministeredtoallacademicprogramsthatunderwent

programreviewthisyear.Resultsweresharedwithprogramleaderstohelpinformthereviews.b. GraduatingStudentSurveys.GraduatingStudentSurveys(orEndofProgramSurveyinPGS)

wereadministeredthisyearinTUG,PGS,andGRTS.Thesesurveysprovidedcriticalfeedbackoncurriculum,pedagogy,co-curricularactivities,academicsupportoffices,andoverallstudentexperiences.InTUG,thissurveywasadministeredtoallgraduatingstudentsduringthe2017-2018academicandreporteda55%response.Theinformationwassharedwithrespectivedivisionchairs,academicprogramoffices,andVPofStudentDevelopment.InPGS,thissurveywasadministeredtoselectedcohortsandtheinformationwasreviewedbytheStudentSuccesscommittee.InGRTS,thissurveywasadministeredinconjunctionwiththeexitassessmentprocessinthefallandspringsemesters.TheinformationwascollectedbytheAssociateDeanatGRTSanddistributedtorelevantdepartmentsandstakeholdersacrossGRTS.

Assessment-relatedProfessionalDevelopmenta. FacultyWorkshopsandTrainings.Duringfacultyworkdays,assessmentleadersineachPAU

updatedfacultymembersontheassessmentworkaccomplishedduringthe2016-2017academicandtheworktobedoneduringthe2017-2018academicyear.InTUG,facultyweregiventimeduringFallworkdaystoworkontheirassessmentplan.DuringSpringfacultyworkdays,facultyweregiventimetoreflectontheirprojectsaswellasstarttoplanfornextyear’sproject.Manydivisions/PAUsalsoheldend-of-yearmeetingstoworkonassessment.

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b. FacultyAssessmentCoaches.TheAssociateDeanofAssessmentandStudentSuccesscontinuedtoworkwithtwofacultyassessmentcoachestoassistTUGfacultyintheirassessmentprojectwork.Similartothepreviousyear,theyoutlinedaworkplananddividedtheTUGacademicdivisionsintothreeseparategroups.Workinginconjunctionwiththedivisionchairs,theymetwithfacultyprogramleaderstohelpthemidentifytheirassessmentprojectfortheyear.Duetothecontinuedsuccessoftheprogram(asdeterminedbythecompletionrateoftheassessmentprojectreports)andthesignificantworkthatremainsasfacultycontinuetogrowintheirabilitytoconducthigh-qualityassessmentwork,thefacultyassessmentcoachingmodelwillcontinuethroughthe2018-2019academicyear.

c. ProfessionalConferences.InOctober,theAssociateDeanofAssessmentandStudentSuccessandtheDeanofAccreditationandCurriculumpresentedattheIUPUIAssessmentInstituteinIndianapolis.Theypresentedontheprogressmadeoverthelasttwoyearstocreateamoreconsistentassessmentsystemacrossmultipleprincipalacademicunits.InFebruary,theyalongwiththeVPofTraditionalUndergraduateAcademicspresentedonasimilartopicattheCCCUInternationalForum.InAprilof2018,eightmembersfromtheacademicleadershipteamrepresentingeachPAUattendedtheannualHLCconferenceinChicagotocontinuetostaycurrentontheissuesfacingHigherEducationspecificallyastheyrelatetoaccreditation.

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WorkPlanSummary:2018-2019Goalsfor2018-2019ThegoalsforassessmentatCornerstoneUniversityduringthenextacademicyearareincludedbelow:FallSemester(DueDecember30):

1. Reviewthepreviousyear’sassessmentreportsandprovidefeedbacktoappropriatefaculty/staffprogramleaders

2. CompletecurricularmappingofPLOsforco-curricularprograms(TUG)3. SubmitAssessmentProjectplansforeachprogram(allPAUs;dueOctober30)

SpringSemester(DueMay30):

4. CompletecurricularmappingforthefollowingTUGprograms:InterculturalStudies,AudioProduction,Nursing,EngineeringandCoaching(minor)

5. CompleteProgramReviewprocessforassignedprogramsinPAUs(seelistofassignedProgramReviewsinAppendixB)

6. IdentifycommonquestionsonAlumniSurveysforallPAUs(allPAUs)7. Implementanddocumentchangesidentifiedinpreviousassessmentprojectreports(allPAUs)8. Submitassessmentprojectreportsforeachprogram(allPAUs)9. CreateanewtemplateforPAU/DivisionreportsfortheCUAnnualAssessmentReport10. SubmitannualdivisionassessmentreportstoAssociateDeanofAssessment(TUG)

Summer(DueJuly30):

11. SubmitannualPAUassessmentreportstoAssociateDeanofAssessment(PGS,GRTS,ABTS)12. ImplementCampusLabsassessmentsoftwareacrosscampusandidentifyplanforfull-campus

rolloutduring2019-2020academicyear(allPAUs)13. UpdateILDsandPLOsonwebsite,ifapplicable(allPAUs)

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AppendicesAppendixA.ProgramReviewTemplateApprovedbytheAssessmentCommitteeonDecember6,2016ProgramReviewComponents

I. ProgramOverviewa. History.Whyandwhenwastheprogramestablished?Howhastheprogram

evolved/adaptedtomeetcurrentdemands/expectations/demographics?b. Maturitylevel.Whatisthematurityleveloftheoverallprogram(solidpartofoverall

curriculum/abilitytoattractattentiontoCU)?c. Missionalignment.HowisthisprogramcentraltothemissionofCornerstone

University?d. Distinction.HowdoesthisprogramhelpCUdifferentiateitselffromotherinstitutions?

II. EnrollmentandResources

a. Studentprofile.Whatarethestudentdemographicsforthisprogram?Arethereanygroupsthatseemtobeunderrepresented?Whatistheincomingandcurrentacademicprofileofthestudentsinthisprogram?Whateffortshavebeenmadetomarketthisprogram?Aretherebiasestowardscertaindemographicsinourefforts?

b. Enrollmenttrends.Whataretheprogram’senrollmenttrends?Aretherespecialfactorsthataccountforthesetrends?Howcanenrollment(particularlyofunderrepresentedgroupsintheprogram)beimproved?

c. Programinterdependence.What,ifany,interdependenceexistsbetweenthisprogramandotherprogramsatCU?Doesitsupportotherprograms?

d. Externalfunding.Hasthedepartmentreceivedanyexternalfinancialresourcesinthepast5years(i.e.grants,donations,othernon-CUfundingsources)?HasCUreceivedotherfinancialsupportinthepast5yearsthatcanbeattributedtotheexistenceoftheprogram?

e. InstructionalCapacity.Whatspecific/dedicatedequipmentandmaterialsneedsdoestheprogramhave,andhavetheseneedsbeenmet?Pleaseratefacilities,equipment,andlibraryholdingsasexcellent,average,orpoor).

III. CurriculumandStudentLearninga. Curriculum.Whatcoursesarerequiredinthemajor?Istherespecificcourse

sequencing?Istheprogramcurriculumup-to-dateanddoesitreflectthediscipline’sfullrange(breadthanddepth)?(Includesyllabiforrequiredcoursesintheappendix)

b. Studentlearningoutcomes.Whataretheprogram’sstudentlearningoutcomes?(IncludeacopyofyourmostupdatedSLOmapintheappendix.)

c. Assessmentdata.Howhavethefindingsfromannualassessmentreportsbeenusedtoimprovetheprogram?Pleaseprovidespecificexamples.

d. Externalstandards.Arethereanyexternalstandards,suchasnationalprogramstandardsoraccreditingstandards,bywhichtheprogramabides?Howdoesthisprogramalignwiththesestandards?Ifnot,howdoesthisprogramsetastandardofexcellence?

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e. Programcomparisons.Howdoesthisprogramcomparetosimilarprogramsatotheruniversities?

IV. FacultyCapacityandQualificationsa. Profile.Whatarethefacultydemographicsforthisprogram(fullandadjunct)?Arethere

anygroupsthatseemtobeunderrepresented?Whatarethestrategiesinplacetoincreasefacultydiversityinthisprogram?

b. Capacity.Whatistheaveragecourseloadforfacultyinthisprogram?Whatistheaverageadvisingloadforeachfacultymember?

c. Effectiveness.Howdostudentsratetheteachingeffectivenessoffaculty?Howeffectivehasthefacultybeeninrespondingtoweakpointsinthecurriculumasidentifiedthroughassessmentwork?

d. Quality.Basedonthefaculty’sterminaldegrees,yearsandbreadthofexperience,scholarship/recognition,andteaching/assessmenteffectiveness,howwouldyouratethequalityandpotentialofthecurrentfaculty,ascomparedtofacultyinsimilarprogramsatcompetinginstitutions(excellent,strong,adequate,weak)?

V. ProgramOutcomesa. StudentSuccess.Howsuccessfulistheprograminretaining/graduatingitsstudents?

Howcanretentionandgraduationratesbeimproved?b. Alumniachievements.Whatsuccessdoestheprogramhaveinplacingitsgraduates?

Howcanplacementoutcomesbeimproved?Arethereanyoutstandingprogramachievementsofrecentand/orcurrentstudents?

c. Student/alumnisatisfaction.Howsatisfiedareyourstudents(alumni)withyourprogram?Howdoyouknowthis?Basedonyoursurveys/otherassessmenttools,whataresomestrong/weakareasofyourprogram?

d. Externalrecognition.Hasthisprogramreceivedanyexternalrecognition?e. Associatedcosts.Whataretheindirectcostsofdeliveringtheprogram?Howcanthe

programbemorecost-effective?Whatresources,ifany,areneededtoimprovethedepartment’sfinancialcontributiontotheUniversity’sbottomline?

VI. MarketRealities

a. Demand.Whatisthesustaineddemandforprogramgraduates(high,medium,low;growing,stable,decreasing)?

b. Competitiveadvantages.Whatcompetitiveadvantages(e.g.location,accessibility,experientiallearning,etc.)doestheprogramofferincomparisontoprogramsatotherinstitutions?

c. Competitivedisadvantages.Whatcompetitivedisadvantagesmusttheprogramovercome?

VII. OpportunityAnalysisa. ConnectiontoStrategicPlan.Howdoesthisprogramlinktothecurrentgoalsofthe

AcademicStrategicPlan?b. Opportunities.Whatopportunitiesexisttoenhancethestudentexperience?What

opportunitiesexistforrestructuringorforinternalcollaborationwithotherdepartments?Whatalternativeformats,innovativetechnologies,orotherrevenue-generatingopportunitiesmightbedevelopedtoenhancetheproductivityofthe

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departmentanditsprograms?InwhatwayswouldCUbedisadvantagediftheprogramweretobephasedout?

VIII. SummaryofFindingsa. KeyFindings.Whatwerethekeytakeawaysfromthisreview?Basedonthesekey

findings,whatistherangeofrecommendedactions?SupplementaryDataforProgramReviewComponentsTheprogramreviewtemplateislargelybaseduponthecriteriapresentedinRobertDickeson’sbook,PrioritizingAcademicProgramsandServices:ReallocatingResourcestoAchieveStrategicBalance.TheoutlinebelowindicateswhereeachofDickeson’scriterionisaddressedaswellasidentifiesthekeydatarelatedtoeachcategory.TheInstitutionalResearchOfficewillprovidethedataoutlinedbelow.

I. ProgramOverviewa. ApplicableDickesoncriteria:

i. Maturityandadaptabilityii. Missionconnectivity

b. Dataprovided:None

II. EnrollmentandResourcesa. ApplicableDickesoncriteria:

i. Internaldemandforprogramii. Equipmentandmaterials

b. DataProvidedi. 5-yearcredithourproductionandFTEstudentenrollmentdata:

declining/stable/growing(courseenrollmentlevels)ii. Studentdiversity(gender,ethnicity,financialneed,etc.)iii. Studentacademicprofile-incoming(highschoolGPA&ACT/SAT);current

(GPA)

III. CurriculumandStudentLearninga. ApplicableDickesoncriteria:

i. Up-to-datecurriculumandtechnologyb. DataProvided:none

IV. FacultyCapacityandQualifications

a. ApplicableDickesoncriteria:i. Facultycapacityandexpertise

b. Dataprovided:i. Averageannualfacultyworkload(incredithours)ii. Ratiooffull-timetoadjunctfacultyiii. Professorevaluationscores(Iratethisinstructorasexcellent)iv. Facultydiversity(gender,ethnicity)

V. ProgramOutcomes

a. ApplicableDickesoncriteria:i. Programexpenselevels

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ii. Margincontributionb. Dataprovided

i. Numberofgraduates(5-yearaverage)ii. Graduationrate(first-time,full-time;4-yearand6-yearrates)iii. ProgramyieldbyCUapplicantsiv. Programrevenueandcostdatav. Firstdestinationdatavi. Alumnisurveyresults(othersatisfactionsurveys?)

VI. MarketRealitiesa. ApplicableDickesoncriteria:

i. Employer/externaldemandii. Competitivepressure

b. Dataprovided:i. NationaloccupationalprojectionsformtheBureauofLaborStatistics(national

demand)ii. Mid-westoccupationalprojections(regionaldemand)iii. Comparativedataonprogramsatcompetitorinstitutionsiv. DemandfromCUapplicants

VII. OpportunityAnalysis

a. ApplicableDickesoncriteria:i. Opportunityanalysisii. RelationshiptoAcademicStrategicPlan

b. Dataprovided:i. UnyieldedStudents–wheretheywent

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AppendixB.ProgramReviewSchedulefor2018-2019ThefollowingprogramswillundergoathoroughProgramReviewduringtheupcomingacademicyearfollowingthenewProgramReviewtemplate:

• TraditionalUndergrad(allbachelor’sdegrees,unlessotherwisenoted)o History/HistoryEducationo Biologyo EnvironmentalBiology:WildlifeBiologyo EnvironmentalBiology:Naturalisto EnvironmentalBiology:WaterResourceso Musico Music:WorshipArtso Performanceo Performance:CommercialMusico MusicEducationo ElementaryEducationo SecondaryEducationo EarlyChildhoodo LearningDisabilitieso InterculturalStudieso Greek(minor)o Chemistry,B.S.(minor)

• Professional&GraduateStudieso BusinessAdministration,B.S.o MinistryLeadership,B.S.o Management,B.S.

• GrandRapidsTheologicalSeminaryo MasterofTheology

• AsiaBibleTheologicalSeminaryo MasterofReligiousEducation

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AppendixC.AssessmentProjectReportTemplate

I. ProgramInformation

ProgramName NameofFacultyProgramLeader(s) AcademicYear

II. DescriptionoftheAssessmentProject

ListtheProgramLearningOutcome(s)assessedthisyear(i.e.SpecializedKnowledge,AppliedKnowledge&CollaborativeLearning,etc.-seeTUGPLOReviewCalendar).

ProgramLearningOutcome(PLO)tobeassessed:

Sub-outcomestobeassessed:

Describethestudentevidence(artifact/artifacts)collectedtoevaluatetheoutcome(s)(e.g.thefinalresearchpaperfromRELXXX.Includetheactualassignmentpromptinthisboxorasanappendixtoyourreport.)

Indicatethenumberofassignmentscollected: Indicatethenumberofcollectedassignmentsevaluated:

Ifonlysomeassignmentswereevaluated,pleaseexplainwhy,aswellastheselectionprocess

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EvaluationProcess(Pleaseexplainhowthestudentevidencewasevaluatedandbesuretoidentifytheexpectedoutcome.Pleaseattachrubricsand/orotherevaluationmaterialsused.)

Ihaveattachedrubric(s)usedforevaluation____Yes____No

Individual(s)whoevaluatedtheevidence:

Howtheevidencewasevaluated:

Theexpectedoutcome(besuretoindicateexpectedoutcomeforeachsub-outcome):

III. PresentationofData

SummaryofResults(Pleaseincludeadescription,usingpercentagesandmeanscores,ofthemajorfindingsfromtheassessmentactivity.Inthissummary,comparetheactualresultswiththeexpectedresults.Dataorchartsmaybeattached.)

MethodsUsedforSharingtheAssessmentInformation

Afacultyteammettodiscusstheseresultson_____(insertdate)____.

Brieflydescribethenumberofteammembersinvolvedandtheprocess/methodofdiscussion.

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Note:Thisisanessentialpartoftheprocessandmustbecompletedbeforemovingforwardwiththeremainderofthereport.

IV. InterpretationofData

Conclusions

Whatdidthedatatellyourfacultyteamaboutstudents’attainmentofthelearningoutcome(s)?Focusontherelationshipbetweentheexpectedoutcome(s)andtheactualoutcome(s).

Explainanystrengthsorgapssuggestedaboutthecurriculum:

V. ClosingtheLoop

IdentifyingChangestoResultfromFacultyTeam’sConclusions

Theevidencesuggestedthatweneedto(markallthatapply):

Pleasedescribethechangesand/orimprovementplannedasaresultofyouranalysis.

� DevelopaRubric � Implementanewpedagogy

� Providemodelstostudents

� ReviseexistingRubric � Implementnewtechnology

� Revisecurriculummap

� Revisetheassignment � Revisecoursesequencing

� Other–Pleasespecify:

� Identifycoursesearlierintheprogramwherestudentscouldfurtherpracticeskill(s)

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_____Nochanges(whileunlikely,thismightoccurwheremultiplecyclesofassessmenthavealreadyoccurred.)

Pleaseexplain:

ImplementingtheProposedChange

Describethechangethatwillbeimplemented:

Whenwillthechangebeimplemented?

Howwillthechangebeimplemented?

VI. ExecutiveSummaryofAssessmentProject

Thissummaryshouldbe1-2paragraphsandshouldhighlightthekeypiecesabove,includingthefollowing:1)whoconductedtheassessment;2)whatoutcomeswereassessed;3)whatartifactswerecollected;4)whatweretheexpectedvs.actualoutcomeandotherkeyfindings;and5)intendedchangesforimprovement.Thissummarywillbeincluded(copied/pasted)intheyear-endAnnualDivisionAssessmentReports.

VII. DocumentationofAssessment-DrivenChanges

Pleasedescribeassessment-drivenchangesimplementedduringthecurrentacademicyear(notrelatedtotheassessmentprojectforthisyear).Specifically,pleasereviewthe“ClosingtheLoop”sectioninpreviousyears’projectreportsanddocumenthowthesechangeswere

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implemented.ThisisaKEYcomponentofassessment(=documentingimplementationofassessment-drivenimprovements)andonethatweneedtodemonstratetoHLC.

________________________________________________________

AlloftheitemsinSectionVIIareabouttheassessmentactivitytheprogramplanstocompleteduringthenextacademicyearandisintendedtoencouragefacultytostartlookingahead.TheplandoesnotneedtobefinalizeduntilOctober15ththefollowingacademicyear–itissimplyincludedforthosewhowanttostartplanningahead.

