The majority of SVSU's 7000 students come from the surrounding area, which has a population base of approximately 400,000. About one-ha1f of SVSU students are in the traditional age range for college students; the nontraditional students often have labor- market experience and are preparing for occupational change. Over 90% of the students commute to the campus.
THE
ASSESSMENT PLAN COMPLIES WITH
NCA GUIDELINES
Saginaw Valley State University's Assessment Program is designed to meet its institutional needs and NCA guidelines.
Components of the Assessment Plan
1. The plan is linked to the mission, goals, and objectives of the institution.Saginaw Valley State University's Assessment Plan is designed to enable the University to fulfill its mission and achieve its goals and objectives. Its mission statement identifies the University as a public institution that offers baccalaureate degree programs and a select number of master degree programs. It stresses the University's commitment to quality teaching, research, community service, and to developing its students intellectually, socially, and culturally. The University Mission statement states that SVSU's primary mission is "to provide opportunities for individuals to achieve intellectual and personal growth." In addition, SVSU's mission statement describes the University as an institution that strives for "excellence in teaching, learning, research, service and creative endeavors. " The Assessment Program offers an institutional process to provide feedback measures in order to reflect and improve program outcomes that encourage institutional excellence and growth. For the complete institutional mission statement, see Appendix A.
2. The plan is carefully articulated and developed by faculty and is institution- wide in conceptualization and scope.SVSU's assessment efforts recognize the need for diverse assessment measures of each program's effectiveness and the need for coordinated efforts at the institution-wide level. Thus, the Assessment Plan has been developed by faculty at two levels. First, assessment of majors or units will be implemented at the individual program level. Second, General Education, as a University program, will be assessed institution-wide.
3. The plan leads to institutional improvement.
University faculty's review of assessment data and other institutional efforts have led to a number of curriculum changes within departments. On the institution-wide level, such data have been used to develop a University Assessment Program, to develop a Writing Program, and to study and coordinate General Education goals and principles. Thus, assessment efforts work effectively with other institutional processes and efforts in order to improve academic programs.4. The plan is being implemented according to a timeline.
A faculty committee began to study campus assessment in 1989. During the last five years, individual programs began to develop unit goals. In 1994, the Assessment Program was established. In 1994-95, each program began assessing its majors' goals and objectives. In addition, a committee was established to develop goals for General Education. The General Education program will begin assessment measures in 1995-96. For additional assessment plan information and a full development time line description, see Appendix B.5. The plan is administered.
The University Assessment Coordinator has been selected, appointed and is responsible for implementing and coordinating institution-wide assessment. For additional administrative information, see Appendix C.
PREFACE
PURPOSES OF THE ASSESSMENT REPORT
Saginaw Valley State University's Assessment Report demonstrates that the University has met the North Central Association for Colleges and Schools criteria for assessment of student academic achievement. In addition, this report illustrates that the University has actively pursued its purposes and goals in developing and implementing an Assessment Program.
Saginaw Valley State University's Assessment Program was structured to involve as many campus community members as possible to promote openness among University constituents and to share information. Finally, this report provided the faculty and staff with opportunity to define the University's assessment processes and to clarify assessment purposes and directions. This report will serve as a valuable benchmark for continued assessment planning and development.The Assessment Report will be distributed to every college, department or program, administrative office and student government office in August 1995.
The
Development of The Assessment Plan
and Program
Saginaw Valley State University's Assessment Program was developed after extensive study and campus-wide input that began in 1989. In 1994, the University's President directed the Vice President for Academic Affairs to implement an Assessment Program. The Vice President for Academic Affairs charged the Associate Vice President for Academic Affairs to develop and implement an institution-wide academic Assessment Program. Accordingly, an Advisory Assessment Committee composed of administration, faculty and staff members has been established to oversee and provide input to the Assessment Program. An Assessment Program Coordinator and Committee has been established to facilitate and work with departments and programs in developing, implementing and processing academic assessment.
Organization of the Assessment Report
The Assessment Report begins with this Preface and an Introduction, followed by four sections that address the NCA' s assessment guidelines. The Introduction provides:1)
Review of the Institutional Historical Development of Assessment
2) Current Institutional Assessment Activities
Academic Assessment Plan
INTRODUCTION
Institutional Assessment Development
Historical Background:
In October 1989, the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools (NCA) adopted student outcomes and assessment as one of the criteria for institutional comprehensive evaluations beginning in 1991-1992. The NCA required that all institutions submit a formal assessment report by June 30, 1995.
In 1989, at the direction of the President, the Vice President for Academic Affairs in conjunction with the Associate Vice President for Academic Affairs formed an Assessment Ad Hoc Committee that consisted of faculty, staff and administrative members. The committee was asked to 1) study approaches to assessment being used in other institutions; 2) identify methods presently being used at Saginaw Valley State University; 3) disseminate information about assessment to the SVSU community; 4) coordinate with faculty and administration groups to ensure that appropriate channels were used in assessment initiatives; 5) make recommendations for the development of an assessment initiative at SVSU; 6) phase in the initiative over the next three years; and 7) prepare for SVSU's 1994 NCA Self-Study Report and site visit.The committee was also charged with reviewing current processes and educating faculty members regarding assessment issues. In response, the committee:
1) surveyed each department, program and unit to determine current assessment measures and processes;
2) invited recognized assessment consultants/experts to conduct workshops and presentations on assessment;
3) hosted university-wide panels, and informal discussion groups;
4) circulated assessment information to faculty and staff.
Current Activities:
In 1994, after collecting data from faculty and staff, and obtaining the administration's response, the committee recommended the following to the University President:
*The Ad Hoc Committee on Assessment, acting on input from faculty, and administration, should establish goals and principles to guide a University Assessment Program which flows from the University Mission Statement;
*The University should establish an Assessment Program which is supported with appropriate human and financial resources.
The Ad Hoc Assessment Committee's recommendations demonstrate faculty ownership and input in establishing guiding principles and commitment to an institutional assessment program. The Ad Hoc Assessment Committee's recommendations also recognize and support the establishment of a University Assessment Program. The recommendations were validated and further supported by the NCA site visit findings and subsequent report. Accordingly, the University President has received and acted on these recommendations. He has charged the Vice President of Academic Affairs to provide human and financial resources necessary to establish, maintain, and demonstrate commitment to a University Assessment Program.In October 1994, the Vice President for Academic Affairs directed the Associate Vice President for Academic Affairs to establish an Assessment Advisory to guide the development of a University Assessment Program. Many Ad Hoc Assessment Committee members agreed to serve on the new Assessment Advisory Committee in order to provide an effective transition and to ensure that the new committee would maintain the assessment initiatives, goals, and principles, which were generated by faculty, staff and administration.
During the fall 1994 semester, the Assessment Advisory committee members were provided opportunities to attend either a NCA conference on assessment or other assessment conferences. Based on this preparation, the Assessment Advisory Committee established an Assessment Committee composed of four faculty members and the Associate Vice President for Academic Affairs, as Chair, to provide leadership and assistance in the charting and development of an Assessment Program.
CHARACTERISTICS OF SVSU'S ACADEMIC ASSESSMENT PLAN
1. The Plan Flows From The Institution's Mission
Saginaw Valley State University's Assessment Plan is designed to enable the University to achieve its mission goals and objectives. The University mission statement states that SVSU's primary mission is "to provide opportunities for individuals to achieve intellectual and personal growth." In addition, SVSU's mission statement describes the University as an institution that strives for "excellence in teaching, learning, research, service and creative endeavors." Thus, the Assessment Program offers an institutional process to provide feedback measures in order to reflect and improve upon program outcomes that encourage institutional excellence and growth.
In relation to SVSU's mission goals and objectives, the following purposes and principles guide the assessment program:
-
Principlele 1: Programs
require continuous review and adjustment to facilitate the achievement of their
goals. The purpose of assessment is to enhance student learning and development
by creating methods to a) articulate the goals of each academic program; b)
gain feedback on the progress towards those goals; and c) use the feedback to
modify aspects of each academic program to facilitate the achievement of its
goals.
-
Principle 2: An
effective assessment program requires adequate resources. The faculty will be
provided with guidance, training, and financial support to implement each department's
assessment program.
-
Principle 3: Faculty
will have the responsibility for the design, selection and implementation of
assessment. Each program's faculty will identify or create and then use assessment
instruments that best meet program objectives. In doing so, the faculty recognize
that there are many valid approaches to assessment.
-
Principle 4: For
an assessment initiative to be successful, outcomes data should be used by faculty
for the purpose of measuring and improving program effectiveness. An effective
assessment initiative requires that data remain confidential. Data from assessment,
then, shall not be used to make comparisons among faculty, students, departments,
or colleges. Neither shall it be used for faculty evaluation, employment retention,
tenure, promotion, or merit award processes.
-
Principle 5: Outcomes
assessment is a long-term, ongoing process involving continuous change and improvement.
While some assessment projects may be of short duration, the program as a whole
has a long-term focus.
2. The Initiative Has Institution-Wide Support
The Assessment Program was developed after extensive campus-wide efforts. Since 1989, the administration, faculty and staff have participated in establishing processes that guide and support an institutional Assessment Program. Each department and program was surveyed to review current and past assessment measures and processes. In addition, the assessment committee conducted assessment workshops, panels, informal discussion groups, and presentations for faculty and administrative development and input. Based on assessment committee and departmental recommendations, the University President has charged the Vice President for Academic Affairs to establish an Assessment Advisory Committee composed of faculty, administration and staff to oversee the University Assessment Program. The Assessment Program's structure and timeline documents were distributed to all department chairs, deans and faculty committees for continual feedback and input. Thus, the Assessment Program in coordination with the Assessment Advisory Committee continues to seek and use institution-wide input and support to guide its efforts.
3. The Plan Has A Conceptual Framework
Saginaw Valley State University's Assessment Program reflects its institutional mission and goals. The mission statement provides an architectural framework for focusing assessment goals and principles towards excellence in teaching, research, program effectiveness, and community outreach. The University's most cherished traditions are effective teaching, learning, research, and meeting the demands of the region through program development. Saginaw Valley' s principal institutional emphasis has been on student academic achievement both at the program and general education level. Baccalaureate programs stress a foundation in liberal arts in order to develop cultural, civic, ethical, and academic skills, as well as studies in one or more academic disciplines. Master's degree programs are advanced concentrated studies in fields that address regional needs or particular University's strengths.