I. PLOAssessmentPlanforNextAcademicYear(201__-202__)

ListtheProgramLearningOutcome(s)tobeassessed(seePLOReviewCalendar)

ProgramLearningOutcomes(PLO)tobeassessed:

PLOsub-outcomestobeassessed:

Describethestudentevidence(artifacts)tobecollectedforassessmentandthecollectionmethod(MoodleDropboxstronglypreferred).

Termevidencewillbecollected:(Ifpossible,itisbesttoassessinfallandcompleteanalysisinspring;however,ifyouwillneedtocreateanewartifacttoassesstheoutcome,aspringcoursemaybebest)

� Fall,201__� Spring,202__

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AppendixD:TraditionalUndergraduate-AnnualReportsbyDivisionBible,Religion,MinistryDivisionProgramReviews

I. MinistryProgramReviewa. KeyFindings:

i. TheMinistryprogramoffersgoodpreparationforabreadthofministryvocations.

ii. Strongalignmentwithinstitutionalmissioniii. Stronginternshipprogramiv. Decliningenrolmentv. BetterarticulationofMinistry’slocationinthefieldofPracticalTheology.vi. Opportunitiesforbettercoherencewithintheprogram’scourseofferings

1. IntrotoMinistrycourse,leadershipcourse,attentiontosociologicaltrendsinministry.

2. Ensurebi-vocationalopportunitiesforstudentsvia‘doublemajor’.b. NextSteps:

i. Dekkertoredesignandproposecoursechangeswhereby:anIntroductiontoMinistrycourseisoffered;leadershipcoursebecomesrequired;addresssociologicaltrendsinministry;betterthreadedattentiontoPracticalTheologyinallthecourses.(SummerandFall2018)

ii. DekkertoworkwithotherCUunitstoaddress:A)howwearemarketingtheprogram;B)admittingstudentsintotheprogram;C)advisingfreshmanregardingthevalueofaMinistrydegree.(Fall/spring2018/19)

iii. DekkertoworkwithotherCUprogramstodesigncleardoublemajorpathwayssothatstudentscanaccessbi-vocationalopportunities.(Fall2018andongoing)

II. BiblicalStudiesProgramReview:Preamble:Currentlyintheprocessofassessment.TheinitialreportwassubmittedtoUACintheSpringof2018andfurtherrefinementsandresponseispending.

a. KeyFindings:i. Strongemphasisonthebreadthofdisciplinesinthisfield(history,literary,

cultural,religious,andhermeneuticconcerns).ii. Stronginterdependencewithothermajors(Intercultural,Ministry,andCore)iii. Thedegree’semphasisonscriptureisthesamevaluewithintheinstitution.iv. Strongacademiccredentialsamongfaculty.v. Decliningenrollment.vi. Lowbiblicalliteracyofstudentsenrolling.vii. Difficulttoattractdiversestudentbody(bothethnicanddenominational).viii. Needtocollaboratewithotherdivisionsforvocationalopportunities.ix. Thereisaneedtofosterrelationshipswithalumni.

b. NextSteps:

i. AndySmithhasbeendesignatedtoresearchandengagealumni(Spring2018)ii. RobertsandKimtoreassessnumberofStudentLearningOutcomesfor

redundanciesandpriorities.(Fall2018)

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iii. UsingAlumnidataandfielddata;discernwhatkindofcareerpathsaBibleMajorsupportsbeyondimmediatelymovingtograduatework.(Fall2018andongoing)

iv. RobertstopursuerelationshipwithGRTStocreateashorterpaththroughtoMDivandMAdegrees.(Fall2018-2019)

III. GreekProgramReview:Currentlyinearlystagesofreviewa. Keyfindings:

i. TheGreekminorispartofalonghistoryofvaluingbiblicallanguagesatCornerstone.

ii. TheGreekminorcomplementstheNewTestamentcourseofferingsintheBibledegree.

iii. Verylowenrolmentinthisminor.

b. Potentialsteps:(tentativetofurtherdiscussion)i. Variouspromotionalstrategiesareneeded.ii. Greatermodeling/useofGreekintheNewTestamentcourses.iii. PursueopportunitiestouseonlineresourcestoteachandreinforceGreek.

IV. InterculturalProgramReviewwillbeginthissummerandpresentinthefall2018.

V. AncientStudiesProgramisintheprocessofbeingclosed.Marketingandadvisingarenolonger

supportingthisdegree.Itismyunderstandingthatthelaststudentswillfinishthisdegreebyeitherspringorfallof2019.

AssessmentofStudentLearning

I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYeara. MinistryandBiblicalStudiesMajors:In2017-2018theBibleandMinistryprograms

underwentfullprogramreviews.b. InterculturalStudiesMajor:Thisdegreewasscheduledtoundergofullprogramreview

duringthe2017-2018academicyearbutwaspostponedtobereviewedin2018-19.

II. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(ifapplicable)

III. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment(if

applicable)

a. DekkerresearchedotherinstitutionsregardingscopeandsequenceoflearningprocessinanintrotoMinistrycourse.(Fall2017)

b. DekkerresearchedthevariousapproachestoteachingPracticalTheologyattheundergraduatelevelanddiscernedathreadedapproachratherthanasinglecoursewillbetterservestudentswithdiverseministryambitions.

OtherAssessmentWork(e.g.surveys,focusgroups,etc.)

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I. TheMinistryCapstonecoursehasbeensurveyedeachyearfor3yrstounderstand:Howwellstudentspersonallyfeelpreparedforministry;Ifstudentsseethecohesionofcoursesaspreparationforministry;iftheyhaverecognizedthecommonprofessionaltensionsinministry;iftheyhavefurtheredtheirawarenessofthemselves,God,andtheirvocationaldirection.Thiswillcontinuetofuelprogramdevelopment.

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DivisionofBusinessProgramReview(ifapplicable)

N/A(NoBusinessDivisionprogramswereunderprogramreviewinthe2017-18academicyear)


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearTheDivisionofBusinesshasmultipleassessmentinitiativesinprocess.PreparationsforexternalACBSPaccreditationrequiresubmissionofdetailedassessmentofstudentlearning,ideallyspanningthreeseparatedatapoints.Tomeetthisrequirement,time-seriesdataovermultiplesemesters/yearsiscurrentlybeinggatheredforcorebusinessclassesincludingaccountingandstatistics.Pre-andpost-testingisalsobeingimplementedinmultiplecoursesaswell.ETSfieldtestshavebeenusedtomeasureoutcomesinthepast;allseniorsinthe2018capstonecoursewererequiredtotakethiscomprehensivebenchmarktesttocontinuecollectingthismeasurementdata.Forthe2017-18college-wideassessmentschedule,all11activeBusinessDivisionprogrammajorsweregroupedinthe“appliedknowledgeandcollaborativelearning”area.Facultydecidedasagrouptoassessinternshipoutcomesfromthedifferentmajors,todetermineifstudentsareachievingexpectedresultsintheseopportunitiesandwhethercalibrationisneeded.Ultimately,someprogramsdidnotelecttoassesstheinternshipcourse,forvariousreasons.However,allprogramssubmittedanassessmentprojectmeasuringappliedknowledge/collaborativelearning.

IV. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYear(referto“ExecutiveSummary”sectionsonAssessmentProjectTemplates)a. Accounting

AssessmentProject&ResultsProfessorChrisLoiselleconductedtheAccountingassessmentproject,usingartifactsgatheredinACC380(theAccountingInternshipcourse).Thestudentswereaskedtocompleteafinalself-reflectionpaperdescribingtheirinternshipexperienceandprovidingthestudenttheopportunitytodirectlyconnecttheexperiencetotheexpectedlearningoutcome.4self-reflectionpaperswerereviewedandevaluatedbasedontheexpectedoutcomes.Chrisnotedthateachexperiencemetoneofthesub-outcomes;therefore,heevaluatedeachbasedontheappropriateoutcome.(SeetheassociatedAccountingrubricfortherespectiveoutcomes.)Forsub-outcome1,theevaluationofthestudents’reflectivepapersrevealedanaveragescoreof‘3’or‘PartiallyMeetsExpectations’,withoneata‘4’,oneata‘3’andoneata‘2’.Thiswasnottheoutcomeexpectedordesired.

Forsub-outcome3,theevaluationofthestudent’sreflectivepapersrevealedanaveragescoreof‘4’or‘MeetsExpectations’.Thiswastheoutcomeexpected.

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NextSteps/SuggestedChangesFurtherevaluationshouldbemadebylookingattheentiretyoftheresultsofthisAssessmentProject(i.e.–othermajorsinthesameassessment).Examiningtheresultsoftheotherassessmentsmayindicateadditionalchangesneeded.SincethestructureoftheinternshipprocessisthatCareerandLifeCallingapproveallinternshipspriortotheirentry,itisrecommendedthatthesub-outcomesdevelopedinalloftheassessmentsinthisAssessmentProject–acrossmajors–besharedwiththedecisionmakersinCareerandLifeCallingsothattheycanensurethat,priortoapproval,everyinternshipmeetsthesub-outcomeexpectationsaheadoftime.Theinternshipfacultymemberwillsharethecompletesetofsub-outcomesdevelopedbyallfacultywithCareerandLifeCalling,andwillalsoincorporatethemintotheassignmentevaluated,sothestudentscanrespondandevaluatethemselves.

b. BusinessAdministrationAssessmentProject&ResultsProfessorBradStammconductedtheBusinessAdministrationassessmentproject,usingartifactsfromtheBUS380(BAinternship)course.

Aspartoftheirinternship,studentswriteareflectionpaper.Thatpaperwasassessedinlightoftheoutcomerubric.

NextSteps/SuggestedChangesTherubricneedstobesimplifiedwhereasnowtheexpectationsaretoobroadtobemeasuredandtoolofty.Theassignmentdoesnotmatchtheexpectationsoftherubric.Thecareerofficeandthedivisionofbusinessliaisonneedstoensurethataqualityinternshipissecuredandthatthestudentisabletomeettheminimumexpectedgoals.Makethestudentsawareofthemeasurementsusedpriortoandduringtheirinternshiptoensurethattheyunderstandhowtheywillbeevaluated.Also,boththeCareerOfficeandtheDivisionofBusinessliaisontotheCareerofficeneedtounderstandtherubricbeingused.

c. ComputerInformationSystemsAssessmentProject&ResultsProfessorVictoriaFleenorevaluatedtheinternshipreflectionpapersforstudentscompletingaComputerInformationSystemsinternshipinthefallandspringsemesters(CIS380).Inthisassignment,studentsdescribetheinternshipexperienceandconnecttheirdemonstratedlearningtotheexpectedlearningoutcome.Twoself-reflectionpaperswereassessedandbothpapersreceivedafour–MeetsExpectations–borderingonfive–ExceedsExpectations-ontherubric.

NextSteps/SuggestedChangesRecommendedchangesincludecommunicationofclearsub-outcomesforinternshipsforeachbusinessmajortoboththedecisionmakersinCareerandLifeCallingandtostudentssearchingforinternshipexperiences.Thiswillhelpguidetheselectionandapprovalprocesssothattheexperiencefitsthedesiredoutcomes.Studentsshouldalsoknowthattheywillbeaskedtoprovideevidenceofmeetingthissub-outcomebytheendofthesemester,allowingthemtoprepareappropriatelyfromthestartofthesemester.

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Otherrecommendeditemsforconsiderationinclude:askingthesitesupervisortoratethestudent’sperformanceintheirselectedmeasurableoutcome,possibleinvolvementofthefacultysubjectmatterexpertintheinternshipprocesssomehow,andunderstandingoftwo-waycommunicationtosharefeedbackwiththesitesupervisor(tohelpfutureinterns).InclusionofbootstrappedmobileappdevelopmentwilloccurintheCIS331or332course;worktobroadenIT/infrastructureofferingsisunderway.(Inaddition,aproposaltobroaden/deepentechnicalofferingsisinprocessviaaComputerScienceprogram.)TheseitemswillbediscussedandpossiblyimplementedbyBusinessDivisionfacultyandinternshipcoordinatingstaffinthe2018-19schoolyear(exceptthenetworkingcoursework—dateTBD).

d. EconomicsAssessmentProject&ResultsBradStammevaluatedtheinternshipreflectionpapersforstudentscompletinganEconomicsinternshipintheSP18semester(courseECN380).ThepaperswereassessedagainsttheoutcomerubricforEconomicsinternships.Thepapersdemonstratedalevel3appliedknowledgeofeconomicsthatwasexpectedasoutlinedintherubric.NextSteps/SuggestedChangesMakethestudentsawareofthemeasurementsusedpriortoandduringtheirinternshiptoensurethattheyunderstandhowtheywillbeevaluated.Also,boththeCareerOfficeandtheDivisionofBusinessliaisontotheCareerofficeneedtounderstandtherubricbeingused.

e. FinanceAssessmentProject&ResultsProfessorBradStammconductedtheFinanceassessmentreview,usingartifactsfromtheFIN380(FinanceInternship)course.Heconcludedthatthestudents’work(2students)demonstrated‘partial’knowledgeoffinancethatwasexpected.Theoverallratingwasa2.Bothstudentreflectionpapersdidnotmeetfullytheexpectations.NextSteps/SuggestedChangesMakethestudentsawareofthemeasurementsusedpriortoandduringtheirinternshiptoensurethattheyunderstandhowtheywillbeevaluated.Also,boththeCareerOfficeandtheDivisionofBusinessliaisontotheCareerofficeneedtounderstandtherubricbeingused.

f. InternationalBusinessAssessmentProject&ResultsProfessorChrisLoiselleconductedtheInternationalBusinessassessmentreview,usingartifactsfromtheBUS 380 (International Business Internship) course. Thestudentsaretocompleteafinalself-reflectionpaperwhichfullydescribestheinternshipexperienceandprovidesthestudenttheopportunitytodirectlyconnecttheexperiencetotheexpectedlearningoutcome.

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The2self-reflectionpaperswerereviewedandevaluatedbasedontheexpectedoutcomes.Eachexperiencemetoneofthesub-outcomes;therefore,eachwasevaluatedbasedontheappropriateoutcome.Evaluationofthestudents’reflectivepapersrevealedthatanexpectationof‘MeetsExpectations’or4,didinfactmatchtheactualscoresnotedontherubrics.Thistranslatestoa100%matchwithexpectedstandardsinapplyingknowledgeforthismajorandexperience.

NextSteps/SuggestedChangesAlthoughtheresultsofthisevaluationwerepositive,furtherevaluationshouldbemadebylookingattheentiretyoftheresultsofthisAssessmentProject(i.e.–othermajorsinthesameassessment).Examiningtheresultsoftheotherassessmentsmayindicateadditionalchangesneeded.SincethestructureoftheinternshipprocessisthatCareerandLifeCallingapproveallinternshipspriortotheirentry,itisrecommendedthatthesub-outcomesdevelopedinalloftheassessmentsinthisAssessmentProject–acrossmajors–besharedwiththedecisionmakersinCareerandLifeCallingsothattheycanensurethat,priortoapproval,everyinternshipmeetsthesub-outcomeexpectationsaheadoftime.

Theinternshipfacultymemberwillsharethecompletesetofsub-outcomesdevelopedbyallfacultywithCareerandLifeCalling,andwillalsoincorporatethemintotheassignmentevaluated,sothestudentscanrespondandevaluatethemselves.

g. ManagementAssessmentProject&ResultsRachelHammondevaluatedtheSpring2018finalself-reflectioninternshippaperscompletedbyManagementmajorsinMGT380.Inthisassignment,studentsdescribetheinternshipexperienceandconnecttheirlearningtotheexpectedlearningoutcome.Twoself-reflectionpaperswereassessedandbothpapersreceivedafour–MeetsExpectations–ontherubric.Thisexceededtheexpectationofmeetinga3-4score,butwhenconsideringthatbothstudentsareseniors,afourwasnotsurprising.NextSteps/SuggestedChangesRecommendedchangesincludecommunicationofclearsub-outcomesforinternshipsforeachbusinessmajortoboththedecisionmakersinCareerandLifeCallingandtostudentssearchingforinternshipexperiences.Thiswillhelpguidetheselectionandapprovalprocesssothattheexperiencefitsthedesiredoutcomes.Studentsshouldalsoknowthattheywillbeaskedtoprovideevidenceofmeetingthissub-outcomebytheendofthesemester,andshouldplanappropriatelyfromthestartofthesemester.Duringthe2017-2018schoolyear,apre/posttestofasectionofPrinciplesofManagementwasincorporatedtocollectdatafortheACBSPprocess.Inaddition,asaresultoftheassessmentproject,strongerdeliverablesfortheManagementinternshipswereproposed.Movingforward,significantchangesareanticipatedfortheStrategicManagementcapstonecourse,includinganadditionofafinalresearchproject,asimulationthattouchesbothquantitativeandqualitativebusinessdegrees,andmoreattentiontobringingthedisciplinestogether.

h. MarketingAssessmentProject&Results

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ProfessorTerryHuberconductedtheassessmentprojectforMarketing,usingartifactsfromMKT251–PrinciplesofMarketing.IntheMKT251PrinciplesofMarketingclass,eachstudentwasexpectedtodemonstratesuccessfulparticipationinaclassprojectbyapplicationofknowledge,skillsandlearningsfromtheclassinagroupsetting.Studentswouldplayaroleingroup'ssuccessbycompletingassignedrolewithinthegroup.

Inthisproject,studentswereexpectedtodeliverindividualandteamperformanceconsistentwiththeassignedgoalsoftheproject.PerformancewasmeasuredagainstprescribedcriteriaestablishedasaRubricforeachelementoftheproject.Resultsaremeasuredasfollows:

• Meanaverageteamscoresforgrouppresentationsaveraged89.6pointsvs.agoalof100.(90%)

• Meanaverageteamscoresforgrouppapersaveraged86.8pointsvsagoalof100(87%)

• Meanaverageofindividualteammembercontributions(peerrated)averaged69.3pointsvsagoalof75(92%)

Basedontheresultsofbothindividualandteamperformance,themeanaveragesofthethreesub-outcomesrevealedthatmyexpectationof“MeetsExpectations”or4,wasnotachievedasindicatedbytheactualscoresnotedintheRubric.Thistranslatesintoan“AlmostMeetsExpectations”or3,alessthan100%match.

NextSteps/SuggestedChangesAlthoughtheresultsofboththeindividualandgroupperformancewerepositive,theoverallperformancecouldbeenhancedbytheinclusionofthefollowing:Ø Providea“model“(fromarecentproject)ofaMarketingPlanthatissimilartothe

assignment(sub-outcome)sothestudentscanvisualizetheformat/applicationofthedesiredoutcomethatincludesmarketingprinciplesandpolicies.

Ø Includeadditionalin-classactivitiesthatdemonstrategoodteamworkinaction.Includeskillbuildingactivities,role-play,androlesandresponsibilitiesmethodology.