The Assessment Program is designed to link the University's conceptual framework and traditions with a blueprint process that measures active institutional commitment and clear connections between its mission statement and its academic programs ' goals and desired student learning outcomes. The Assessment Program provides a process that allows for continual institutional evaluation with multiple methods of measurements both at the individual program and the campus-wide level.
The University's plan recognizes that successful assessment requires individual programs to design and establish a variety of specific processes to articulate goals and to measure outcomes. In doing so, the assessment plan implements the institutional mission by providing academic programs with a mandate and framework to measure, evaluate, and achieve academic goals and objectives through assessing student learning. The assessment processes, procedures and timetables assure that Saginaw Valley strategically achieves its mission through a dynamic and interactive framework that supports program units and academic campus wide efforts towards measuring and evaluating student learning outcomes. The program's structure is developed to coordinate and administer various outcome activities on a program and campus-wide level in a formalized and sustained structure that also includes a continuous cycle of feedback and improvement.
Program Structure:
The Assessment Committee acting under the guidance, review and acceptance of the Assessment Advisory Committee has established the following:
-
1) The Assessment Program
will be administered by the Assessment Program Coordinator the Assessment Committee
and the Associate Vice President for Academic Affairs, with input and advice
from the Advisory Committee on Assessment. For additional administrative information,
see Appendix C.
- A) directing the Assessment
Program Office and staff; >B) coordinating University Assessment processes and information; C) compiling all reports
on University Assessment processes; D) preparing an annual report which provides information on departments', programs'
and units' processes; >E) reporting on the committees' assessment of the Program's effectiveness.
-
3) The Assessment Committee
will be comprised of faculty who will act as liaisons to departments, programs,
units and the Assessment Coordinator. Assessment Committee members will have
3 hours of release time during fall and winter semester to permit assessment
activities and processes development. The Assessment Committee is an on-going
University Committee composed of 4-5 faculty members who will serve rotating
terms. Replacements will be appointed by the Assessment Advisory Committee.
-
4) The Assessment Advisory
Committee will be an on-going University Committee, composed of faculty
and staff members that represent each college or program and selected administrative
student services. The Assessment Advisory Committee will review and give input
on written reports, act as liaisons with the University at large and the Assessment
Committee. Committee members will serve rotating terms. Replacements will be
appointed by the Assessment Advisory Committee.
Reporting and Review:
Departmental data generated and used in the assessment process will remain the property of each department. Departmental reports need not include specific statistical data related to individual programs. Rather, Assessment Reports made to the Deans and to the Assessment Coordinator will be summary reports that attest to an ongoing process and programmatic impact of conclusions drawn from that process.General Education data will be generated and used by the Curriculum and Academic Policies Chair and Committee for programmatic feedback. An annual report will be submitted to the Assessment Coordinator that attests to an ongoing process and the broad conclusions drawn from that process.
4. The Plan Has Faculty Ownership And Responsibility
Department, Program and Unit Responsibilities:
Assessment activities are created by and implemented by department members. Faculty are responsible for developing departmental mission statements, goals and objectives that proceed from those mission statements. These goals and objectives will be in line with available human and financial resources. Faculty are responsible for developing outcome measures for their departments or programs. The role of the Assessment Committee is to provide each department with information and feedback. Each Assessment Committee member will consult with specific departments to assist and ensure that assessment is ongoing. Each member will act as a liaison between the departments and the Assessment Coordinator. The Assessment Committee members act as facilitators of assessment for the departments, programs or units.
The assessment initiative fits well with Saginaw Valley's on-going departmental self- evaluation process in which all instructional and academic support programs are reviewed on a regular basis.
Monitoring the Plan:The Assessment Coordinator will be responsible for reviewing and reporting on University-wide assessment processes. In addition, the Coordinator will provide an annual report to the Vice President for Academic Affairs, the Assessment Committee and the Assessment Advisory Committee on the University Assessment Program.
5. The Plan Uses Multiple Measures
Each academic program will identify outcome goals and appropriate outcome measures. Each program will identify the number and type of measures to be used in order to ensure a broad spectrum of information, reliability and validity .In addition, the Assessment Program's timeline allows for feedback and reevaluation of goals, measurements and program enhancement that will allow for a sustained cycle of institutional improvement. The Assessment Program will also coordinate and review institution-wide services that provide additional assessment support, processes and information.
Institution- Wide Activities:The University uses many student services to adequately gather information about the institution's effectiveness and to meet students' academic needs. The University seeks to provide students and faculty with additional services that enhance students' academic success and give programs additional support and feedback. These services provide assessment aids, processes, and program information. The assessment plan recognizes that institutional and program assessment is a coordinated effort across campus that involves many academic services. The Assessment Coordinator will review and network among various programs and academic support services.
Current Institution- Wide Assessment Activities:
Freshman Data: The University uses standard ACT, SAT, and Placement Exams to enroll and evaluate student's initial academic abilities. This information enables appropriate course enrollment and will allow the University to track student academic development from initial enrollment to graduation.
Graduation Survey: The University's Institutional Research Department is currently developing and implementing an exit survey which students will complete when applying for graduation. The survey will be designed to assess students' programmatic, satisfaction and potential employment placement. The Assessment Program will review and report on survey results.