ThiswillbeaccomplishedbyrevisingtheMKT251syllabus/classagendastoincludetheabovetwoelementstoensurestudentsareawareandcomfortablewiththecontextoftheassignedtasks–bothindividualandgroup.ImplementationwilloccurwiththeFall2018MKT251class.

i. Non-ProfitAdministrationAssessmentProject&ResultsAssessmentoftheNonprofitAdministrationAppliedKnowledgecomponentwasconductedbyAprilVanPutten,facultyprogramleader.ArtifactswerecollectedfromMGT341:FundDevelopment.Theartifactwasafundraisingprojectthatwasconductedthroughoutthecourseandrelatedtothevariousstagesoffundraising.Feedbackwasgivenonparts1-5throughoutthesemester,withtheopportunitytomakecorrections.Thefinalprojectandpresentationconsistedofadditionalinformationabouttheorganization,fundraisingprojectandfinalreflection.

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Basedontheassessmentrubricforthisartifact,Iwouldrateeightofthestudentsasafour–meetsexpectations,andthreeatalevelthree–almostmeetsexpectations.Thisproducesanaveragescoreof3.73,slightlyundertheexpectedoutcomeof4.Studentsreceivinga3ontheassessmentoutcomemayhaveanunderstandingofthefundamentalsoffundraisingandjustdidnotclearlycommunicatethisinformationintheirfinalpaper.

Note:NostudentswereenrolledinaNon-ProfitAdministrationinternshipduringtheassessmentperiod,thusaseparateassessmentprojectwasconducted.NextSteps/SuggestedChangesGoingforward,amockpaperwillbeprovidedthatstudentscanreferenceasanexample.Also,thisyear’sstudentswerenotinstructedtospecificallyfundraiseforanorganization,buttoatleastworkwithanorganizationtobetterunderstandtheprocess.Inorderforstudentstobeabletocompletelyandindependentlyapplywhattheyhavelearnedtoareal-worldsituation,itisimperativethattheybeinvolvedinactivelyparticipatinginafundraisingcampaignorevent.Thiswillrequiresomeresearchonbehalfoftheprofessortoidentifyorganizationsthatarewillingtoallowstudentstoparticipateinfundraising,oramorein-depthassignmentatthestartofthesemesterforthestudenttonotonlyidentifytheorganizationtheywouldliketoworkwith,butalsoprovidethecontactnameatthatorganizationandadescriptionofthetypeoffundraisertheywillbeworkingon.

j. SportsManagementAssessmentProject&ResultsVictoriaFleenorevaluatedthe2017-2018finalself-reflectioninternshippaperscompletedbySportsManagementmajors(MGT380).Inthisassignment,studentsdescribetheinternshipexperienceandconnecttheirdemonstratedlearningtotheexpectedlearningoutcome.Fiveoftheeightself-reflectionpaperswereassessedwithfourpapersreceivinga“4”(meetsexpectations),andonereceivinga“3”(almostmeetsexpectation)-ontherubric,foranoverall“3.8”ratingintheprogram.Studentsovercamedeficienciesinsomeconsistentareastoachieveindependentsuccess.NextSteps/SuggestedChangesRecommendedchangesincludecommunicationofclearsub-outcomesforinternshipsforeachsportsmanagementmajortoboththedecisionmakersinCareerandLifeCallingandtostudentssearchingforinternshipexperiences.Thiswillhelpguidetheselectionandapprovalprocesssothattheexperiencefitsthedesiredoutcomes.Studentsshouldalsoknowthattheywillbeaskedtoprovideevidenceofmeetingthissub-outcomebytheendofthesemester,allowingthemtoprepareappropriatelyfromthestartofthesemester.Otherrecommendeditemsforconsiderationinclude:askingthesitesupervisortoratethestudent’sperformanceintheirselectedmeasurableoutcome,discussionaboutwhethertocontinueallowingCUAthleticsinternshipsintheircurrentform,andincludingadditionalsupportforstudentsinsocialmedia,video/videoediting,andbasicgraphicdesign.Wealsoneedtofindwaystosupportinternationalstudentswithtechnologyandtransportationifneeded.TheseitemswillbediscussedandpossiblyimplementedbyBusinessDivisionfacultyandinternshipcoordinatingstaffinthe2018-19schoolyear.

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Note:Oflessimportanceistheconfusionintheinternshipcoursenumberingscheme.Whilesomeprogramshaveindividualcourseinternshipdesignation(ECN380,CIS380,ACC380),BUS380andMGT380covermultipleprograms.Considerationmayneedtobegiventodividingtheseoutforeasierandmoreaccurateanalysis.

V. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(if

applicable)DivisionofBusinessfacultydeterminedcollaborativelytoevaluateinternshipoutcomesastheir2017-18appliedknowledgeandcollaborativelearningassessmentarearequirement.Havingbegunawholesalereworkofprogramassessmentoutcomes(PLOs)inthe2016-17academicyear,BusinessDivisionfacultyworkedondetailingsub-outcomeexpectationsinprogram-specificrubricsduringthe2017-18year.ThesemoredetailedrubricswereimplementedforthestudentscompletinginternshipsintheFA17-SP18semesters.Afterthefirstsemester,severalinternshipreflectionpaperswerereviewedtodetermineifthespecifiedoutcomespromptedsufficientstudentfeedbacktoassessthoseoutcomes.Insomecases,itwasdeterminedthattheywereinsufficient.Partofthismayhavebeenduetotheirlateadditiontotheinternshiprequirements(afterstudentsinFA17internshipswerealreadyplaced,forinstance).Adjustmentsweremadetosomeoutcomestoensuremoredetailedstudentresponsesneededforassessment.Individualprogramassessorfeedbackindicatesotherpossiblechanges/adjustmentsneededforthecurrentinternshipmodel.SincethestructureoftheinternshipprocessisthatCareerandLifeCallingapproveallinternshipspriortotheirentry,theinternshipcoordinatorrecommendsthatsub-outcomesdevelopedinalloftheassessmentsinthisAssessmentProject–acrossmajors–besharedwiththedecisionmakersinCareerandLifeCallingsothattheycanensurethat,priortoapproval,everyinternshipmeetsthesub-outcomeexpectationsaheadoftime.Thesub-outcomesshouldalsobeincorporatedintothereflectivepaperforstudentstorespondtodirectly.

VI. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment(ifapplicable)RachelHammondattendedtheACBSPconferenceinJune2018alongwithJeffSavage(PGS).Detailsrelatedtoassessmentofstudentlearningforaccreditationpurposeswereincludedinthisconference.


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DivisionofCommunicationandMediaProgramReview/ChairReviews(ifapplicable)NoprogramreviewswereconductedwithinthedivisionofCommunicationandMediathisacademicyear.AssessmentofStudentLearning

I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearBasedonprogramreviewsconductedduringthe2016-17academicyear,thefollowingthreeprogramswerediscontinuedandremovedfromthe2017-18catalog:

• Journalism• Photography• PublicRelations

A“teach-out”planwasenactedforstudentsremaininginthoseprograms.ItwillcontinuethroughFall,2018.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYeara. Program(s):Communication,StrategicCommunication,&BroadcastCommunication

i. AssessmentTeam:DesireeDuffandJeremyOsbornii. Course:COM315CommunicationTheory

For2017-2018,oneofthespecializedknowledgesub-outcomeswasassessedfortheCommunication,StrategicCommunication,andBroadcastCommunicationprograms.Thespecificsub-outcomewas“ExplainsmajortheoriesandconceptsoftheCommunicationdiscipline,including,butnotlimitedto,thoseintheareasof,persuasion,interpersonalcommunication,groupcommunication,organizationalcommunication,interculturalcommunication,andmediatedcommunication.”Thissub-outcomewasassessedusingfinalpapersfromCOM315:CommunicationTheory.Thisartifactwaschosenbecauseitisfromajunior/senior-levelcoursethatisrequiredinallthreeprograms.

Atotalof18artifactswereevaluatedbyateamcomprisedofDesireeDuffandJeremyOsborn.The18papersreflectedeightCommunicationstudents,fiveStrategicCommunicationstudents,twoBroadcastCommunicationstudents,twoTeacherEducationstudents,andoneIDSstudent.Onafive-pointrubric,themeanratingacrossall18paperswas3.28.Ratingsamongthenon-Communicationmajors(mean=2.67)andtheBroadcastCommunicationmajors(mean=2)wereloweronaveragethanratingsforCommunicationmajors(mean=3.63)andStrategicCommunicationmajors(mean=3.60).Forthefuture,moredetailedexpectationswillbeprovidedwiththeassignmenttohelpstudentsunderstandwhatitlooksliketodemonstratecompetencyinthekeyoutcomeareasandwewillcommunicatetostudentsinotherprogramsthatrequirecommunicationcoursestheimportanceoftakingcoursesinthepropersequence(sofoundationaltheoreticalknowledgeisdevelopedpriortostudentsenrollingintheCommunicationTheorycourse.)

b. Program:Film/VideoProductioni. AssessmentTeam:BradPorterii. Course:MDA-342AdvancedProductionII

For2017-2018,oneofthespecializedknowledgesub-outcomeswasassessedfortheFilm/VideoProductionprogram.Thespecificsub-outcomestatesthefollowing:Evidenceknowledgeofa

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specializedtechnicalcraftrelevanttoasingle,specificdisciplinewiththepracticeoffilmandvideoproduction.Thissub-outcomewasassessedusingPre-ProductionDevelopment&“Greenlight”Submissiondocuments

Atotalof12artifactswereevaluatedbyBradPorter.Onafive-pointrubric,themeanratingacrossall12paperswas3.083.Basedonthesefindings,studentsintheFilmandVideoProductionprogramaresuccessfullyachievingthelearningsub-outcome.Thestrengthsofthecurriculumareevidentinstudents’submissions;however,afewareasofimprovementwereidentified.Inthefuture,studentswillengageinsimilarcourseworkearlierintheirprogram,successfulsubmissionswillbearchivedasmodelsforfuturestudents,andadditionaltemplateswillbegeneratedtoassistfuturestudentsinfulfillingthelearningoutcometoamoreprofessionalstandard.

III. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(if

applicable)TheTUGassessmentscheduleforprogramreviewandspecificprogramlearningoutcomeassessmentwasadoptedbythedivision.

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DivisionofHumanities

ProgramReview(ifapplicable)

I. SpanishMajorandMinora. Keyfindings:

Thekeytakeawayisthatthereisalotofpotentialforgrowth.Thefieldisgrowingandjobprospectsarestrong.Wehaveveryfewstudentswho,atthemoment,considerSpanishasamajorwhentheyareapplyingtoCU.WeneedtoremovebarriersandincreasethepoolofprospectivestudentstakingSpanishcoursesandconsideringtheSpanishmajorandminor.BasedonthesuccessofourLIN100LanguageinCulturecourses,thatfocusonlanguageproficiencyandculturalcompetency,wewouldliketoredesignourprogrambasedonthatfocus.Wehavetheopportunitytodesignaprogramthatisinnovativeandcreative.Ourinitialideaswerepresentedataconferenceoninnovationandcreativityinforeignlanguageeducation(October5-7,2017atHopeCollege)andourideaswerewellreceivedandwereceivedhelpfulfeedbackfrominstitutionswhohavealreadymadesimilarchangestotheircurriculum(e.g.,SimpsonCollege).

b. NextSteps(i.e.recommendednextsteps/efficiencies,changestocurriculum,etc.):RevisionoftheSpanishmajorandminortoincreaseflexibilitybylimitingthesequencingofcoursesandstreamliningtheprogramforefficiency.ThisrevisionalsoalignstheprogramwithHumanitiesdivisionfocusonvocationalpreparednesswithrequiredinternship.TheproposalforcurricularchangewasapprovedinUAConFebruary8,2018andthechangesmadeinthe2018-2019AcademicCatalog.


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYear:BasedontheSpanishprogramreview,extensiverevisionswereproposedbytheHumanitiesDivisionandapprovedbyUACforimplementationinFall2018.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYear(referto“ExecutiveSummary”sectionsonAssessmentProjectTemplates)

1) CreativeWritingMajor(CynthiaBeach;ENG320AdvancedWritingWorkshop)

CynthiaBeachevaluatedprojectsinherENG320AdvancedNovelWorkshopduringtheFall2017semester.DuetohersabbaticalleavefortheSpring2018semestershewasgrantedanextensiononcompletingtheAssessmentReportuntilAugust2018(percorrespondencebetweenCynthiaBeachandEmilyGratson,May2018).

2)HistoryMajor(ErikBenson;HIS222USHistoryII)

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Theresultswereremarkablygood.PertheexpectationsstatedintheCurricularMap,studentswereexpectedtodemonstratethekeyskillsofeffectiveresearch,criticalthinking,andeffectivecommunication.TomeettheexpectationsoutlinedintheAppliedKnowledgedocument(minimumlevelfour),students’paperswouldgenerallyreflectatleastaB-inthegradingcategoriesonthepaper.

Thesamplesreferencedabovearefairlyrepresentativeoftheclassperformance.SettingaB-asthetargetperformance,allofthestudentsmetorexceededthat.Intermsofsources,onlyoneofthesamplesfellshortofaB-,andthatjustbarely.Inall,thestudentsattainedthelearningoutcomes,exceedingexpectations.

Boththefacultyandlibrarianwereverypleasedwiththeresults.Thestudentsdevelopedgoodtopics,engagedingenerallysoundresearch,andproducedgoodpapers.Weagreethatthesearegreatimprovementsonpastresearchprojectsthathavebeenobserved.Studentsseemmuchmoresatisfiedbytheprocess.

Thisowesmuchtothedevelopmentprocessthroughtheassignment.Therequiredtutorialexposesstudentsearlytoprinciplesofgoodresearch,butalsospecificallyapplicablework(e.g.goodsourcesfortheirspecificprojects).Theproposalreinforcesthis,withboththeinstructorandlibrariangradingit,butalsoprovidingfeedback.Whenthestudentsturnintheirpapers,theyhavebeensetuptoproduceagoodoutcome,bothinsourcesandcontent.

Thereisaneedtoclosethelooponsometechnicalmatters.Studentsgetgoodsources,butdonotalwaysusethemproperlyorconsistently.Formany,thisisfarmorerigorousthanwhattheyhavebeenaccustomed.Thereisatutorialoffered,butthisneedstobereinforced.

Also,thefacultyandlibrarianneedtobeinsynconuseofspecificsources(e.g.quickreferences)andscoring.

3)LinguisticsMajor(MichaelPasquale;LIN225IntroductiontoLinguistics):

LedbyfacultyprogramleaderDr.MichaelPasquale,theB.A.inLinguisticsassessedtheAppliedKnowledgeandCollaborativeLearningPLOduringthe2017-2018academicyear.Thesub-outcomeassessedwasto“Compareandcontrastlanguagesystemsintermsofsystematicdifferencesinphonetics,phonology,morphology,syntax,semantics,andpragmatics.”TheassessmentprojectwastoevaluatethefinalLinguisticAnalysisreportinLIN225IntroductiontoLinguistics.Sincethisistheentry-levelcoursetotheprogram,theexpectedoutcomewasa2,thatisthatstudentswouldpartiallymeetexpectationsfortheprogram-leveloutcome.Theresultswerethat25%ofstudents(5/20)exceededthatexpectationbyscoringa3.65%ofstudents(13/20)wereattheexpectedlevelof2.10%ofstudents(2/20)didnotmeetexpectations.Overall,theaveragescoreontheassignmentwas2.15.

ThiswasthefirsttimethisassignmentwasgivenwithintherevisedLinguisticsmajorcurriculum.ThiswillalsogiveusabasistoplanandorganizetheLIN461LinguisticAnalysiscoursewhichwillserveasthefinalevaluationofthesub-outcome.Overall,theresultsmetexpectationsanddemonstratedthestrengthoftheLIN225curriculumintermsoflinguisticanalysis.However,theassignmentitselfwasabittooopen-endedforstudentsandamorefocusedassignmentforthenextcoursewillbeconstructedandimplementedinFall2018.Thiswillleadstudentstoconsiderseveralofthesamedatasetsinsteadofhavingstudentshavetofindandevaluatetheirowndata.

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4)LiteratureMajor(JasonStevens;ENG342RomanticandVictorianLiterature)

Dr.JasonStevensevaluatedtheco-constructed(i.e.studentsdesigningtheirownmidtermessayexaminlightofmyguidanceandthecourseobjectives)RomanticismmidtermassessedAppliedKnowledgeandCollaborativeLearningduringthe2017-2018academicyear.Sub-outcomesassessedwere“Contextualizeliteraryworksaccordingtoitshistoricalera”and“Analyzeformaltextualelementsaccordingtothegenre.”TheassessmentprojectwastoevaluatethemidtermexamonRomanticism.Sincethiswasanupper-levelcourse,theexpectedoutcomewasa4,thatisstudentswouldmeetexpectationsfortheprogram-leveloutcome.TheresultswerethatThemeanscore(outof100%)forthecoursewasan85.8.Threemidterms(,92,95,96)demonstratedstudentabilitytoexceedtheexpectationofa4.Thesewereevaluatedasa5.Thesestudentsdemonstratedanabilitytoattendcloselytoanddeftlyhandletheformalandcontextualelementsofthepoemsinquestion.Sixofthemidtermsmeetexpectationsandreceiveda4.Thesemidtermsdemonstratedtheabilitytorecognizeandthinkwithsignificantformalelementsofpoemandrecognizesthegistofthematicfunctionofformalelementsofthepoem.Studentisabletomakesufficientconnectionsbetweentextandhistoricalcontext.Threeofthemidtermsreceiveda3.Thesestudentsstruggledtoadequatelyhandleformalelementsofthetext,andtheiranswersevincedinsufficientattentiontotheactuallanguageofthetextsandconductedabstractdiscussionbasedonthegistofformalelementsandthegistofthehistoricalcontext.Connectionsbetweentextandcontextareapparentyetelementary.

Thiswasthefirsttimethisassignmentwasgivenwithinlargerliteratureassessmentproject.Thiswillalsogiveusabasistoplanandorganizefutureliteraturesurveycourseswhichmustnavigatethetensionbetweenattentiontoatext’sgenreandformalelementsanditshistoricalcontext.Overall,theresultsmetexpectationsanddemonstratedthestrengthoftheLiteratureprograminprovidingnotonlythefundamentalsofformalanalysisandcontextualization,butalsoofaskingdeeperandharderquestionsabouthowandwhycoursecontextcanbelearnedaswellashelpingstudentstakeapro-activeroleintheeducationsbyhavingthemdesignamidtermexamforthemselvesinlightofthecourseobjectives.However,theassignmentitselfwasabittooopen-endedforstudents.Inadditiontothefocuswhatmakesforgoodessayquestionsandhowandwhycontextshouldbelearned,IwanttobringadditionalfocustohavingstudentsdevelopquestionsthatwillalsohelpthemreflectexplicitlyonwhyhandlingformalelementsofatextandunderstandingitshistoricalcontextissoimportantinanEnglishclass.