Alumni Survey: University's Institutional Research Department is currently developing and implementing an alumni survey that will be sent to alumnus three years from their graduation. This survey will review employment status and alumni's perception of programmatic and institutional effectiveness.Minority and High-Risk Student Information: The University provides additional support services to minority and high-risk students through surveys and other faculty input. These services give feedback to students and faculty on students' academic success and needs.
Retention Studies: The University is currently reviewing retention efforts and campus services. A committee has been appointed to study and recommend institutional services and programs that will enhance successful student retention.
Additional Support and Information Services: The University provides continuous academic advising, academic tutoring, and career services.
Programmatic Activities:
Developmental Studies: The University provides courses that develop study skills. These courses are currently being reviewed as part of the retention study. Additional courses or workshops are being considered which win enhance current development courses.
Basic Skills: The University provides courses in basic math, algebra, reading and writing development. These programs are currently being reviewed as part of the retention study. Additional programs are being considered which will enhance basic skin development and retention.
Writing Program: The University Writing Program has been developed to provide faculty with additional support and writing services. A Writing Program Director was appointed during the 1994-95 academic year. This program will coordinate writing across the curriculum and give additional feedback in assessing campus-wide writing.
General Education Program: In March 1995, the faculty adopted new general education principles and goals to guide its program. Assessment measures will be developed and implemented within the next 1-2 years. A faculty committee will be formed to review and recommend overall program assessment measures during the 1995-96 Academic year. These recommendations win be reviewed and piloted through regular curriculum and faculty processes. For additional information on General Education, see Section Three and Appendix D.
Current Individual Program Development: Many programs have already developed outcome goals, objectives, and measurements through accreditation processes currently in place. These typically include a variety of national instruments as well as locally developed materials. One of the key principles for Saginaw Valley' s assessment program is to utilize these existing measures of information and methods. These programs will be reviewing their current goals, objectives, and outcome measurements in response to campus-wide assessment development and cycle review. Other programs without outside accreditation processes review their own goals and objectives through self-study and other already established University review processes such as surveys. During the 1995-96 Academic year, all programs will generate goals, objectives and outcome measurements as the first step in establishing program assessment. These processes will be reported annually to the Assessment Program for review. For additional information on current program assessment processes, see Appendix E.
6. The Plan Provides Feedback To Students And The Institution
The Assessment Program has been developed to coordinate institution-wide assessment processes and reporting in order to ensure that the information will be used to provide feedback to students through programmatic and institutional development. Students may be provided with individual feedback on their skill development level during assessment processes when appropriate.
Individual programs will maintain confidential records of actual assessment data. Each program will submit an annual report of its ongoing assessment processes to the Assessment Coordinator.
The Assessment Coordinator will compile an annual report that reviews the Assessment Program, General Education and Program Units' assessment processes. These reports will be reviewed by the Assessment Committee, the Assessment Advisory Committee, and the Vice President for Academic Affairs. These reports will also be available for students' review. In addition, students and alumni will receive ongoing information about assessment initiatives in the student newspaper and the alumni newsletter.
7. The Plan Is Cost Effective
The Assessment Plan is cost effective and reasonable for the institution. Departments, as well as the General Education Program, will receive resources for assessment material and other operating costs. Assessment outcomes will be integrated by faculty as further curriculum review and development is needed.
The Assessment Program will review and coordinate assessment processes in order to ensure cost efficiency and non-duplicating efforts.
The institution recognizes that assessment is an ongoing process and has committed resources to the development and maintenance of the Assessment Program.
8. The Plan Does Not Restrict Or Inhibit Goals of Access, Equity, and Diversity Established By The Institution
The assessment plan is designed to produce data that can be used to improve departmental instructional programs. Thus, data will not be used to deny, monitor or reflect on the progress or evaluation of any individual student.
The General Education Program has developed goals that offer a broad program overview, a variety of courses and materials that will develop students' awareness of a diverse local and world context. Outcomes measures will enable feedback for meeting these programmatic goals.
9. The Plan Leads To Improvement
Saginaw Valley State University is committed to a continuous cycle of improvement linked to its mission statement and individual academic program objectives and goals. The assessment plan has been designed to include a wide range of assessment measures and processes that will be used on institutional and programmatic levels which reflect and evaluate the link between goals and outcomes. This information will be used by faculty and units to improve their plans and programs as necessary.
Measures:
Each program will develop its own principles and selected measures to assess its own programmatic goals and objectives. These measures may include, but are not limited to, the following: alumni surveys, current student surveys, course-based assessment, employer surveys, licensure exams, external evaluators, standardized tests, performance assessment, and portfolio assessment. The results will be used by faculty to improve their programs.
Program Unit Self-Evaluation:
Each program will develop its own goals and assessment measures that will be evaluated and reported annually. Information will be used by faculty to implement programmatic changes and to incorporate short- and long-range planning. The overall Assessment Timeline provides for a 1-5 year cycle that structures feedback and its use into programmatic evaluation and development.
General Education Evaluation:
The General Education Program has developed a guiding rationale that will focus its goals and evaluation efforts. Assessment measures will be developed and implemented within the next 1-2 years that will also include a process for programmatic review and development. These processes will be reviewed and reported annually. For additional information, see Section Three and Appendix D.