5)PhilosophyMajor(MattBonzo;PHI211PhilosophyinCulture)

PHI211introducesstudenttothekeyconceptsofworldview,vocation,andvirtueandshowtheconnectionbetween.Thisassessmentprojectlookedatstudents’basicfamiliaritywiththeseconceptsbeforeandaftertheseconceptsweretaughtinclass.Asexpected,studentswerenotfamiliarwiththeterms(averagebelowpassing)beforelecturesandreading.Studentweremuchmorefamiliarwiththetermsafterbeingpresentedinclass(averagewaswellabovepassing).Uponreview,theredidseemtobealackofquestionsspecificallyaboutvirtue.ThesequestionswillbewrittenandaddedtotheexamsintheFall’18aswellassharedwithotherprofessorswhoteachthiscourse.

6)ProfessionalWritingMajor(MichaelVanDyke;ENG320DramaticWriting)

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Thisassessmentprojecthighlightedthedifficultystudentshadinidentifyingcomplexelementsinadramatictext.I,asaninstructorteachingthisparticularcourseforthefirsttime,seemedtohaveover-estimatedthestudents’analyticalabilitiesandpriorknowledge.Thestudentsdidn’tseemtolikethetextIchose,andthereforetheydidnotreaditanywherenearascloselyastheyneededto(ifatall).Theirmotivationforreadingthetextwasthattheywouldneedtoincludetheseelementsintheirfinalplaywritingproject.Ishouldhavefurnishedfurthermotivationintheformofquizzesorshorterassignments.IwillalsobeswitchingtomoreaccessibletextsuchasJohnTruby’sTheAnatomyofStory.

TheassignmentIchosetoevaluatewasprobablytoobroadinitsrequirements.Iprovidedalistofaboutfifteendramaticelementsthatthestudentsmightdiscussintheir3-4pageanalysis.Foratleasttwo-thirdsoftheclass,theytookthisaspermissiontofocusontheelementsthatwereeasiertoidentify,totheexclusionofthosethatweremoredifficult,butmoreimportant,tounderstand.Thiswasdefinitelyaweaknessintheassignmentprompt.Thestudentsalsoneedmoreexplicitinstructioninbasiccraftelements,eventhoughtheyweresupposedtohavesomeawarenessoftheseduetotheprerequisitesforthecourse.

7)PublishingMajor(TimBeals&MichaelPasquale;ENG327IntrotoPublishing)

TheB.A.inPublishingassessedtheAppliedKnowledgeandCollaborativeLearningPLOduringthe2017-2018academicyear.Thesub-outcomeassessedwasto“Describethepublishingprocessend-to-endandhowitmirrorsotherindustries.”

TheassessmentprojectwastoevaluatethefinalprojectinENG327IntroductiontoPublishing.

IntroductiontoPublishingisdesignedasanoverviewcourse,intendedtoacquaintinterestedstudentswiththepeople,roles,vocabulary,andprocessesinvolvedinbookpublishing.Itisanessentialfoundationforfurtherstudy,butitisnottheonlycourseorexposureourgraduateswouldrequiretobefullypreparedfortheirnextstep.Coursesinediting,writing,andbusinesswouldhelproundouttheirpreparation—alongwithrelevantindependentstudiesandinternships.Theclasswascompletelysuccessfulatachievingthefirstpartofthesub-outcome,withstudents’beingableto“describethepublishingprocessend-to-end.”Throughthoroughclassdiscussions,presentationsbytwoin-classindustryprofessional,threeonsitefieldtrips,andtheopportunitytoexperiencetheend-to-endpublishingprocessthroughthehands-oncreationoftheirownbook,students’knowledgewasestablishedandreinforcedinavarietyofways.Understanding“howithowitmirrorsotherindustries”waslesssuccessful.

8)HUM311ImaginationinCulture(CoreCurriculumCourse),MichaelStevens

I’veusedtheResponseEssayanalyzingpiecesofartasastapleforHUM311eversincethecoursewaspioneered,butI’venotalwaysbeenhappywiththeresults,especiallyintermsofdepthsofanalysisandthepushtowardsinterpretation.Havinggoneovertheseassignmentsforthisreport,InowseethatthestudentslackamodelthatshowsthefourpointsofAnalyticalInquiryinaction,specificallyinthecontextofaestheticanalysis.

IwillthusbecallingouttheAnalyticalInquirysub-pointsintheinitialpromptsfortheResponseEssays,andgoingoveramodelessaythatI’vecreated,inordertoillustratethebestpossible

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progressiontowardsfullanalysis.InJ-Term,Iwillspendtimeintheveryfirstclassdayonthesepointsofdiscussion,andinthesemester,Iwilldothiswithinthefirstweekofclass—hence,wewillhaveapointofreferenceforanalyticworkfromtheverystart.IwillalsousethemodelessayasawaytopointoutanyissuesthatariseinResponseEssay#1,sothatbythetimestudentsdoResponseEssay#2,theywillhavesubstantialfamiliarity.

III. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicN/A

IV. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment(ifapplicable)MichaelPasqualeattendedsessionsonassessmentattheInternationalTESOLconventioninChicago,ILinMarch2018.


N/A

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DivisionofKinesiology,Science,Engineering,andMathProgramReviews

I. Pre-ProfessionalPrograms(Pre-Dental;Pre-Medical;Pre-Pharmacy;Pre-Veterinary)a. KeyFindings

Thesepre-professionalprogramsarematureprogramsthathaverespondedwelltochangesinthemarketplace(graduateeducation)andtointernalchangesinCU’sacademicstrategy(e.g.,reducingnumberofprogramsthroughconsolidation,thenexpandingbacktoindividualprograms).Theseprogramsalsohaveahistoryofhelpingstudentswithslightlyabove-averagehighschoolpreparationrealizetheirdreamsofsucceedinginmedical,physicianassistant,dental,orveterinarygraduateschool.Ourcollegiality(student-studentandfaculty-student),curriculum,andstrongfacultymentoringprovidestudentswiththeacademicskillsandknowledgetoperformwellontheMCAT,DAT,andPCAT.OurstrongdivisionalcommitmenttoChristastheCreatorandSustainerofouruniversealsoprovidesanenvironmentinwhichourstudentsdeepentheiraweandloveofGod,andgrowtobevirtuoushealthcareprofessionalswhoareandwillimpactourworldforChrist.

b. NextSteps:ProposedChangesinKSEM’spre-professionalprogramoperations:i. InconsultationwiththeCenterforCareer&LifeCallingdevelopplanstohelp

studentswhodecidethattheyarenotabletosuccessfullycompleteapre-professionalprogram.(“off-ramps”)

ii. OfferaPre-PAprogramthat(dependingontheparticulargraduateprogramchosen)wouldrequirelessdemandingcourseworkattheundergraduatelevel.Limitnumberofrequiredcoursesandoffermanyelectivesthatstudentscouldchoosebasedontheirdesiredgraduateprogramrequirements.[DONE]

iii. Investigateandcreate“FAQDocuments”featuringnearbytrainingprogramsin:VeterinaryTechnology;PharmacyTechnology;NursingTechnology;DentalHygiene;MedicalScribing;andCertifiedNursingAssistant.PlacethesedocumentsonourdivisionCUPortalPage.[FALL,2018]

iv. Ensurethatacademicadvisorsarewell-versedinthefourexercisescienceprogramsofferedatCU.Anyofthesefourprogramswouldhavealargecourseoverlapwiththepre-professionalprogramsforthefirsttwoyears.AdvisorsarealsowellawareoftheresourcesofferedthroughtheCenterforCareer&LifeCalling.[FALL,2018]

v. WorkwithAdmissionstoaddasectiononthemajor-specificmarketingpieces.Thissectioncouldbetitled:“WhatCanIExpectandHowCanIPrepareNow?”.Thissectionwouldjointhe“Distinctives”and“WhereAreTheyNow?”sectionsonthebackofthesebrochures.ThistextcanalsobeappropriatelyincorporatedintotheKSEMwebpagesontheCUmainwebsite.Thetextinthissectionwouldemphasizetheprimacyofmathematicscompetency(notstatisticsalone),whilenotdiscouraginghighschoollaboratorycoursesinchemistry,physiology,biology,andanatomy.AdvancedPlacementcoursesinmathwouldbeencouraged,andconcernsaboutAPcoursesinthebasicscienceswouldbeexplained.[SUMMER,2018–inpreparationforFall,2018]

vi. WorkwiththeRegistrar’sOfficeandtheCSStodevelopawaytonotifyacademicadvisorsofstudentsinourpre-professionalmajorsshouldthey

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earn/beearningatmid-termagradeoflessthanaB-inthefollowingcriticalcourses:[INITIATEPROCESS–SUMMER,2018]

MAT-121(CollegeAlgebra)/131(CalculusI);BIO-151(GeneralBio);BIO-241(Anatomy&PhysiologyI);

BIO-351(Genetics)CHM-121/122(GeneralChemistryI&II)CHM-230/232(OrganicChemistryI&II)

Whensuchanotificationisgiven,thestudent’sacademicadvisorworkswith

thecourseprofessorandtheCSStostronglyencouragethestudenttoseekCSStutoringaswellasextratimewiththeprofessorduringofficehours.

vii. Developachecklistofnon-curricularactivitiesthatpre-professionalstudentsshouldcompleteastheyprepareforgraduationschool.Forexample:jobshadowingandnetworkingwithprofessionalsinyourdesiredfield;researchintooptionsforgraduateschoolandwhatareentryrequirements.Seekalumniwisdom–“WhatwouldyouhavechangedaboutyourTUGyearsthatyoubelievewouldhavebetterpreparedyouforgraduateschool?”[INITIATEFALL,2018]

II. PE-K-12SecondaryEducation

a. KeyFindingsTheCUPEprogramisalong-standingcontributortoourimpactintheK-12educationarena–especiallyinWestMichigan.Ourgraduateshaveagoodreputationintheschoolstheyareserving–bothasphysicaleducationteachersaswellascoaches.SherryWilliamsandLaurieBurgesshaveworkedverywellthisyeartokeepthisprogramgoing.MattWallace(TeacherEducationCertificationOffice)istakingoveracademicadvisingforthePEmajors.However,thelossofafull-timefaculty‘champion’forthisprogramposesaseriousthreattothefutureviabilityofthisprogram.ThisisespeciallytroublesomeinlightofnewMichiganDepartmentofEducation(MDE)standardsforK-12physicaleducationprograms.Coupledwiththehistoricallysmallcadreofstudentschoosingthismajorandtherecentdeclinesinentrantstothismajor,itseemsthatweshouldcriticallyexaminethisprograminthenextacademicyearaftermoreinformationaboutMDEprogramchangesisunderstood.

b. NextSteps:i. ConsultwithfriendsinthePEandTeacherEducationdepartmentsinCalvinthis

summerandworktogethertoconsiderthechangesneededtocomplywithnewMichiganDepartmentofEducationstandardsforthisprogram.Thisincludesneededcurriculumchanges,coursecontentchanges,butmoreimportantly(anddifficult)neededinstructorqualificationchanges.Reconsidertheviabilityofthisprogramduringthefall,2018,semester.

ii. ImplementCU’sannualassessmentprocesswiththeseprograms.ThiswouldstartwithdevelopmentofbasicPLO’sforthisprogram.

iii. Improverelationshipswithalumniandaskthemtobemoreinvolvedwithcurrentstudentsinthisprogram–sharingtheirstories;helpingkeepstudentsinallyearsoftheprogramaccountableforbothacademicandnon-academicactivitiesthatwillmakesuccessfulentranceintotheworkforcemorelikely;

iv. Findandequipanalumnus,coach,orfacultymemberfromtheKinesiologyDepartmenttoworkwiththeadmissionsdepartmenttoincreaserecruitingeffortsforthisprogram.

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v. Developprocedurestoacquireaccurate,empiricaldataaboutemploymentofourPEgraduates.


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYeara. Inresponsetostudentevaluations,MAT-110:CollegeMathematics(aCoreCurriculum

course)wasrewrittenbyBobHoffmantomoveawayfromaskingstudentstocompletemostoftheirhomeworkandcourseexamsonlinetoamoretraditionalmathcoursewithhomeworksubmittedonpaperandexamstakenonpaper.Thenumberofcontenttopicswasreducedby15%toenhancestudentcompetencywithrespecttotheremainingtopics.

b. Inresponsetotheneedsurfacedduringtheprogramreviewofthepre-professionalprograms,apre-physicianassistantprogramwasdeveloped.TheprogramcurriculumwasbasedonentrancerequirementsforthefiveMichiganPAprogramsaswellastheprogramofferedbyDukeUniversity(oneoftheoutstandingprogramsinthecountry).Studentinterestinsuchaprogramhadbeenobviousforseveralyears,andthisprogramisplannedtoprovideamuchneededoptiontostudentswhohadoriginallyplannedtoenterPAschoolorwhodecidedaftersomeworkinthepre-medprogram,thattheywouldbebettersuitedforaPAprogram.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYeara. ExerciseScience(Pre-PT,Pre-OT,CardiacRehab,ExerciseScienceonly)

Assessedby:SherryWilliamsandKimZainea.CourseFromWhichArtifactsWereTaken:KIN346PracticalExamsforHeartRate&BloodPressure,SubmaximalBikeTesting(CardiorespiratoryFitness),&Skinfolds(BodyComposition)ExecutiveSummary:Forthepurposeofthisproject,theExerciseScienceMajorswerebrokeninto5categories.Thesecategoriesare:1)AllExerciseScienceMajors,2)ExerciseScience–General,3)ExerciseScience–Pre-PT,4)ExerciseScience–Pre-OT,and5)ExerciseScience–CardiacRehab.

Overall,theExerciseScienceMajorsareperformingatthe“meetsexpectations”levelwhenitcomestothefieldskillsassessments.Whenbreakingthemajorsintotheirrespectivecategories,therearesomedeviationsasdescribedbelow.Keepinmindthatwhensplittingourmajorsintotheirrespectivecategories,somecategorieshaveonly2or3studentseach,creatingtheneedtoexercisecautionwhenmakingassumptionsaboutthedata.InreferencetotheHR&BPlabassignment,allcategoriesperformedatthe“meetsexpectations”levelwithverylittlevariancewithineachcategory.InreferencetotheBodyCompositionlabassignment,allbutonecategoryperformedatthe“meetsexpectations”levelorhigherwithverylittlevariancewithineachcategory.InreferencetotheCardiorespiratoryfitnesslabassignment,mostcategoriesperformedatthe“meetsexpectations”levelorhigherwithverylittlevariancewithineachcategorywiththeexceptionoftheESPre-OT.Therewassignificantvariancewithinthiscategory(ES

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Pre-OT),butonly2studentswereassessed.Onehadaperfectscoreandonefailedtheassignment.Inthefuture,wewouldliketorevisetherubrictoleaveroomforthosewhogobeyondmasteringthebasicskillstohavetheopportunitytobeawardedascoreabove100%.Forexampletherubricwouldincludecharacteristicssuchasprofessionalismandotherrelationalskillsthatarevitaltoworkingwiththepublicinthefieldofhealthscience.

b. BAIntegratedComprehensiveScienceforSecondaryTeachers,andBAIntegratedScienceGroupforElementaryTeachers,andBAIntegratedScienceforSecondaryTeachersAssessedby:RobKeysCourseFromWhichArtifactsWereTaken:SCI-400:CapstoneSeminar:IntegratedScience.Lesson&TeachingAssignmentExecutiveSummary:StudentsintheIntegratedComprehensiveMajorforSecondaryEducationwereassessedontheirabilitytobothplanandexecutesciencelessonmaterialsrelatedtotheNextGenerationScienceStandardsasapartoftheSCI-400IntegratedScienceCapstonecoursetaughtbyDr.RobKeysintheSpringof2018.Ofthe9studentsinthecourse,5wereapartofthismajor,theremainderwerestudentsintheElementaryIntegratedScienceminorprogram(apartofthetripleminorinElementaryEducation).Ofthetwosub-outcomesassessedinthisproject,bothSecondaryandElementarystudentsshowedanacceptedlevelofproficiencyinboththeplanningandexecutionofsciencelessonplansusinganinquiry-basedapproachtolessonwritingandteaching.However,withinthebreakdowncategoriesfortheexecutionofthelesson,secondaryeducationstudentsshowedaminorweaknessintheirabilitytocreatemeaningfulassessmentswithintheteachingenvironmentandelementaryeducationstudentsshowedaminorweaknessintheirabilitytoaskmeaningfulquestionsduringtheinquiryphaseofthelesson.Bothoftheseissueswillbestrengthenedinthecurrentcourse(SCI-400)fortheSpring2019semesterandinthecomplementarycourse(SCI-465/EDU-450)intheFall2018semesterbydevelopingfocusedlessonswithmoremodellingoftheexpectedoutcome.

c. BAMathematics

Assessedby:StephenDevereauxCourseFromWhichArtifactsWereTaken:MAT-341:ModernAlgebra:FinalExamExecutiveSummary:FacultyleaderwasStephenDevereaux.ArtifactswerecollectedfromFallandSpringcoursesinModernAlgebra.Twenty-sevenquestionsfromthefinalexamwereinspectedforthesub-outcomesofunderstandingdefinitions,concepts,andstructure.Thesequestionswereassessedaccordingtotheincludedrubric.Studentsscoredover4indefinitionsandbetween3and4inconceptsandstructures,asexpected.Whilethefindingssuggestthatstudentsunderstandthesemathematicalideasverywell,thenextstepischangingsomecurriculumtoincludeintheprocessofdescribingmathematicalconceptsintheirownhomework.Studentswilldescribemathematicalconceptsintheirownwordsinmoreareasandtopicsbeginningthisfall.

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d. BSEnvironmentalBiology(Naturalist,Wildlife,WaterResources,General)Assessedby:RobKeysCourseFromWhichArtifactsWereTaken:ECO-342:FieldBiology:FinalProject–ManagementPlanusingArcGISStoryMap.ExecutiveSummary:Overall,EnvironmentalBiologystudentsmainlymettheexpectationsfortheAppliedKnowledgeoutcome.Studentsshowedastronguseofskillstocollectandanalyzedataandturnthisintousableformatsthatcouldbedisplayedduringpresentations.AreasofweaknessintheprogramweremainlyrelatedtocreatingconnectionsbetweendatawithsimilartechnicalnamesandmakingconnectionsinuseoftheGISsoftwareapplicationsusedthroughoutthecourse.Changeswillfocusoncreatingamorestandardterminologybaseacrosscoursesandcreatingamoremodel-basedpedagogicalmodelforintroducingstudentstoGISapplicationsinfutureiterationsofthiscourse.

VII. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(if

applicable)None

VIII. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment

a. OurKSEMfacultyparticipatedinassessmenttrainingatboththeAugust,2017,andMay,2018,FacultyWorkDays.