10. The Plan Has A Process In Place For Evaluating the Assessment Program
The Vice President for Academic Affairs is responsible for overall institutional coordination and implementation of the assessment plan. The Assessment Coordinator will submit an annual report on the assessment plan and program that will be reviewed by the Assessment Advisory Committee to ensure campus-wide assessment implementation and coordination of its own programmatic goals.
ASSESSMENT
DEVELOPMENT
TIMELINE
In order to facilitate maximum commitment and involvement, the assessment plan will be implemented in a timely manner that allows for growth, development and feedback, both in terms of human interaction and program enhancement. Thus, a ten year development plan has been designed for institution wide programmatic development and implementation. In addition, the plan includes ample feedback for progran1matic evaluation and improvement. For additional assessment plan information and a full development time line description, see Appendix B.
GENERAL EDUCATION PROGRAM AND ASSESSMENT
The General Education section of this report responds to NCA' s request that SVSU review and report on its General Education program's rationale, organizational structure, and academic assessment.
Introduction
Saginaw Valley State University's General Education program is designed to provide undergraduate students with diverse educational experiences that will foster a foundation for life- long learning and development. Thus, the program is broad-based and both process and content oriented. The newly developed General Education Rationale derives its focus and goals from this perspective. The Rationale will be printed in the course catalog at the top of the page containing the general education requirements. It will provide students with a framework for understanding what SVSU's faculty believe an undergraduate education should accomplish apart from the major. In addition, it will explain why students are expected to complete the general education program. It will also provide faculty and administration with a framework for assessing to what extent the program provides coherence, integration and the ability to meet its own program objectives.
The current General Education program consists of 39 credit hours in nine content areas: Literature (3 credits), Arts (3 credits), Numerical Understanding (4 credits), Natural Sciences (7 credits), Historical and Philosophical Ideas (3 credits), Social Science Methodologies (3 credits), Social Institutions (3 credits), Communication (9 credits), International Perspectives ( 4 credits). For additional information, see Appendix D.General Education Program Development
Historical Background:
The current General Education structure was developed in the mid-1980's to revise a previous limited course distribution requirement. The revised requirements give significant choice for students while providing a broad background. A preliminary draft, including the program objectives and credit hour requirements, was published in the 1987-88 catalog. The revised requirements became effective Fal11988. Since 1988-90, the General Education program has made only minor changes in the wording of objectives and permitted courses. These changes, initiated by departments, have taken place through curricular processes as outlined in the Faculty Contract.
The University's planning task force in the 1991 Promises to Keep document, stated that "the University's General Education requirements are well-considered and should be given full and fair opportunity for implementation. " The planning task force also called for a greater focus on goals and a review process that would recommend a variety of modifications as needed.
As faculty implemented the revised program and as the review process proceeded, faculty members expressed both positive and negative reactions to the program. Some faculty wanted fewer courses, more uniformity from section to section, and an ongoing process of evaluation. Other faculty enjoyed the course options and revised range of requirements. All faculty agreed that the revised system was workable for accommodating the University's large number of transfer students.In 1992-93, at the direction of the University President, the deans of each college initiated discussion with their department chairs regarding ways to improve the General Education program by focusing on clarity and accessibility. Consequently, a revised description of "Objective 4" (Natural Sciences) was published in the 1994-96 catalog. As part of the ABET reaccreditation, the engineering programs compiled an expanded set of "linked" courses that meet the ABET standard for general education, and confirmed the acceptability of these linkages with the ABET visitors. Faculty and administrators also recommended improvements to "Objective 9" (International Perspectives). These recommendations included studying objectives, the role of foreign language requirements, and faculty needs. Curricular policy changes were ratified for "Objective 9" which included permitted overseas study and on-campus visiting professors from other cultures to teach specialized courses as approved by departments.
In preparation for NCA reaccreditation, the Curriculum and Academic Policy Committee (CAPC) was charged by both administration and faculty to study the General Education program. After extensive discussion, CAPC concluded that the University needed to articulate the program's overall rationale that would provide a basis for program objectives, course requirement and assessment outcome review. In addition, the rationale would provide clarity for students, faculty and administrative purposes. During the 1994 NCA site visit, the committee's recommendations were confirmed.
Current Activities:
In March 1994, CAPC, acting under the direction of faculty, began drafting a General Education Rationale document. In doing so, they created a bibliography of suggested readings, and selected texts that were made available as resources to faculty and administration. During the 1994-95 academic year, CAPC developed several drafts of the Rationale that were distributed to all faculty. Faculty were invited to give feedback at forums held in October and February .A special colloquium on Information Literacy was held in November to explore this area as an addition to current requirements. In addition, several departments began exploring adding capstone requirements. The Social Work program adopted General Education goals for its capstone senior seminar.
In March 1995, Saginaw Valley State University's faculty ratified a General Education Program Rationale. For additional information, see Appendix D.
General Education Program Organization:
Saginaw Valley State University's general education program is administered and evaluated through the Curriculum and Academic Policy Committee. This Committee is composed of an elected faculty member from each of the 5 colleges, except for Arts and Behavioral Sciences that has two elected faculty members due to its size. In addition, the Vice President for Academic Affairs, one academic dean appointed by the Vice President for Academic Affairs, and one student appointed by elected student government also serve on this Committee. The University's Curriculum and Academic Policy Committee (CAPC), is vested with general education curricular responsibility by the Faculty Contract. CAPC accepted responsibility to develop a General Education Rationale with the understanding that the next step would be review of the current General Education program in light of its Rationale. The faculty is willing to have CAPC provide leadership in this undertaking.
General Education Progam Review Timeline:
In 1995-96, CAPC will establish procedures and begin further review of the program. F acuity envision that the review will include determining what revision of the structure of objectives and requirements is suggested by the Rationale, refinement of the objectives themselves, review of the course choices, and assessment. For additional review and assessment timeline information, see Appendix D.
General Education Evaluation and Assessment:
The General Education Program has developed a rationale that will focus its evaluation efforts. This rationale will guide its principles and goals. Assessment measures will be developed and implemented within the next 1-2 years that will also include a process for programmatic review and development. These processes will be reviewed and reported annually. For additional information, see Appendix D.
Summary
This document describes Saginaw Valley State University's comprehensive assessment approach and the process that will lead to institutional improvement. It identifies who is responsible, what is assessed, and how the process will be implemented. The Program will utilize faculty and academic support units to create and sustain institutional assessment. It is expected that students will be the key beneficiaries of these processes.
Appendices
Appendix A: Role and Mission StatementAppendix B: Time Line and Institutional Plan Outline
Appendix C: Assessment Program's Organizational Flow Chart
Appendix D: General Education Program Rationale, Objectives, Organizational Chart, Review and Academic Assessment Timelin
Appendix E: Summary of Colleges' and Departments' Current Academic Assessment Processes
Appendix F: Assessment Advisory Committee Members and Assessment Committee Members
Appendix A
The Mission of Saginaw Valley State University
The primary mission of Saginaw Valley State University is to provide for individuals to achieve intellectual and personal growth. A concurrent mission is to develop individuals' potential leadership and professional skills for the civic, economic and cultural well-being of the region, state, and society. The University also exists to serve as a cultural and intellectual resource dedicated to the development, acquisition, and dissemination of knowledge.
The Purpose of the University
*To provide a comprehensive
array of baccalaureate degree programs and a select number
of master's degree programs.
Baccalaureate degree
programs are based upon a foundation in the liberal arts, the development of
strong academic skills, and include studies in depth in one or more academic
or professional disciplines.
Master's degree programs concentrate studies in fields that address the needs
of the East Central region of Michigan or take advantage of unique opportunities
and particular strengths within the University.
*To strive for excellence in teaching, learning, research, service and creative endeavors, and to stand as an example in those regards.
*To provide academic and support services that address the educational needs of a diverse student population that varies by gender, age, ability, experience, lifestyle, cultural background and economic circumstances.
*To represent and advance the ideals and values of higher education in a democraticsociety by:
Pursuing and defending freedom of inquiry, thought, and expression.
Practicing and encouraging respect, integrity, civility, decency and fairness in human relationships.
Promoting understanding among people and by people for their world.
Maintaining an openness of opportunity for all people to reach their highest personal and professional potential.
*To contribute to the quality
of life for the people of the region. state, and society by:
Providing expertise,
leadership, and other support in the development of ideas and strategies for
addressing social, technological, and economic issues.
Creating, sponsoring, and hosting events and activities that help people understand
and appreciate the varieties of human culture, art and accomplishment.
Promoting responsible participation in a democratic society by people both within
and outside of the University community.
Summary
SVSU's mission and goals statement evolved in harmony with the institution's dynamic nature, growth, and regional constituency. The current Statement of Mission and purposes will continue to be examined on a regular basis to affirm and assess its relevancy to the changing needs of SVSU's students, the region, and society in general. This ongoing review reflects SVSU's institutional commitment to provide quality education that will prepare its graduates to contribute to the region's vitality. Copies of the Statement of Mission and purposes are posted throughout the campus to serve as a reminder for faculty, staff and students of the University's focus.
Appendix B
Time Line and Institutional Plan Outline
Year
I (January 1-June 30, 1995)
|
*December 1, 1994-January 1, 1995: Establish Assessment Chair, Assessment Committee and Advisory Committee;
*January 1- June 30, 1995:
Assessment Coordinator and Committee establish an overall vision and strategy for a University Assessment Plan that organizes responsibility and reporting lines of communication.Advisory Committee for Assessment serves to give feedback and to advise the Assessment Committee and Coordinator on internal and external assessment documents and processes. The Advisory Committee also acts as a liaison between faculty members and the Assessment Committee. *Assessment Committee and Coordinator work with deans and department chairs to establish Assessment Program.
*Assessment Chair and Committee Members will be trained and educated in assessment processes.
*Assessment Coordinator and Committee complete the 1995 NCA Report.
Academic
Year II (July 1995-1996)
|
*Assessment Coordinator establishes and Assessment Office to oversee report flow between deans, departments, programs, and other units. The Coordinator organizes responsibility and lines of communication, data management on assessment processes, and works with Assessment Committee to maintain communication and development of human resources and financial needs;
*A delegate from the Assessment Committee is assigned for two semesters (Fall 1995 and Winter 1996) as a departmental consultant;
*Deans work with departments to implement assessment;
*Each department establishes mission statement, program goals and outcome measures for their majors and graduate programs;
* A University Curriculum Committee will establish a General Education mission statement, programs goals and outcomes measures for the University's General Education program;
*Departments prepare Annual Reports for Coordinator.