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DivisionofMusicProgramReviewsNoprogramsfromtheMusicDivisionunderwentprogramreviewthisacademicyear.AssessmentofStudentLearning

I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearBaseduponlastyear’schairreviewofthemusiceducationprogram,alistoftaskswasidentified:

o Programintegrity:tasktheincomingdirectortoensurethereisprogramintegrity/continuitythroughoutthemusiceducationcurriculum;exploregreatersynergywiththeteachereducationcoursecontent

o Technology:improveandupdateclassroomtechnologyo Enrollment:assessanddeveloparecruitmentstrategywithspecificgoalsforstudent

enrollmento Exploreaneffectivestrategytodevelopacombinedvocal/instrumentaltrackthatis

attainablewithinareasonabletimeframe.Thenewdirectorofmusiceducationwasabletoeffectivelytackletwooftheseareasduringthe2017-18academicyear.ProgramIntegrity:SheestablishedasolidworkingrelationshipwiththeTeacherEducationdivisionandbeganreviewoftheircoursecontent.SheimplementedappropriateterminologyandcontentintotheMiddleandHighSchoolMusicMethodscourse.Enrollment:Sheaggressivelyrestoredandestablishedsolidworkingrelationshipswithareaschools,conductedclinicsandjudgedinstrumentalcompetitions.Asidefromtheinternalrequiredassessmentprojects,themusicdivisionrespondedtotheNASMCommission’sActionReport,Summer2017.Directchangesweremadeinthefollowingareas:SymphonicWinds:populategroupsufficientlywithstudentparticipants.Avoiduseoffacultysubstitutestocompletesectionsoftheband.Developappropriatecollegelevelrepertoireforthegroup.HealthandSafety:Createadivisionpolicyforelementsofmusichealthandsafetyincludinghearingloss,musculoskeletalandvocalhealth.AnewHealthandSafetycurriculumunitwasintroducedinMUS-099Performancelabtoaddresstheseissues.Performance:asoloperformancecompetitionwaslaunchedinthespringsemestertoencouragepracticeandperformanceimprovement.CompetitionwinnerswerefeaturedinfinalconcertpresentationsandtheCelebrationofScholarshipday.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYear(referto“ExecutiveSummary”sectionsonAssessmentProjectTemplates).Theareasofspecializedknowledgeandtheirsub-outcomeswereselectedbasedupontheNASMCommissionActionReportSummer2017asareasforconcernorimprovement.

a. B.A.–Music;Dr.KentWalters;SpecializedKnowledgeOutcome:BAMusicstudentswilldemonstrateabroadknowledgeofmusicalform,functionandperformance;Sub-Outcome:RudimentarycapacityforComposition&Improvisation

Newassessmentrubricdevelopedandsubmitted

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b. B.A.–Music:WorshipArts;Dr.DesmondIkegwuonu;SpecializedKnowledgeOutcome:Studentswillpossessinstrumental/vocalcompetencyandleadershipskilltoperformindividuallyandleadothersinaworshipcontext;Sub-Outcome:Acquiretechnicalskillsrequisiteforartisticexpression

Languageforassessmentrubric(column4)submitted

c. B.Mus.–K-12MusicEducation;Prof.ShawnSudduth;SpecializedKnowledge:MusicEducationstudentswilldemonstrateastrongknowledgeofmusicalform,function,performanceandpedagogy:Sub-Outcome:UseTechnologywithintheirareaofspecialization

Languageforassessmentrubric(column4)submitted

d. B.Mus.–Performance;Prof.MichaelStockdale;SpecializedKnowledge:BMusstudentswilldemonstrateadeepknowledgeofmusicalform,functionandperformanceartistry;Sub-Outcome:AcquiresufficientunderstandingandcapabilityofForm&Analysis

ExecutiveSummary:Developmentofnewrubrictodetermineadequacyandefficacyofmusichistorycoursecontentrelatedtoformandanalysis.Workdirectlywithcourseinstructortodeterminebestartefactstomeasurethestudentsuccessinthisarea.

e. B.Mus.–Performance:CommercialMusic;SpecializedKnowledge:BMusstudentswill

demonstrateabroadknowledgeofcommercialmusicalform,functionandperformanceartistry;Sub-Outcome:PlacecommercialmusicinHistoricalandculturalcontext

ExecutiveSummary:Developmentofnewrubrictodetermineadequacyandefficacyofmusichistorycoursecontentrelatedtoformandanalysis.Workdirectlywithcourseinstructortodetermineappropriatecoursecontentandbestartefactstomeasurethestudentsuccessinthisarea.


ImplementedprogramsurveyforCapstoneSeminarstudents.

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DivisionofSocialSciencesProgramReviews

NoprogramsfromtheDivisionofSocialSciencesunderwentprogramreviewthisyear.


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearDuringthe2017-18academicyear,assessment—drivenchangesweremadetoSOC111.Studentshavevoicedconcernsaboutthelevelofworkrequired;therefore,assignmentswerereduced.InSOC111,Dr.King’sstudentshavetypicallycompletedCognitiveMappingAssignmentsforseveralchapters.Whilethisisavaluableexercisebecauseitencouragesstudentstoengagethematerial,theywereeliminatedfromtheassignments.However,anumberofthequestionsthatstudentswouldtypicallyrespondtowereincludedinin-classgrouplearningactivities.Throughoutthespringsemester,CriticalIncidentQuestionnaireswereadministeredeachweekforthefirstmonth,andfeedbackledtoafewchanges:namely,testreviewsessionsbeforeeachtestandthefinal,providingamind-mapofthematerialonthefirstdaywecoveredachapter(toassistthosewhoareright-brainedlearners),andchangingthemakeupofgroupsinwhichstudentsdidthelearningassignments.Forthegreaterpartofthesemester,groupsmetwiththesameindividuals(hopingtobuildasafelearningcommunitythatwouldfacilitatelearning);however,onthemid-semesterfeedback,afewstudentslamentedtheinabilitytohearotherstudents’perspectives.Therefore,groupsweredetermineddifferentlyforsomeoftheexercises.Adrawbackofmorein-classactivitieswaslesstimetolectureonmaterial,whichconcernedsomestudents.Someconsiderationwillbegiventobalancinglectureswithclasslearningactivitiesandtheeffortstoaccommodatediverselearningstyles.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYear(referto“ExecutiveSummary”sectionsonAssessmentProjectTemplates).AssessmentprojectswerecompletedfortheSocialWork(forwhichaseparatereportwaswritten),Psychology,andCommunityHealthmajorsaswellastheSociologyminor.

a. Psychology–Drs.NicoleMcDonaldandSergioDaSilvaevaluatedsuboutcomes#2and#3inthePSYandCASPLOmapstoassessstudents’specializedknowledge.WhilestudentsintheCounselingandFamilyStudiesConcentrationscompletedtheMajorFieldAchievementTest(MFT),anationallynormedassessmentofspecializedknowledge,thereportspecificallyreferencesChildandAdolescentStudiesandthePsychologicalScienceandPracticeconcentrationsbecauseCounselingandFamilyStudiesPLOmapsneedtobealignedwiththeotherPsychologyConcentrations.Drs.McDonaldanddaSilvaanalyzedscoresfromtheMFTinPsychologyforcohortsspanningfromFall2014thoughFall2017(N=86students).Afterreviewingbothdescriptiveandinferentialstatistics,Drs.McDonaldandconcludedthatthatseniorpsychologymajorsatCornerstoneUniversityareattainingoverallMFTscores,onaverage,abovethemeanperformanceofpsychologystudentsfromacrossthenation.CUstudentsalsodemonstrateknowledgesignificantlyabovenationalaveragesintheknowledgesub-areasoflearning/cognition/memory,sensation/perception/physiologicalpsychology,abnormal/clinical/personality,andsocial/developmental.NonormativeweaknesseswereidentifiedwhencomparingCUstudents’MFTscorestothoseofthenationalnormingsample.

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Basedonthesedata,nocurricularchangesarewarrantedatthepresenttime.However,continuedmonitoringofstudentperformanceintheareaofsensation/perception/physiologicalpsychologyisrecommended.PsychologyfacultywillusethesedatatoreviewtimingoftheMFTtodeterminewhetheranadjustmentshouldbemadetoensurethatstudentshaveadequatetraininginPhysiologicalPsychologybeforesittingfortheMFT.ImplicationsforadvisingincludestrongrecommendationsthatstudentscompletethePhysiologicalPsychologycourserequirementduringthefallsemesteroftheirjunioryearsothattheyareadequatelypreparedfortheMFT.FacultywillalsobereviewingtheMFTcut-offscoresforgraduationandconsideringwhetheranincreaseintherequiredcut-offscoreisindicated.

b. CommunityHealth–InstructorKristenJenkinsassessedsuboutcomes#1and#2for

specializedknowledgeofCommunityHealth.Sheusedcourse-embeddedassessment(papersandtestquestions)inbothIntroductiontoCommunityHealth(n=4)andGlobalHealth(n=5).Noweaknesseswereidentified,asthemeanscorewasatleast88%oneachartifactwiththeexceptionofaSocialDeterminantsquestionontheCHLfinalexaminwhich4ofsixstudentsscoredperfectlybuttworeceivedzeroes.Therefore,nocurricularchangesarewarrantedatthistime.However,Ms.JenkinswillbedevelopingrubricsforCHL111inFall2018.

c. SociologyMinor–ThePLOMapandRubricforbothSpecializedKnowledgeandCollaborativeKnowledgewerecompletedanduploadedintotheSociologyAssessmentfolder.ArtifactswillbecollectedinFall2018forappliedknowledgeandcollaborativelearning.

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DivisionofTeacherEducationProgramReviewNoprogramsfromtheDivisionofTeacherEducationunderwentprogramreviewthisyear.AssessmentofStudentLearning

I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearInOctober2017wehiredanAccreditationCoordinatorhelpwithassessmentandaccreditation.ThewebsiteforTeacherEducationDivisionwasupdatedtoincludeannualreportingmeasuresongraduationrates,jobplacement,EducationPreparationInstitution(EPI)scorereports,MTTCpassrates.Thischangewasdrivenbyournationalaccreditingagency,CAEP.TheAssessmentProjectincludedamodificationofourStudentSupportSystem.Morespecifically,theDispositionRubricwasrevisedinordertobettermonitorstudentdispositions.Thischangewasmadebecauseweneededamorereliableinstrumenttoassessstudentdispositions.Asadivision,wemeetonceamonthtodiscussassessmentinpreparationforaccreditation.InJanuary2018,wealsoheldanAccreditationRetreat.ProfessorBethVanderKolkconductedacurriculumauditduringthespring2018semesterinordertoassessthediversityinourresourcesandcurriculum.


a. Foreachone,pleasebesuretoincludetheprogramname,theindividualsinvolvedintheassessment,andthecourse(s)fromwhichtheartifactsweretaken.

Programs:ElementaryandSecondaryEducationStaff&Faculty:LaurieBurgess,MattWallace,RonKronemeyerCourses:EDU230,233,346,381,344ExecutiveSummary:ThepurposeoftheAssessmentProjectinTeacherEducationfor2018wastodevelopaninstrumenttomeasureandassessstudentdispositionsthroughoutourprogram.Theinstrumentwasdesignedinthefallof2017;inter-reliabilitywasmeasuredamongfull-timefacultyinJanuary,2018.DatawerecollectedthroughoutthesemesterwheninstructorswereinvitedtocompletetheDispositionsRubricforstudentswithwhominstructorshadconcerns.Twoweeksbeforetheendofthesemester,instructorswereremindedtocompletetheRubric.Morespecifically,instructorsofEDU230,363,346,344,and381wereaskedtocompleteRubricsforeachstudentintheirclasses.Bycollectingdatafrominstructorsofcoursesthatallstudentstake,wecanmonitoreachstudent’sprogressthroughouttheTeacherEducationProgram.

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Thisisthefirstsemesterwehaveimplementedareliableinstrumenttotrackstudents’dispositionsandprogressinareasofgrowth.Basedonthefindings,themajorityofTeacherEducationstudentsmeetorexceedexpectationsbasedonthe10dispositioncategories.Studentswhostrugglehavealsoemergedfromthedata,whichwillgivefacultyspecificinformationinordertosupportthosestudents.AreasourdivisionmayneedtofocusincludeTeachingAbility,Confidence,andOrganizationsincethesewerethecategoriesthatreceivedthelowestpercentageof4s(MeetsExpectations)and5s(ExceedsExpectations).

III. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(ifapplicable)TheTeacherEducationwebsitenowincludesalinkto“QualityMeasures”thatlistsannualreportingmeasures.

EachelementontheDispositionRubrichasbeendefinedinordertoprovidebetterreliability.Facultyalsoconductedaninter-raterreliabilitymeasure.

AssessmentdataarehousedandorganizedinMoodle.

IV. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment(if

applicable)TheAccreditationCoordinatorattendedtheCAEPConferenceinMarch2018.ThreefacultyattendedtheHopeAccreditationConferenceinHolland,Michigan.


TheTeacherEducationStudentAdvisoryCouncilwasalsoasourceofdatathisyear.ThedivisionchairmetwiththeCounciloncepersemester.InformationgatheredfromthestudentsinformedthewaytheTeacherEducationDivisionwillrunAdvisingChapelandprovidedagaugeonourdivisiongoals:improvecommunicationandcreatecommunitywithinthedivision.

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AppendixE:ProfessionalandGraduateStudies–AnnualReport

ThisreportprovidesasummaryoftheassessmentworkwithinCornerstoneUniversity’sProfessional&GraduateStudies(PGS)PrincipalAcademicUnitduringthe2017-18academicyear.WithinPGS,theassessmentofstudentlearningisoverseenbythePGSAssessmentCommitteewhichmetonSeptember18,2017andMay16,2018duringthe2017-18academicyear.Thisreportwilloutlinethekeyfindingsandnextstepsfromtwodegreeprogramreviews(thebachelor’sinpsychologyandthemaster’sinbusinessadministration),andprovideanoverviewoftheassessmentprojectsthatwerecompleted.

PGSProgramReviews2017-18

Thisyear,PGSimplementedtwocompleteprogramreviewsstructuredaroundthefollowingsectionsoftheUniversityprogramreviewtemplate:

I. ProgramOverviewII. Enrollment&ResourcesIII. Curriculum&StudentLearningIV. ProgramOutcomesV. MarketRealitiesVI. OpportunityAnalysisVII. SummaryofKeyFindings

ThecompleteprogramreviewdocumentsareavailableuponrequestfromthePGSacademicoffice.

Bachelor’sDegreeinPsychology

Thebachelor’sinpsychologyprogramreviewwasconductedinspring2018.Asummaryofthekeyfindingsandrecommendationsforactionispresentedbelow:

Finding#1:ThePGSpsychologyprogramhasagreateremphasisoncounselingthanmanypeerprogramsatotherinstitutions.

Recommendation#1:PGSshouldexamineinmoredetailthevalueofhavingalargecounselingemphasiswithinthecurriculum.Inparticular,considerationshouldbegiventowhetherthecounselingfocusisapositiveprogramdistinctive,orwhetheritisshapingtheprograminwaysthatareperceivedasdetrimentaltoapsychologyprogram.

Finding#2:ThePGSpsychologycurriculumpresentsareasofsimilarityanddifferencewithotherprogramsintherangeofcoursesoffered.

Recommendation#2:PGSshouldconductafurtheranalysisofpsychologyprogramstoreviewtheneedfornewcoursesand/orprogramspecializations.Thisprocesswillhelpensurethatthecurriculumisupdatedbothintermsoflength(appropriatenumberofcredits)andcontent(learningoutcomesthatarerelevantforprofessionalpractice).Topicssuchasadolescentdevelopment,griefandloss,developmentalpsychology,addictioncounseling,psychologyofbusiness,organizationalpsychology,researchandstatistics,andhumanresourcescouldbeconsidered.

Finding#3:ThePGSprogramdoesnotcontainaninternshipcomponent.

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Recommendation#3:PGSshouldconsideraddinganinternshipprojectduringthecapstoneclass.Forexample,a2-weekorshortexperience/internship/jobshadowtoseeprofessionalopportunitiesforsomeonewithabachelor’sinpsychology.

Finding#4:PGSoffersverylimitedcareerand/orgraduateschooladviceandeducationforpsychologystudents.

Recommendation#4:PGSshouldfindwaystobetterpreparepsychologystudentsfortheirnextstepbeyondprogramcompletion.Findingwaysforstudentstopursueaneffectivejobsearch(orgraduateschoolsearch)process,offeringnetworkingopportunities,andconnectingstudentswithpotentialemployersshouldallbeconsidered.

Finding#5:Thepsychologyprogramemploysalargenumberoffacultyandhaslimitedethnic/racialdiversity.

Recommendation#5:PGSshouldconductanadditionalreviewofthepsychologyprogramfacultypoolwithparticularemphasisonthenumberoffacultyandtheracial/ethniccompositionofthefaculty.

Master’sinBusinessAdministration

TheMBAprogramreviewwasconductedinspring2018.Asummaryofthekeyfindingsispresentedbelow:

Finding#1:LackofafoundationaldataanalysisorstatisticscourseintheMBAProgram.TheMBAprogramincludesaresearchmethodscoursebutnotasstatisticsclassthatexaminesdataanalysisinarigorousway.

Recommendation#1:PGSshouldconsideraddingatleastabasicbusinessstatisticsattheMBAlevelwhichwouldhelpwiththerequiredMBAcoursesintermsofassessment,butcouldalsoprovideafoundationforamoreadvanceddataanalyticsconcentration.

Finding#2:Thecurriculummustbe,andremain,practicaltotheneedsof21st-centurybusinessleaders.Atensionexistsineducation,especiallyadult-focused,accelerateddegreeprograms,tomakecurriculumrelevanttothedemandsofa21st-centurymarketplacewhilealsobeingacademicallyrigorousandworthyofacademicgraduatecredit.

Recommendation#2:(1)EstablishandmaintainandGraduateAdvisoryCouncil(GAC)ofrelevantemployersandstakeholderswhocangivefeedbackabout,andspeakinto,themarketrealitiesanddemandsofemployers,thushelpingtoensurethatPGS’sprogramsremaincompetitiveforstudentsandemployersalike.(2)Seekoutside,specializedbusinessschoolaccreditation(ACBSP).

Finding#3:Thecurriculumneedsexternal,comparativevalidationofstudentlearningoutcomes.AspartoftheACBSPaccreditationprocess,andtohelpachieveandmaintainrelevantMBAcurriculum,thePGSMBAdegreeneedstohavesomekindofexternal,third-partycomparativeassessment.

Recommendation#3:Provideexternalassessmentdatafromanobjective,third-partyprovider(e.g.,Peregrine)thatwouldallowPGStocommunicatewithexternalstakeholdersaboutwhatPGSgraduatesarelearning,whattheyknow,andhowthiscomparestootherMBAprograms.

Finding#4:TheMBAdegreeshouldconsideradditionalpossibleconcentrations.Currently,theMBAdegreehasfourconcentrationoptions:globalbusiness,finance,projectmanagement,andhealthcare.