*Deans prepare Annual Reports for Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
Academic
Years II-III (1996-1997)
|
* Assessment Coordinator/Committee begins evaluating Program years I-III in order to begin the second assessment stage of the feedback loop: using information to enhance, direct and focus colleges, programs and departments;
*Departments begin to evaluate outcome measurements;
*Departments prepare Annual Reports for Coordinator;
*Deans prepare Annual Reports for Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
Academic
Years III-IV (1997- 98)
|
* Assessment Coordinator works with Assessment Committee to maintain communication and development in order to effectively use human and financial resources;
*Departments prepare Annual Reports for Coordinator;
*Deans prepare Annual Reports for Assessment Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
Academic
Year V (1998-99)
|
* Assessment Coordinator/Committee begins evaluating Program years I-V outcomes and establishing the second assessment stage that is the feedback loop: using information to enhance, direct and focus colleges, programs and departments. At this time, Assessment Committee members are used as resource delegates for departments;
*Departments establish plans for using data to enhance and direct program changes;
*Departments prepare Annual Report for Coordinator;
*Deans prepare Annual Report for Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
Academic
Years V-VII (1999-2001)
|
* Assessment Coordinator/Committee facilitates use of processes and development;
*Departments prepare Annual Reports for Assessment Coordinator;
*Deans prepare Annual Reports for Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
Academic
Years VIII-X (2002-2005)
|
* Assessment Coordinator/Committee Members evaluate Assessment Program for NCA visit and report;
*Departments prepare Annual Reports for Coordinator; *Deans prepare Annual Reports for Coordinator;
* Assessment Coordinator/Committee prepares Annual Report for faculty and Vice President for Academic Affairs.
* Assessment Coordinator/Committee evaluate the Assessment Program time line and formulate a new time line plan.
Appendix C
Assessment Program's Organizational Flow Chart
Appendix D
SVSU's General Education Program
Program Rationale
(adopted in March 1995 to be published in the SVSU Catalog)
Students enrolling in a university need to prepare themselves to be well-informed and responsible citizens of a complex and culturally-diverse world. General Education helps students to become more knowledgeable and adaptable people, able to take a reasoned committed position while remaining open to others' views. By graduation, students will have been given opportunities to develop their insight, creativity and intellectual curiosity, as well as analytical and critical skills.
SVSU's general is designed to develop the following:
> appreciation of a wide range of perspectives and experiences,> acquaintance with many ways of experiencing and acquiring knowledge,
> broad knowledge about the human and natural world,
> understanding of the structure and order of the natural world, including human thought processes,
> appreciation of the arts for their aesthetic value and for their usefulness in exploring complex human truths,
> knowledge of the history of civilizations,
> competence in communication,
> exploration and development of individual values and ethics.
A general education program cannot satisfy all of an individual's lifelong general education needs. SVSU's General Education provides the skills and background, and fosters the attitudes that will enhance the graduate' s ability to continue to learn and function as an educated person in the many roles of contemporary life.
PROGRAM OBJECTIVES
Objective 1: Literature (3 credits)
The ability to read major literary works with appreciation and understanding.Objective 2: Arts (3 credits)
The ability to appreciate the arts; to understand the arts as vehicles for human expression.Objective 3: Numerical Understanding (4 credits)
The ability to understand and manipulate numerical data, and the ability to respond to arguments and positions based on numbers and statistics.Objective 4: Natural Sciences (7 credits)
The ability to understand basic scientific concepts; to appreciate how these concepts are verified through experimentation and observation; and to become knowledgeable and responsible citizens in dealing with the challenges of sophisticated technological society .Objective 5: Historical and Philosophical Ideas (3 credits)
The ability to identify and subject to analysis the significant ideas and events of the American and world past by establishing cause and effect relationships, by historical and logical investigation, narration and synthesis.
Objective 6: Social Science and Methodologies (3 credits)
The ability to analyze and interpret social phenomena using the methods of the social sciences.Objective 7: Social Institutions (3 credits)
The ability to understand the workings of important social, economic and political institutions and the relationship of the individual to these institutions.Objective 8: Communication (9 credits)
The ability to speak, write and understand communication effectively.Objective 9: International Perspectives (4 credits)
The ability to step outside the constraints of one's own national or native culture and societal institutions.PROGRAM ORGANIZATIONAL FLOW CHART
Program Review and Academic Assessment Timeline
Year I (1994-95)
*Curriculum and Academic Policy Committee draft program mission statement and goals for faculty ratification.
Year II (1995-96)
*Curriculum and Academic Policy Committee assess program mission and goals to determine program revisions;
*Establish a general education assessment committee to study and recommend assessment measures and methodologies. Committee will be composed of faculty and Assessment Coordinator.
Year III-IV (1996-98)
*General Education Program begins to gather assessment data from measurements;
*Curriculum and Academic Policy Committee prepare Annual Report for Assessment Coordinator.
Year V (1998-99)
*General Education Program evaluates assessment data for program enhancement;
*Curriculum and Academic Policy Committee draft curriculum proposals for faculty input and ratification;
*Curriculum and Academic Policy Committee evaluate assessment measures and methodologies;
*Curriculum and Academic Policy Committee prepare Annual Report for Assessment Coordinator.