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Feedbacksuggeststhattheprogrammightbenefitfromadditionalconcentrationssuchasleadership,humanresources,ordataanalytics.

Recommendation#4:MarketanalysesmayrevealthateitheraleadershiporhumanresourcesconcentrationshouldbeaddedtotheconcentrationsintheMBA,oraprogramsuchasdataanalyticscouldhavethepotentialtohelpincreaseenrollmentnumbersfurther.ThedataanalyticsconcentrationwouldrequireaddingageneralstatisticsclasstotheMBAprogram,somethingthatwouldalsohelpwithACBSPaccreditation,andwouldimprovetherigorofthedegree,whetheranewconcentrationwasaddedornot.

Finding#5:Importanceofqualified,well-developedfacultywhoteachwell.Surveyresultsareincontrovertibleinpointingtotheabsolutenecessityofgoodfacultyteachingwell,bothintheclassroomandonline.ThereexistsarealneedtomoreintentionallyandstrategicallydevelopPGS’scurrentfacultypoolandtoensurequalityonlineinstructionandtoimprovethepercentageofdoctorally-qualifiedfacultywhoteachintheMBA.

Recommendation#5:(1)Reviewfacultyqualifications;(2)reviewPGS’sorientationandonboardingprocesses;(3)tiefacultydevelopmenttoCUandmoreimportantlyPGSbusinessstrategicplanning.(4)improvePGSfacultyadjunctevaluationprocedures,toincludeonlinefacultyevaluationsandmentoring.(5)Increasethepercentageofdoctorally-qualifiedfacultywhoteachintheMBA.

Finding#6:Needforacademiclevelingforquantitativecourses.MBAstudentswillneedtotakesomekindofacademiclevelingcoursesorassessmentiftheyhavenotmettheundergraduatecorecomponentclassesofthePGSMBAdegree,coursessuchasdataanalysis,finance,economics,andaccounting.

Recommendation#6:Eitheruseanexternalservicefromanobjective,third-partyprovider(e.g.,Peregrine),ordevelopquizzesandcontentasaself-pacedmodulefromfacultySMEforprerequisitecoursesandcontentneededforacademicleveling.

OverviewoftheAssessmentofStudentLearninginPGS2017-18

I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYear

PGSenactedanumberofassessment-drivenchangeswithinthecurrentacademicyear.TheMATESOLprogramcurriculumhasbeeninarevisionprocessafteraprogramreviewwascompletedduringthe2016-17academicyear.Anumberofrecommendationsfromtheprogramreviewhavebeenputinplaceincluding,hiringadditionalfacultymembers,buildinggreaterconnectionswiththeCUtraditionalundergraduatedepartmentsthroughtheTESOL4+1program,updatingthecurriculum,andseekingtopromotetheTESOLprogramtowiderpotentialstudentpopulationsthroughnewly-createdcommunitypartnershippositionsatPGS.

Thebachelor’sinpsychologyprogramreviewprocesshasprovideddatafromstudentsandfacultyonthelearningteamsandgroupprojectassignments.Thecurrentgroupassignmentsstructurehasbecomeapointoffrustrationforbothstudentsandfaculty,asevidencedbyend-of-coursefeedback.ThePGSCurriculumCommitteehasdeterminedtomakechangestothegroupprojectstructureforthepsychologycoursesandiscurrentlyworkingwithfacultytomaketheserevisionstothecurriculumforcurrentcohorts.

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Themasterofscienceinmanagement(MSM)programwaspartofthe2016-17programreviewcycle,aprocessthathelpedprovidedirectionforanoverallupdatetotheprogram.Startinginthesummerof2017,theMSMprogramwasupdatedtobecomeanMAinOrganizationalLeadership,basedonfeedbackfromstudents,faculty,andalumni,aswellasobservingtrendsinthemarketplacefororganizationalleadershipdegreeprograms.Specificchangesincludedtheadditionofnewleadershipcourses,improvedChristianworldviewintegrationwithinthecurriculum,andtheeliminationofoutdatedcourses.ThenewMAinOrganizationalLeadershipenrolledstudentsincohortsstartinginJune2017,andtheinitialresponseandenrollmenttrendshavebeenverypositive.

II. DescriptionofAssessmentProjectsCompletedduringtheCurrentAcademicYear(referto“ExecutiveSummary”sectionsonAssessmentProjectTemplates).

Duringthe2017-2018academicyear,PGSconducted18academicassessmentprojectsacrossmultipledegreeprogramswithintheBusinessandHumanServicesdivisions.Thefollowinginstitutionallearningdomainswereusedinguidingtheassessmentprocess:

SpecializedKnowledge

AppliedKnowledge&CollaborativeLearning

IntellectualSkills

Global&CivicEngagement

BiblicalWorldviewIntegration

Thisreportpresentsasummaryofeachassessmentprojectlistedbydegreeprogram.EachindividualprojectwasadministeredbytwoPGSfacultymemberswithexperienceteachingintherelevantdegreeprogram.Facultyassessedstudentartifactsandpresentedtheirfindingsregardingexpectedandactualstudentscoreaveragesasspecificcourseoutcomeswereevaluatedforassessmentpurposes.Facultyrecommendationsforimprovingcurriculumandtheassessmentprocessareincluded,aswellastheirinterpretationoftheassessmentdata.

Associate’sDegreeProjects:

BUS-241PersonalFinancialPlanning

Faculty:ConnieSattler&ChrisKuiper

AnassessmentprojectwasconductedbyConnieSattlerandChrisKuiperinordertoevaluatethelearningoutcomesforIntellectualSkills,sub-outcome3:“Reportquantitativeinformationinsupportoftheargumentorpurposeofthework.”Thissub-outcomewasassessedbasedonareviewof10personalfinancialplanstakenfromBUS-241PersonalFinancialPlanning.

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Insummary,thefacultyexpectedanaveragescoreof4.3/5forAssociatesStep1students.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.029,wellundertheexpectedoutcome.

SattlerandKuiperhighlyrecommendstudentsgothroughtheExcelLabsofferedbyPGSoralternativelywatchaYouTubevideotolearnhowtoaddagraphintoaWorddocument.Givenoneoftheoverallcourseobjectivesistoprovidestudentswithtoolsandanongoingprocesstoleverageoutsideoftheclassinordertocontinuetheirfinancialplan,SattlerandKuiperbelievetheframeworkforstudentsshouldensurethatstudentsareabletoexplaincontentanddetailsontrends,relationships,orchangesinrelationtothevariouskeyprojectoutcomes.

COM-111FoundationsofSpeechCommunication

Faculty:TammyLooman&JillianVanderZon

AnassessmentprojectwasconductedbyTammyLoomanandJillianVanderZoninordertoevaluatethelearningoutcomesforIntellectualSkills,sub-outcome1:“Identifyandframeaproblemorquestionanddistinguishanidea,concept,theory,orpracticalapproachtotheproblemorquestion.”Thissub-outcomewasassessedbasedonareviewof9studentreflectionpaperstakenfromCOM-111:FoundationsofSpeechCommunication.

Insummary,thefacultyexpectedanaveragescoreof4.0/5.Theassessmentprojectfindingsshowedthatstudents’actualaveragescorewasindeed4.0inexaminingtheirabilityto“identifyandframeaproblemorquestionanddistinguishanidea,concept,theory,orpracticalapproachtotheproblemorquestion.”

LoomanandVanderZonrecommendchoosingadifferentassignmentforevaluationfromtheCOM-111classinthefuture.Theybelievethatthetypeofassignment(paper)chosenforassessmentinCOM-111madeitdifficulttocomeupwithanaccurateassessmentbecausetheassignment-astudentreflectionofthecourse-helpedidentifythe“problemorquestion,”withinthedescriptionoftheassignment,ratherthanallowingstudentstoidentifythisontheirown.

ENG-118IntroductiontoWritingandResearch

Faculty:TammyLooman&JillianVanderZon

AnassessmentprojectwasconductedbyTammyLoomanandJillianVanderZoninordertoevaluatethelearningoutcomesforIntellectualSkills,sub-outcome2,“Identifyandproperlycitemultipleinformationresourcesinapaperorproject,”andsub-outcome4,“Developandpresentcogent,coherent,andsubstantiallyerror-freewrittencommunication.”Sub-outcome2wasassessedbasedonareviewof10studentresearchpaperstakenfromENG-118:IntroductiontoWritingandResearch.Sub-outcome4wasassessedbasedonareviewof10finalpapersfromENG-118.

Insummary,thefacultyexpectedanaveragescoreof3.6/5forsub-outcome2;students’actualaveragescorewas3.4.Facultyexpectedanaveragescoreof3.5/5forsub-outcome4;students’actualaveragescorewas4.TheassessmentprojectfindingsshowedthatAssociatesStep1programstudentsscoredlowerthanexpectedinsub-outcome2–identifyingandproperlycitinginformation

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resourcesinapaperorproject.Studentsscoredhigherthanexpectedinsub-outcome4-developingandpresentingcogent,coherent,andsubstantiallyerror-freewrittencommunication.

LoomanandVanderZonrecommendchangestothecurriculumtoprovideadditionalopportunitiestohelpstudentsdeveloptheirskillsinidentifyingresearchsourcesandusingthemappropriatelytosupporttheirwriting.

SOC-211CurrentSocialIssues

Faculty:WendyBilgen&JayneCrawford

AnassessmentprojectwasconductedbyWendyBilgenandJayneCrawfordinordertoevaluatethelearningoutcomesforGlobalandCivicEngagement,sub-outcome1,“Demonstratetheabilitytoidentifyasignificantcivic,social,environmentaloreconomicissuethathaslocal,nationalandglobalsignificance”,sub-outcome2,“Explainanissuethathaslocal,nationalandglobalsignificancefromtheirperspectiveandatleastonealternativeperspective”,sub-outcome3,“Describeaproposedsolutiontoaddressanissuethathaslocal,nationalandglobalsignificance”,andsub-outcome4,“Discusstheirsenseofcivic/globalidentityandculturalassumptionsinrelationtoanissuethathaslocal,nationalandglobalsignificance.”FifteenFreakonomicsResponsepaperswereevaluatedforthisassessmentprojectfromSOC-211:CurrentSocialIssues.

Insummary,thefacultyexpectedtheseaveragescores:sub-outcome1–4.35/5;sub-outcome2–3.8/5;sub-outcome3–4.4/5;sub-outcome4–3.5/5.Students’actualaveragescoreswere:sub-outcome1–4.38;sub-outcome2–3.92;sub-outcome3–2.79;sub-outcome4–3.02.TheassessmentprojectfindingsshowedthatAssociatesStep2programstudentsscoredhigherthanexpectedinsub-outcomes1and2andlowerthanexpectedinsub-outcomes3and4.Facultyfounditsomewhatdifficulttoassesstheassignmentbasedonallfoursub-outcomes,particularlyoutcomes3and4.Itmaybethatstudentsscoredloweronthosetwooutcomesbecausetheywerenotreflectedintheassignmentinstructions/question.Additionally,thefacultyfoundthatanypointsgivenforsub-outcomes3or4weregivenbecauseastudentmadeapersonalconnection,application,orillustrationtothecontent,goingaboveandbeyondwhatwasactuallyaskedforintheassignment.

BilgenandCrawfordsaidtheywereassessingcriteria(fromarubric)thatwerenotincludedintheoriginalassignmentdescription,anditaffectedthedifferencesinexpectedandactualscores.Specifically,sub-outcomes3and4werenotapartoftheassignmentdescriptionyetwereassessedusingtherubric.Fortheseitems,theyfeltitwasnotunreasonablethatthestudentswouldgenerallyscoremuchlowerthanoriginallythought,basedontherubricalone.

BilgenandCrawfordrecommendverifyingassignmentsbeingassessedaredesignedtomeasurethesub-outcomes.Theyagreedthatthisassignmentwasnotagoodmeasureofallsub-outcomes.

Bachelor’sDegreeProjects:Bachelor’sinBusinessAdministration

MGT-432StrategicManagement

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Faculty:GaryEllens&LesNewton

AnassessmentprojectwasconductedbyLesNewtonandGaryEllensinordertoevaluatelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome4:“Useknowledgeofempiricalandtheoreticalresearchtocomprehend21stcenturybusinessissues,challenges,andproblemsrelevanttobachelor’slevelstudyinbusiness.”Thissub-outcomewasbasedonareviewof10finalpapersprovidedfromMGT-432:StrategicManagement.

Insummary,thefacultyexpectedanaveragescoreof4.0/5.Theassessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.31,whichwaslowerthanexpectedforBachelorofScienceinBusinessAdministrationstudents.EllensandNewtonbelievethescorescouldbeimproved.

EllensandNewtonrecommendcurriculumemphasisonsynthesisofemotionalintelligenceandpersonalmanagementskillsneededfor21stcenturybusinesspracticesandemployers.

ENG-119ProfessionalWriting

Faculty:AndreaFryling&AmandaThorpe

AnassessmentprojectwasconductedbyAndreaFrylingandAmandaThorpeinordertoevaluatethelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome2:“Knowprinciplesofteamleadershipandconflictmanagementtoevaluateproblems,issues,andchallengesappropriateforbachelor-levelbusinessstudy”,andsub-outcome3:“Exhibitbusinesswritingandspeakingskillsdesiredbyemployersinthe21stcenturyworkplaceappropriateforbachelor’s-levelstudyinbusiness.”Thesesub-outcomeswereassessedbasedon10finalpapersand5PowerPointpresentationsfromENG-119:ProfessionalWriting.

Insummary,thefacultyexpectedanaveragescoreof3.6/5forthePowerPointcomponentandanaveragescoreof3.7/5forthefinalENG-119paperwrittenbyBachelorofScienceinBusinessAdministrationstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.95forthePowerPointcomponentand3.35forthefinalpaper.

RespondingtothehigherthanexpectedstudentscoreforthePowerPointassignment,FrylingandThorpebelievethisindicatesthecurriculumisexceedinglyadequateindevelopingstudents’softbusinessskillsandhabitsofmind.Theybelievethelowerthanexpectedaveragescoreforthefinalpapercouldindicatethatthecurriculumisinsufficienttomeettheneedsoftheparticulargroupoflearnersthatitisintendedtoserve.

Additionally,FrylingandThorpebelievetheuseoftheword“Understand”ontheassessmentrubricisavague,subjectiveterm.Greatergradingconsistencyandalsostudentlearningoutcomesmightbegainedthrougharevisionoftherubrictousemorespecificlanguage/successindicatorsandasubsequentrealignmentofthelearningobjectivesandactivitiesthataccomplishthem.

FrylingandThorperecommendaccuratelyidentifyingtheskillsetofstudentsenteringtheBachelorofScienceinBusinessAdministrationprogram,lengtheningtheamountoftimeofthecourse,orenrichingwritingremediationandimprovementopportunities,especiallythosethatoccurasaregularly-scheduledpartoftheprogramasopposedtothosethattakeextratime.

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BUS-302PrinciplesofSelf-ManagementinBusiness

Faculty:RonFoster&ReneeStamper

AnassessmentprojectwasconductedbyRonFosterandReneeStamperinordertoevaluatethelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome1:“Demonstrateemotionalintelligenceandpersonalmanagementskillsgermanetotheneedsof21stcenturybusinessemployers.”Thissub-outcomewasassessedbasedonareviewof10IntegratedEssaysfromBUS-302:PrinciplesofSelf-ManagementinBusiness.

Insummary,thefacultyexpectedanaveragescoreof4.25/5forBachelorofScienceinBusinessAdministrationstudents’work.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.55.Fewpapersseemedtomeetthelearningoutcome(objective).Facultynotedthatthedatashowsomestudentsfocusedon“theory”(i.e.texts,topics)insteadof“realworldapplication”ofthattheory.

FosterandStampersaidbasedonthepapers,theassignmentdidnotappeartobeacollaborativelearningassignment.Theyrecommendamorefocusedpapertopic:concentrateononemainprinciple,item,text,etc.whichshouldallowformoredetailandapplication.Theyalsorecommendedencouragingstudentstousethetextandothersourcestosupporttheconclusion(s)inthepaper.

Bachelor’sDegreeProjects:Bachelor’sinManagement

ENG-119ProfessionalWriting

Faculty:AndreaFryling&AmandaThorpe

AnassessmentprojectwasconductedbyAndreaFrylingandAmandaThorpeinordertoevaluatethelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome2:“Collaboratewithothersinachievingsharedobjectivesofthemanagementprogram",andsub-outcome3:“Exhibitbusinesswritingandspeakingskillsdesiredbyemployersforitsmanagersinthe21’scenturyworkplace.”Thesesub-outcomeswereassessedbasedonareviewof10finalpapersand5PowerPointpresentationsfromENG-119:ProfessionalWriting.

Insummary,thefacultyexpectedanaveragescoreof3.7/5forsub-outcome2,andanaveragescoreof3.9/5forsub-outcome3forBachelorofScienceinManagementstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescoreswere3.2forsub-outcome2and3.38forsub-outcome3.

FrylingandThorpebelievethefinalscoresindicatesomefailuretomeetexpectationsforcollege-levelworkintherubricsub-outcomesscored.Someofthelowscoresresultfrompresentationsthatdidnotaddressbusinessleadershiporconflictmanagement,sothelowscorereflects“notapplicable”inacoupleofinstances.Significantgrammatical/structural/formattingerrorscontributedtolowerscoresontheessayssection,asprofessionalwritingmustbeaccurateandpresentable,butthoughsignificanterrorsappearedonthePPTsaswell,facultyfocusedonthe

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requirementsofthesub-outcomeandscoredonlyinrelationtothePPT’sfulfillmentofsub-outcome2.

FacultybelievethefindingssuggestthatBachelorofScienceinManagementstudents’knowledgeofbusinesscurriculaandcriticalthinkingarestrong.Theydemonstrateanawarenessforformallanguageandstructure/formattinginacademic/professionalwriting,buttheexecutionneedswork.ConsistentexpectationsforwritingandAPAthroughouttheprogrammaycontributetofurtherwritingsuccess,asitmayreiteratetheneedforcommunicationskillsregardlessofdiscipline,andextendingthelengthofENG-119mayalsoallowstudentstopracticemore.Forstudentswhostrugglewithwriting,earlydetectionandknowledgeofavailableresourcesmayprovebeneficial.

MGT-438OrganizationalStrategicManagement

Faculty:LeslieMosher&DaveDeNolf

AnassessmentprojectwasconductedbyLeslieMosherandDavidDeNolfinordertoevaluatethelearningoutcomeforAppliedKnowledgeandCollaborativeLearning,sub-outcome4:“Useknowledgeofempiricalandtheoreticalresearchtosolve21stcenturymanagementissues,challenges,andproblems.”Thissub-outcomewasassessedbasedonareviewof10StrategicAuditofStarbuckspaperstakenfromMGT-438:OrganizationalStrategicManagement.

Insummary,thefacultyexpectedanaveragescoreof4.25/5forBachelorofScienceinManagementstudents.AssessmentProjectfindingsshowedthatstudents’actualscorewas4.25.

MosherandDeNolfnotedthatstudentswereabletodemonstrateanabilitytouseempiricalandtheoreticalresearch,thoughanaudit-typeassignmentdoesnotcallforsolvingissuesorchallenges.

BUS-302PrinciplesofSelf-ManagementinBusiness

Faculty:LesNewton&JohnObradovich

AnassessmentprojectwasconductedbyLesNewtonandJohnObradovichinordertoevaluatethelearningoutcomeforAppliedKnowledgeandCollaborativeLearning,sub-outcome1:“Demonstrateemotionalintelligenceandpersonalmanagementskillsgermanetotheneedsof21stcenturymanagement&leadership.”Thissub-outcomewasassessedbasedonareviewof10IntegratedEssaypaperstakenfromBUS-302:PrinciplesofSelf-ManagementinBusiness.

Insummary,thefacultyexpectedanaveragescoreof4.0/5forBachelorofScienceinManagementstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.8,slightlylowerthanexpected.

NewtonandObradovichbelievetheassignmentwasagoodmeasurementofthesub-outcome.Basedontheirscores,studentswereabletodemonstratethedesiredskillsandmeetcourseobjectivesfoundintherubricforthisclass.

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Bachelor’sDegreeProjects:Bachelor’sinMinistryLeadership

MGT-316ManagingtheNot-for-ProfitOrganization

Faculty:ChrisKuiper&JohnObradovich

AnassessmentprojectwasconductedbyChrisKuiperandJohnObradovichinordertoevaluatethelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome2:“Provideevidenceoftheabilitytocollaboratewithothersinachievingsharedobjectivesinministryleadership.”Thissub-outcomewasassessedbasedonareviewof10CriticalMinistryEvaluationpaperstakenfromMGT-316:ManagingtheNot-for-ProfitOrganization.

Insummary,thefacultyexpectedanaveragescoreof4.25/5forBachelorofScienceinMinistryLeadershipstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.79,whichwaslowerthanexpected.

KuiperandObradovichfoundthatseveralstudentgroupsprovidedevidencethattheprojectwascompletedinacollaborativemanner.Buttherewereseveralinstanceswheresomesectionsofthestudents’workwerefracturedfromtheflowofthegroupproject,duetoevidencewherestudentswrotethesectionsinfirstperson.Theprojectsthathadcomprehensivecollaborativeevidencealsosharedspecificgrouprecommendationsandprojectsthatalignedwiththegroupappraisedoutcomes.

CMI-312PersonalGrowthforEffectiveLeadership

CMI-302PrinciplesofSelf-ManagementinMinistry

CMI-442ApplicationsinOrganizationalLeadership

Faculty:EricStrattan&JamesLacy

AnassessmentprojectwasconductedbyEricStrattanandJamesLacyinordertoevaluatethelearningoutcomesforAppliedKnowledgeandCollaborativeLearning,sub-outcome1:“Applyconceptsfromthefieldofministryleadershipinlightofaproblemoutsideoftheclassroom”,andsub-outcome3:“Exhibitcommunicationskills,bothinwrittenandoralforms,appropriateforministryleadership.”Thesesub-outcomeswereassessedbasedonareviewof12LeadershipFindingspapersfromCMI-312:PersonalGrowthforEffectiveLeadership,8LifeVisionpapersfromCMI-302:PrinciplesofSelf-ManagementinMinistry,and8PersonalMissionStatementsfromCMI-442:ApplicationsinOrganizationalLeadership.

Insummary,thefacultyexpectedanaveragescoreof4.0/5forbothsub-outcomesforBachelorofScienceinMinistryLeadershipstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescoreswere3.73forsub-outcome1and3.18forsub-outcome3,representingamoderatelylowerscorethananticipatedforsub-outcome1andasignificantlyloweroutcomeforsub-outcome3.

StrattanandLacynotedthatwhilestudentsexceededabasescoreof3,theybelieveBiblecurriculumneedstobestrengthenedviadirectcontactwithScripturestudy.Thefacultywere

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hopingabasescoreof4wouldbeattained,indicatingthestudentsgenerallyexceededinthedesiredoutcome.TheyobservedthatsomeoftheMinistryLeadershipstudentshavelittleChristianbackgroundandfewsourcesofBiblestudysuchasthelocalchurch,outsideofPGS.

StrattanandLacystatedstudents’abilitytointerpretandapplyScripturecorrectly(e.g.,whenusingBibleversesinsupportofvariousministryleadershipandotherconcepts)couldbeimprovedoverall.

Master’sDegreeProjects:MAinOrganizationalLeadership

MGT-532OrganizationalLeadership

Faculty:LeslieMosher&GaryEllens

AnassessmentprojectwasconductedbyLeslieMosherandGaryEllensinordertoevaluatethelearningoutcomeforSpecializedKnowledge,sub-outcome1:“Synthesizeleadershiptheories,concepts,andresearchthatapplytoeverydayworkrelevanttoorganizationalleadershipinthe21stcentury.”Thissub-outcomewasassessedbasedonareviewof8LeadershipTheory&ActionPlanstakenfromMGT-532:OrganizationalLeadership.

Insummary,thefacultyexpectedanaveragescoreof3.75/5forMasterofArtsinOrganizationalLeadershipstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.63,slightlylowerthanexpected.

MosherandEllensagreethatstudentsinthisassessmentprojectwereabletodemonstrateempiricalandtheoreticalresearchusingleadershiptheoryandwereabletodevelopaleadershipactionplan.

BUS-505ResearchMethods

Faculty:LeslieMosher&JohnJohnson

AnassessmentprojectwasconductedbyLeslieMosherandJohnJohnsoninordertoevaluatethelearningoutcomeforSpecializedKnowledge,sub-outcome3:“Analyzeeffectiveproblem-solvinganddecision-makingmodelsrelevanttoorganizationalleadershipinthe21stcentury”,andsub-outcome4:“Explaintheroleofpsychologicalandpersonalityinfluencesonleadershipbehaviorrelevanttoorganizationalleadershipinthe21stcentury.”Thesesub-outcomeswereassessedbasedonareviewof10LiteratureReviewpapersand10DISCPersonalityAnalysestakenfromBUS-505:ResearchMethods.

Insummary,thefacultyexpectedanaveragescoreof3.5/5forMasterofArtsinOrganizationalLeadershipstudents’LiteratureReviewassignments,andanexpectedaveragescoreof4.0/5fortheirDISCPersonalityAnalyses.Assessmentprojectfindingsshowedthatstudents’LiteratureReviewpapershadanactualaveragescoreof1.48,whiletheactualaveragescorefortheDISC

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PersonalityAnalysiswas1.78.Bothactualscoreswerewellundertheexpectedoutcomesby2.12pointsoverall.

MosherandJohnsonagreedthatadjustmentstotheassignmentsasgiventostudentswouldbettermeasuretheirabilitytoconveythesub-outcomes.Findingsalsorevealedthatoneassessorfoundnomatchinthestudentassignmentandthesub-outcomeforbothpapersandhavingrealizedthesame,theotherassessoridentifiedsmallthreadsthatcouldbeconstruedasrelevant.

MGT-531OrganizationalBehaviorandChange

Faculty:ConnieSattler&DaveDeNolf

AnassessmentprojectwasconductedbyConnieSattlerandDaveDeNolfinordertoevaluatethelearningoutcomeforSpecializedKnowledge,sub-outcome2:“Analyzeeffectiveproblem-solvinganddecision-makingmodelsrelevanttoorganizationalleadershipinthe21stcentury.”Thissub-outcomewasassessedbasedonareviewof12Manager’sHotSeatCaseStudyAnalysestakenfromMGT-531:OrganizationalBehaviorandChange.

Insummary,thefacultyexpectedanaveragescoreof4.7/5forMasterofArtsinOrganizationalLeadershipstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescorewas3.69.

SattlerandDeNolfbelievestudents’lowerthanexpectedscoreswererelatedtotheirlackofcitationsandresearchthatdirectlyconnectedtheirpositiontothepresentedproblem.Additionally,theynotedthatpaperslackedthe‘synthesis’expectedthatwouldhavedemonstratedstudentshadmasterylevelunderstandingandcouldexplainhowthebusinesstheoryandbehaviorwereconnected.Studentsofthiscourseareexpectedtoincorporatecoursetextandoutsidereferencematerial,citedappropriately,whenevertheyarewritinganalysispapers.Thisdidnotshowitselfinthepapersreviewed.Thelevelofcompetencewasnotshown,oritwasonlyshowninsmallersegments.

Facultyrecommendations:Instructorreviewofexpectationsthatincorporationofcoursetextandoutsidereferencematerialmustbecitedappropriately,whenevertheyarewritinganalysispapers.Assignmentsrequiringanalysisandsynthesisneedtobebackedbyacademicresearchandshouldnotbeconsideredawrittenopinionofthestudent-authorbasedontheirpersonalexperiencesorobservations.Consistentreviewandexpectationsmustbewrittenintheclasssyllabusandverbalexpectationssetbyinstructorthatstudentopinionsaretobebackedbyresearchandthatmaterialoutsidethecoursetextmustbeincorporatedandcited/referencedproperly.Thesestepswillresultinbetterreferencedanddocumentedpapers.

Master’sDegreeProjects:MAinTESOL

LIN-556SecondLanguageAcquisition

LIN-570ApplicationsofTechnologyinTESOL

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LIN-501IssuesinTESOL

LIN-555Sociolinguistics

LIN-558MaterialsDevelopmentandIntegration

Faculty:MichaelPasquale,JohnWhitmer,BrianPickerd

AnassessmentprojectwasconductedbyMichaelPasquale,JohnWhitmerandBrianPickerdinordertoevaluatelearningoutcomesforSpecializedKnowledgeusingthesesub-outcomes:

“IdentifythemajortheoriesandterminologyrelevanttothestudyofTESOL.”

“Articulateapproachestocurriculumdevelopment,assessmentoflearningandinstructionaltechniquesforTESOL.”

“DemonstrateknowledgeofusingtechnologyinTESOL.”

“UnderstandthecurrentissuesrelatedtoTESOL.”

“Exhibitknowledgeofthestructureoflanguagesandconnectionstosocialcontexts.”

“DevelopmaterialsdemonstratingmasteryoftheessentialprinciplesofTESOL.”

Sub-outcomes1and2wereassessedbasedonareviewof10Reflection#1papersand10Reflection#4paperstakenfromLIN-556:SecondLanguageAcquisition.Sub-outcome3wasassessedbasedonareviewof10TechnologyAssignmentpaperstakenfromLIN-570:ApplicationsofTechnologyinTESOL.Sub-outcome4wasassessedbasedonareviewof10FinalTESOLReportsfromLIN-501:IssuesinTESOL.Sub-outcome5wasassessedbasedonareviewof10FinalResearchpapersfromLIN-555:Sociolinguistics.Sub-outcome6wasassessedbasedonareviewof10TextbookSupplementationProjectPartBpapersfromLIN-558:MaterialsDevelopmentandIntegration.

Insummary,thefacultyexpectedtheaveragescoreslistedbelowforMasterofArtsinTESOLstudents.Actualaveragescoresarealsolisted:

SpecializedKnowledge ExpectedAverageScore ActualAverageScore

Sub-outcome1 3.5 3.31





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Assessmentprojectfindingsshowedthatstudents’actualaveragescoreswerewithin½of1pointofexpectedaveragescoresforthegivensub-outcomes,wellwithintherealmofacceptability.

Pasquale,WhitmerandPickerdpointedoutthatapproximatelyoneyearago,theMasterofArtsinTESOLprogramunderwentafullprogramreviewwhichthisassessmentprocesssupports.Theresultsofthatreviewrecommendedaredistributionofsub-outcome4(relatedtotechnology)andtheadditionofanadvancedmethodscoursetostrengthensub-outcome2.Theresultshereconfirmthatthiswillsupportthechanges.

FacultyhavealreadyimplementedachangebyintegratingthematerialfromtheLIN-570:ApplicationsinTechnologycourseintotheotherprogramcourses.Asaresult,creditshavebeenreallocatedfromLIN-570toanewadvancedmethodscourse,LIN568:TESOLMethodsIII.Inthefuture,LIN-568:TESOLMethodsIIIwillassistinsupportingsub-outcome2.Facultybelievethatasaresultofthiscoursetheycanexpectahigheraverageinthatparticularsub-outcome.

Master’sDegreeProjects:MAinEducation

EDU-511IssuesinEducation

Faculty:BrianHazeltine&RichardDeVries

AnassessmentprojectwasconductedbyBrianHazeltine&RichardDeVriesinordertoevaluatethelearningoutcomeforBiblicalWorldviewIntegration,sub-outcome1:“ExamineabiblicalworldviewinrelationtoanissueofprofessionalsignificancewithsupportingevidencefromScripture,”sub-outcome2:“Evaluatethestrengthsandweaknessesofabiblicalworldviewinrelationtoaspecificissueofprofessionalsignificanceusingrelevantscholarlyresources,”andsub-outcome3:“Constructtheircurrentunderstandingofbiblicalworldviewinrelationtocurrentorfuturevocationusingrelevantscholarlyresources.”Thesesub-outcomeswereassessedbasedonareviewof15ChristianWorldviewpaperstakenfromEDU-511:IssuesinEducation.

Insummary,thefacultyexpectedanaveragescoreof3.0/5foreachsub-outcomeforMasterofArtsinEducationstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescoreswere1.3forsub-outcomes1and2,and1.8forsub-outcome3,wellundertheexpectedoutcomes.

HazeltineandDeVriesfoundthatstudentsdidwellinformulatingaChristianworldviewandleveragingScripturetosupportit.However,theyscoredmuchlowerthanexpectedinexaminingaworldviewinrelationtoanissueofprofessionalpracticewithineducation,andlackedintheiruseofscholarlysourcestoevaluatethestrengthsandweaknessesofaworldviewinrelationtoacurrentorfuturevocation.

HazeltineandDeVriesrecommendthattheworldviewassignmentremainasitisandthatthesethreesub-outcomesareaddressedclearlyinassignmentsthatwillberequiredlaterintheprogram.Theevaluatorsfeltthatitwasimportantthatthestudentscontinuetowritethispaper,asitwouldbehelpfulinensuringanunderstandingofaChristianworldviewandpracticeinarticulatingit.

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EdDProjects

EDL-900DoctoralStudiesSeminar

EDL-904OrganizationalPlanning,Assessment&QualityImprovement

Faculty:JeffSavage&TonyaFountain

AnassessmentprojectwasconductedbyJeffSavageandTonyaFountaininordertoevaluatethelearningoutcomesforBiblicalWorldviewIntegration,sub-outcome1:“ApplyChrist-centeredworldviewprinciplestopersonalorprofessionalissuesthatrelatetoorganizationalleadershipororganizationaldevelopment”,sub-outcome2:“AnalyzeChrist-centeredworldviewrelatedtoissuesofprofessionalsignificanceusingrelevantscholarly,theological,orbiblicalsources”,andsub-outcome3:“SynthesizemultiplescholarlysourcestoevaluatetherelevanceofChristianvirtuestocurrentorfuturevocation.”Thesesub-outcomeswereassessedbasedonareviewof10DiscussionBoardForumpapersonHospitalityfromEDL-900:DoctoralStudiesSeminar,8DiscussionBoardForumpapersonTheStewardLeaderfromUnit1,EDL-904:OrganizationalPlanning,Assessment&QualityImprovement,and8DiscussionBoardForumpapersonTheStewardLeaderfromUnit2,EDL-904:OrganizationalPlanning,Assessment&QualityImprovement.

Insummary,thefacultyexpectedanaveragescoreof4.5/5foreachofthethreesub-outcomesforDoctorofEducationinOrganizationalLeadershipandDevelopmentstudents.Assessmentprojectfindingsshowedthatstudents’actualaveragescoreswere3.95forsub-outcome1,4.75forsub-outcome2,and4.63forsub-outcome3.

SavageandFountainnotedasstudentsprogressedintheDoctorofEducationprogram,theiroverallwritingimprovedasdidtheirabilitytomeettheobjectives,whichincludedsynthesizingtextsandoutsidesourcesforthepurposeofdefendingclaimsmadeandanalyzingandevaluatingapplicationofworldviewtoprofessionalpractice.Inshort,EDL-904paperswerebetterthanEDL-900papers,whichwouldbeexpected.Thefacultyfoundthatoverall,thestudentsmetSLO#5–BiblicalWorldviewIntegration,andtheassignmentsselectedforassessmentwereadequatetoappraisethisobjective.Neitherratersuggestedchangestocurriculumasaresultofthisassessment.

SavageandFountainrecommendthesestepsforimprovement:

NeedforDoctorofEducationfacultytomeetatleastonceayearand,ideally,twiceayeartoreviewtheprogram’sphilosophy,goals,objectives,andidealsignaturepedagogiesastheyrelatetoinstructorsteachingclassesandstudent’slearningthecurriculum,material,andtheprocessesexpectedofdoctoralstudents.Therewassomequestionastoclearguidanceandsharedunderstandingabouttheprogramcomingfromadministrationtofaculty.

Emphasizetofacultytheneedtouserubricsforthediscussionboardforums.

Therubricsusedingradingassignmentsincoursesneedtomatchtheobjectivesusedforassessment.Ifthesearetherubricsguidingassessmentevaluation,thentherubricswrittenintoaclassforassignmentsshouldreflecttheseoutcomesbetter(withtheaddedoutcomeofcogentwriting).

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Writeassignmentsforcourseswiththeserubricsinmind.

III. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(ifapplicable)

Significantchangestotheassessmentsystemwereimplementedduringthecurrentacademicyear.Theassessmentofstudentlearningwasfacilitatedusingaprocessthatcontainedupdatedelementssincethelasttimeprojectswerecompleted.Specificchangesincludedusingtheinstitutionallearningdomainsasaframeworkfortheassessmentprojectswithineachdegreeprogram.Thissystemprovidesgreateroverallstructureandcoherencetotheassessmentprocessasawhole.Inaddition,the6-yearassessmentcyclehasbeenestablishedtoensurethateachprogramisassessedbyeachofthefivelearningdomainsandhasaprogramreviewwithina6-yeartimeframe.ThisensuresthatPGSismaintainingthesameprocessandtimelineasotherPrincipalAcademicUnitswithintheUniversity.Theassessmentprojectsalsoinvolvedfacultyinamoresubstantialrolethaninpreviousyears.Eachprojectincludedareviewofassessmentartifactsbytwofacultymemberswhoindependentlyscoredeachartifactusingarubric,thendiscussedtheirscorestogetherbeforemakingafinaldeterminationoneachartifact,andprovidedanoverallsummaryevaluationofstudentlearningwithinthescopeoftheirproject.Facultyalsoincludedsuggestionsforfuturechangestothecurriculumtofurtherfacilitatestudentlearning.ThisoverallprocessforassessmentprojectshasnowbeenestablishedwithinPGS,beginningwiththisacademicyear.

IV. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment

GrahamMcKeagueandJeffSavageattendedtheHigherLearningCommissionannualconferenceinApril2018.Thisprovidesanopportunitytoattendsessionsonassessmentasameanstogrowinthisareaofprofessionaldevelopment.


PGSAlumniSurvey

InJanuary2018,PGSsurveyedalumniwhoaregraduatesofthefollowingdegreeprograms.Theseprogramswereselectedinordertoalignwithprogramreviewsoccurringwithinthenextacademicyear:

BachelorofScienceinBusinessAdministration

BachelorofScienceinManagement

BachelorofScienceinMinistryLeadership

MasterofBusinessAdministration

1,729surveysweredeliveredsuccessfullyand278PGSalumnicompletedthesurvey.

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Themajorityofresponders(42%)graduatedfromPGSduring2011–2014.Overall,62%attendedonsiteclassesinGrandRapids.Tenpercentoftherespondentstookonlinecoursesintheirprograms,andtheremaining18%isdividedamongthosewhoattendedclassesatKalamazoo,LansingandPGSsatellitelocationsthatwereusedinthepast.

PGSalumniwithBachelor’sinManagementdegreesrespondedtothesurveyinthegreatestnumber,makingup35%ofthetotal,followedbyMBAalumniwith31%.AlumniwithaBachelorinBusinessAdministrationdegreemadeup20%oftotalrespondents;thosewithBachelorinMinistryLeadershipdegreescomprisetheremaining14%.

Ofthealumniresponding,73%saytheyareemployedfulltime,6%areemployedpart-time,and3%workmultiplejobs.Another6%saytheyareworkingfull-timewhilecontinuingtheireducation.Nearly1%workpart-timejobswhiletheycontinuetheirschooling.Amongthe5%notcurrentlyemployed,alumniindicatedtheyareseekingemployment,furtherschoolingorotheropportunities.About5%ofrespondentsarenotemployedbytheirownchoice.

Ofthealumnicurrentlyemployed,themajority(60.5%)affirmtheyareworkinginareasrelatedtotheirPGSdegree.Nearly48%oftherespondentssaytheyhavereceivedasalaryincreaseasaresultoftheirPGSdegree.Ofthisgroup,75alumnireceivedanincreasegreaterthan11%.Nearly30%saytheyreceivedajobpromotion.TheprofessionsofalumniinthisPGSsurveyarevariedandinclude:

Supervisors/Managers/Directors

Pastors

Teachers

Administrators

Businessowners

Analysts

AdministrativeAssistants

SalesAssociates

Engineers

TaxSpecialists

Mostcareerandemploymentchanges(35.4%combined)forthosesurveyedoccurredeitherwhiletheywerePGSstudentsorlessthansixmonthsaftergraduation.

Seventy-ninepercentofsurveyparticipantsborrowedatleastsomefundstofinancetheirPGSstudies,primarilyinthe$20,000to$29,999range.Theother21%eitherpaidtheirowntuitionand/orreceivedtuitionfundsfromfamilymembersoremployers.

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Seventy-fivepercentofthosesurveyedsaidtheywouldrecommendPGStoafriendorcolleague.Nearly86%agreeorstronglyagreethattheiroverallexperienceatPGSwasworthwhileandpositive,and92%sayPGSpreparedthemadequately,well,orverywellfortheirvocationaldemands.

GraduateSurvey

InNovember2017,PGSworkedwiththeCornerstoneUniversity’sAlumniOfficetoadministerasurveytorecentgraduatesinallundergraduateandmaster’slevelprograms.Atotalof252surveyswerepreparedandsentviaemail.Fifty-sevenparticipantssuccessfullycompletedandreturnedthesurvey.

Program/Major Responsesas%oftotalreceived

Master’s-Management 19.23%

Master’s–MBA:Finance 15.38%

Master’s–MBA:ProjectManagement 11.54%

Master’s–MBA:HealthCare 15.38%

Master’s–MAED:EducationalLeadership 3.85%

Master’s–TESOL 34.62%

Mostofthesegraduates(53%)attendedonsiteclassesinGrandRapids’PGSbuildingorCornerstoneUniversity’smaincampus;nearly39%wereinonlinecohorts.Theremainderofrespondents(8.8%)wasdividedamongthosecohortswhometforclassatKalamazoo,LansingandPGSsatellitelocationsthatwereusedinthepast.

Sixty-threepercentofrespondentsindicatedtheygraduatedinMay2017.SixteenpercentgraduatedinAugust2017,andtheremaining21%graduatedinDecember2016.

Ofthegraduatestakingthesurvey,79%saidtheyareemployedeitherfull-timeorpart-time;nearly9%arestilllookingforemployment;another9%arecontinuingtheireducation.3.5%percentofthegraduatesareinvolvedinmilitaryserviceorvolunteerism.

Thedominantprofessionheldby29%ofrespondentsisintheeducationalfieldofTeaching/Training,followedbyBusiness/Management(15.6%)andHealthcare(15.6%).Sales(6.7%)andAccounting/Finance(4.4%)werealsospecified.80percentofthesurveyresponsesaredividedequallyamongfourprofessionalfields:ChurchMinistry,CommunityServices/SocialServices/Counseling,HumanResourcesandInformationTechnology.Theremaining20%ofrespondentsindicatedtheywerein“Other”occupations.

JobtitlesofgraduatesinthePGSsurveyarevariedandinclude:

ClinicalManager

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Teacher/Professor

DirectorofHumanResources

TOEFLTestScorer

DistrictELCoordinator

AssistantAthleticDirector

DistrictSalesManager

DirectorofOperations

StoreManager

Driver

CommunitySchoolCoordinator

Thesurveyaskedparticipantsabouttheircurrentsalaryand22graduatesrespondedtothisquestion,indicatingtheirsalaryrange:

AnswerChoices GraduateResponses

Below$25,000 9.09%

$25,000-$35,000 9.09%

$36,000-$45,000 22.73%

$46,000-$55,000 9.09%

$56,000-$65,000 22.73%

$66,000-$75,000 9.09%

$76,000-$85,000 0.00%

$86,000-$95,000 0.00%

$96,000+ 18.18%

Eighty-twopercentoftheserespondentssaytheircurrentemployment/educationisrelatedtotheirfieldofstudyatPGSandtheyaregenuinelyinterestedintheirprofessions.Twenty-sevenpercentofthisgroupexperiencedasalaryincreaseand18%receivedapromotionasaresultoftheirPGSeducation.

EndofProgramSurvey

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Duringthe2016-17academicyear,PGSbeganapilotstudyimplementinganend-of-programsurveytogatherstudentfeedbackontheirexperienceatPGS.A32-questionsurveyinstrumentwasdevelopedinearly2017andadministeredtoselectedcohortsin2017-18whowereattheendoftheirprogram.Studentparticipationwasvoluntary.

Atotalof75responseswerereceivedfromstudentsacrossmultipledegreeprograms:associate’sinhumanservices(6),associate’sinbusiness(13),bachelor’sinmanagement(30),bachelor’sinbusiness(8),bachelor’sinministryleadership(5),andbachelor’sinpsychology(13).

Overallsurveyresponsekeyfindings:

27%studentswithdrewandreadmittedatsomepointintheirprogram

ThetopthreereasonsstudentsselectedasimportantintheirdecisiontoreturntoPGSwere:(1)Adesiretocompletetheprogram,(2)Supportfromfamilyandfriends,and(3)ContactfromaPGSadvisor.

Adesiretocompletetheprogram,andsupportfromfamilyandfriends,werethetoptworeasonsgivenasmotivationfordegreecompletion.SupportfromthePGScohortwasthethirdreasoninorderofimportance.

88%studentsratetheiroverallPGSexperienceas“verygood”or“excellent”.

83%studentsratetheiroverallPGScohortexperienceas“verygood”or“excellent”.

86%studentsfeltthattheiroverallPGSexperiencereflectedtheoverallmissionofCU.

72%studentssaidtheyfeltvaluedbyCUPGS.

87%studentssaidtheywouldrecommendPGStoothers.

ThePGSStudentSuccessCommitteehasrecommendedexpandingtheuseoftheend-of-programsurveytoallstudentsastheyfinishtheirprogram.

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AppendixF:GrandRapidsTheologicalSeminary–AnnualReportProgramReview

I. MasterofArtsinCounselinga. KeyFindings

i. CACREPaccreditationwillbenecessarytosustainthecredibilityandenrollmentlevelsoftheprogram.

ii. Threefull-timefacultymembersareinsufficienttosustaintheprogram(withoutexcessiveoverload)andremaincompliantwithCACREPstandardsofaccreditation.

iii. IdealcurricularalignmentwithCACREPstandardswillrequireanumberofcoursechanges.

iv. Inconsistenciesincurriculumexistbetweentheongroundandonlineversionsofcourses.

v. PracticumandInternshipcoursesofferedonlinewillrequiresynchronouselementstoproperlyfulfillthegroupsupervisionrequirementsofCACREP.

b. NextSteps(i.e.recommendednextsteps/efficiencies,changestocurriculum,etc.)

i. PursueCACREPaccreditation.ii. IdentifyfundingandsecureapprovaltolaunchasearchinFall2018forafourth

full-timecounselingfacultymembertosupportthisgrowingprogram.iii. Revisethecurricularmappingoftheprogramincludingtheinfrastructurefor

theassessmentofstudentlearning.iv. Developamastersyllabustemplatesforeachcourse(i.e.,ongroundandonline)

thatincludecommonelements(i.e.,subjectmatterfocus,studentlearningoutcomes,requiredtexts,andassessmentartifacts).


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCompletedAcademicYeara. FortheMACounselingprogram,thedivisioneliminatedtheredundancywithinthe

curriculumasitrelatestocounselingtechniques.BeginninginFall2018,theCOU-510Consultingcourse(on-groundandonline)focusesexclusivelyontheroleofcounselorasorganizationalconsultant.ThefocusontechniqueswillberestrictedtotheCOU-610CounselingTechniquescourse.

b. FortheMACounselingprogram,thedivisionshiftedandwillexpandtheintroductiontoresearchandwritingintotheCOU-502CounselingEthicscourse(on-groundandonline).

II. DescriptionofAssessmentProjectsCompletedduringtheCompletedAcademicYear

c. ExegeticalCompetency-WithintheBibledivision,HilberandGombiscompletedacomparativeassessmentprojectin2017-18inrelationtothecoreoutcome#1oftheMasterofArtsPrograms(MAC,MACF,MAI).Theoutcome,“ConductdisciplinedbiblicalinterpretationandapplicationwithreferencetotheEnglishBible”,wasassessedandanalyzedbymodeofdelivery(on-groundvs.online).Thepaper,“ReflectiononWisdomLiteratureandPersonalSuffering”associatedwiththeBBL-508course,wasthestudentartifactforthisassessmentproject.Studentcompetencywasassessedusingascoring

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rubricwithseveralsub-outcomesrepresentingthekeyvariablesthatconstituteEnglishBiblecompetencyininterpretationandapplication.

d. CareerDevelopmentCompetency-TwofacultymembersfromtheCounselingdivision(JacksonandLehman)developedandadministeredanassessmentprojectinrelationtotheeighthstudentlearningoutcomeassociatedwiththeMACounselingprogram.Theoutcome(i.e.,Demonstratetheoreticalunderstandingandbasiccompetencyincareerdevelopmentcounseling)wasassessedforboththeon-groundandonlineversionsofthecourse.Thepaper,“CareerCounselingTheoryandAssessmentPaper”associatedwiththeCOU-611course,wasthestudentartifactforthisassessmentproject.Studentcompetencywasassessedusingascoringrubricwithseveralsub-outcomesrepresentingthekeyvariablesthatconstituteunderstandingandcompetencyincareerdevelopmentcounseling.

e. CulturalIntelligence&CulturalExegesis-Theministriesdivision(McKeague)developedandconductedanassessmentprojectinrelationtothefifthcorestudentlearningoutcomeoftheMasterofDivinityandMAChristianFormationdegrees(i.e.,Demonstratebasiccompetencyinculturalintelligenceandculturalexegesis).The“CQAssessment”alongwithareflectivepaperbasedontheresultsoftheassessmentservedasthestudentartifactforthisproject.Thesamplesizewas31andpulledfrommultiplesectionofMIN560GlobalImpactoverthepastcoupleacademicyears.Studentcompetencywasassessedusingascoringrubricwithseveralsub-outcomesrepresentingthekeyvariablesthatconstituteunderstandingandcompetencyinculturalintelligenceculturalexegesis.

f. MinisterialandPublicLeadership-Theministriesdivision(OsbornandYoder)developedandconductedanassessmentprojectinrelationtothefourthcorestudentlearningoutcomeoftheMasterofDivinityandMAChristianFormationdegrees(i.e.,Exhibitknowledge,valuesandskillessentialtoeffectiveministerialandpublicleadership).The“PhilosophyofMinistryPaper”associatedwithMIN-711ProgramCompletionwasthestudentartifactusedforthisproject.Studentcompetencywasassessedusingascoringrubricwithseveralsub-outcomesrepresentingthekeyvariablesthatconstituteunderstandingandcompetencyinministerialandpublicleadership.

g. VocationalReadiness(Mid-Point&ExitAssessment)-Attheconclusionofthereviewprocesses,oneofthreejudgmentsisrenderedbythereviewteamandpresentedtoindividualstudentsinwrittenform.Theoptionsinclude:1)Affirmprogressinvocationalreadiness,2)Affirmprogressinvocationalreadinesswithreservation,3)Donotaffirmprogressinvocationalreadiness.Typically,judgments2and3areaccompaniedwithaface-to-facemeetingtodevelopanactionplanthatwillfosteradditionalgrowthanddevelopment.Forthe2017-2018academicyear,thefollowingnumberofmid-pointandexitassessmentswerecompleted:Fall2017 Mid-PointAssessment 64 Fall2017 ExitAssessment 19Spring2018 Mid-PointAssessment 26Spring2018 ExitAssessment 33

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Ofthe90studentsthatcompletedthemid-pointassessmentprocessinthe2017-18academicyear,81students(90%)weregranted“Affirmprogressinvocationalreadiness”and3students(10%)weregranted“Affirmprogressinvocationalreadiness.”Sevenofthestudentsthatreceived“Affirmprogressinvocationalreadinesswithreservation”werebecauseoffailuretocompletethemid-pointassessmentrequirements.Ofthe52studentsthatcompletedtheexitassessmentprocessinthe2017-18academicyear,52students(100%)weregranted“Affirmprogressinvocationalreadiness.”

III. SummaryofModificationsMadetoAssessmentSystemsDuringtheRecentlyCompletedAcademicYear(ifapplicable)

h. StudentlearningoutcomeswererewrittenforallCOUcorecourses.i. CurricularmappingoftheMACounselingprogramwasupdatedandnowincludes

CACREPlearningdomains(KeyPerformanceIndicators).j. DevelopedandadministeredEmployerSurveyandSiteSupervisorSurveyforMA

Counselingprogram.Thesewillbeadministeredeverythreeyears.k. CounselorPreparationComprehensiveExamination(CPCE)willbeaddedtoInternshipII

andameanstoassessstudentreadinessforcounselinglicensure.IV. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment

DuringRecentlyCompletedAcademicYear(ifapplicable)

l. ChienandKramattendedatrainingrelatedtoCACREPaccreditationwhichincludedsometrainingonkeyperformanceindicators(KPI’s),studentlearningoutcomesandcurricularmapping.

m. InAugust2017,VerBerkmoesconductedorientationandtraininginassessmentofstudentlearning(i.e.,philosophy,purposes,projects,systems,andprocesses)forourthreenewfacultymembers.

V. OtherAssessmentRelatedWorkDuringtheRecentlyCompletedAcademicYear(e.g.,surveys,

focusgroups,etc.)

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AppendixG:AsiaBibleTheologicalSeminary–AnnualReportProgramReview

Noacademicprogramreviewedwereconductedduringthisacademicyear.


I. SummaryofAssessment-DrivenChangesEnactedDuringtheCurrentAcademicYearTomovemorestudentsoutoftheDeficientandUnacceptablecategorieswillrequireemphasisoncarefulexpressionandselectionofideasandScriptures.Thisisbestevaluatedstudent-by-studentthroughthesubmissionofroughdraftsinadvanceoffinalsubmissionofassignments.Thishasbeenvoluntary,butsinceconsideringtheresultsofthisassessment,itwillberequiredasatwo-draftprocess.ThisprocesseliminatesskippedScripturereferences,formattingissues,andimbalancedselectionofconcepts.


a. SystematicTheologyAssessmentProjectWithinthismission,theMREandMAprogramsreceivecontributionsfromSystematicTheologystudies.MREandMAstudentsarerequiredtotakeTHL540.WithinthiscoursestudentsstudythefoundationaldoctrinesofScriptureandGod.Theyalsostudythetheologicalmethodwhichequipsthemtodevelopbiblicalandtheological(spanningallofScripture)answerstokeyquestionstheyfaceintheiruniquecontextsandministries.BytheendofTHL540,studentswillbeabletoaccuratelyandcarefullyconfesstheirownbeliefsaboutScriptureandGodwithbalancedtreatmentofprimarytopicsandsecondarytopicsbaseduponkeybiblicalpassagesanddosoinlanguageappropriateforlaybelievers.WehavechosentheconfessiononScriptureasourartifactbecauseithasamorelimitedrangeoftopicstocover(asopposedtotheconfessiononGod)andthereforerequiresmorecarefulthinkingabouthowtoexpresswhatwebelieveinanextendedconfession.

Superior(3) Sufficient(2) Deficient(1) Unacceptable(0)BalancedComprehension 2 12 1 TheologicalAccuracy 1 10 3 1ScriptureMastery 7 6 1 1StyleandClarity 4 7 4

TotalMarksinColumn 14 35 9 2ColumnPercent 23.3% 58.3% 15% 3.3%

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III. SummaryofModificationsMadetoAssessmentSystemsDuringtheCurrentAcademicYear(ifapplicable)- AdjustedtheMASLOmap,addingsub-outcomesunderlearningdomains4and5- Switchedassessmentprojects:movedBIB501projectto2019andTHL572projectto2018

IV. SummaryofProfessionalDevelopmentOpportunitiesRelatedtotheWorkofAssessment(ifapplicable)- TrainingofEvanBurnsandTimMiskimenrelatingtoartifactassessmentandtheTHL540

assessmentproject.


April2018:Updatedthestudentbulletinthatisdistributedineachclasstoincludestatementonrequestingfurtherassistance.ThestatementencouragesstudentstonotonlycontacttheABTSofficeforassistance,butalsotoseekoutfellowstudentswhohavebeenintheprogramforanumberofyears.Thischangewasinstitutedbasedononestudent’sSummativeEvaluationReportwhichdiscussedtheimportanceofpeerassistanceforsuccessinABTSprograms.