Years VI-VII (1999-2001)
*Curriculum and Academic Policy Committee evaluate general education goals and curriculum;
*Curriculum and Academic Policy Committee in conjunction with Academic Assessment Program Coordinator evaluate general education assessment;
*Curriculum and Academic Policy Committee prepare Annual Report for Assessment Coordinator.
Years VIII-X (2002-2005)
*General Education Program evaluates assessment data for program enhancement; *Curriculum and Academic Policy Committee draft curriculum proposals for faculty input and ratification;
*Curriculum and Academic Policy Committee evaluate assessment measures and methodologies;
*Curriculum and Academic Policy Committee prepare Annual Report for Assessment Coordinator.
Appendix E
Summary of Colleges' and Departments' Current Academic Assessment Processes
College: Arts and Behavioral Sciences
Art:
The nature of the discipline requires individualization in establishing goals. Student outcomes and achievement are measured in large part through public display and peer critique. Faculty also critique work individually and in groups. The department surveys alumni regularly regarding their learning experiences at SVSU.Communication/Theatre:
The department assesses students through examinations, performances, papers and projects. A national standardized test is not currently available. The student-learning experience is observed and assessed formally and informally, on an individual basis as each student progresses through the sequence of major courses. Communication majors must successfully complete a capstone course required of all seniors. Theatre majors are evaluated on their performance and senior projects related to production.Criminal Justice:
The faculty is collaborating with a member of the Outcomes Assessment Initiative on an article exploring the merits of assessment as it applies to Criminal Justice majors.English:
The department is reviewing its current curriculum and recently participated in a three-year national curriculum review project sponsored by the Modem Language Association and the Fund for the Improvement of Post-Secondary Education. Such activities are leading to a formalized statement of goals, curriculum changes and assessment processes for evaluating the new program.History:
During the 1995-96 academic year, the department will participate in a 10 year self-study process. This process will enable faculty to study ways to better prepare its majors and to set goals and outcomes. The faculty are currently discussing the development of a senior capstone project that will take the form of either a thesis or seminar, or possibly some combination of both. Such a project will help the department assess the quality of its offerings at the freshman, sophomore and junior levels. In addition, the department is interested in monitoring the progress of its student majors who take the history component of the State of Michigan Social Science Teacher Certification Test.Modern Foreign Languages:
Students seeking teacher certification (this group includes the majority of foreign language majors and minors) are required to pass the Michigan Test for Teacher Certification in their respective majors and minors. The department continually monitors the progress of students in their language, literature, and culture courses; faculty members regularly consult each other about student's work. Students in the Honors Program must complete an honors thesis under the supervision of a faculty member; the topic of this thesis is closely related to the student's major. The last department internal self-study and external review included Professor J. Sanford Dugan of the Department of Foreign Languages at Eastern Michigan University.Music:
All music majors perform for a faculty jury every semester (minors are encouraged to perform on juries), and all majors and minors must perform in ensembles that present public performances. Performances are considered one acceptable way to help assess the music program. In addition to the above requirements, all those enrolled in the Music Education program are required to pass the Michigan Teacher Competency Test prior to certification. This test is the state licensure examination for music teachers. Associate students are observed by a cooperating teacher and a university supervisor. This final course is preceded by four other field experiences, all of which help the department to assess its program in practical settings. The department also has an informal, ongoing, relationship with its Music Education alumni. Alumni call faculty members for advice and get together with Music Education faculty at state and regional professional meetings.Philosophy:
The department underwent a thorough review of its program in 1988, and this included both internal and external evaluations. As a result of that review and student enrollment factors, the department has appointed one additional member. The department uses several kinds of tests, examinations, and papers, all devised to analyzing philosophical issues and tests, constructing arguments that serve as the vehicle for such analysis, and engaging in the specialized research and writing required by it. Although there is no philosophy major, the faculty views a senior's thesis as the most viable indicator of achievement for future efforts.Political Science:
A senior seminar (PS 491) includes a research proposal and paper as the primary means of assessing student achievement in the program. A curriculum review process is currently in progress. Portfolio assessment is seen as the most likely evaluation method to emerge from this review. The purpose would be to aid and monitor students as they progress toward the capstone course.Psychology:
The department monitors student outcome in a variety of ways. Before graduation their performance in core courses and laboratory courses is evaluated. Research done under supervision of faculty members, as well as presentations of papers at undergraduate conferences, is also evaluated. The department has established goals and objectives for the graduates in psychology and tracks their progress by their acceptance to graduate programs and employment. The department has a capstone course in place where a portfolio system is being developed to evaluate the psychology majors before graduation. The department also conducts self-studies in which surveys of its graduates and their satisfaction with the psychology program is assessed.Social Work:
The department is accredited by the Council on Social Work Education. Outcomes assessment is utilized including a capstone course, surveys of alumni and graduates, and certification rates of graduates.Sociology:
The department is in the process of developing goals and objectives with the expectation that a portfolio approach with examinations will best suit the departments goals.College: Education
Teacher Education:
The department has established specific goals and objectives along with evaluative procedures to assess student progress as a part of the accreditation process with NCA TE.The department uses performance measures in field-based teaching experiences. In addition, a student portfolio, consisting of evaluations, projects, and related information is reviewed prior to student teaching. Students complete state-mandated competency exams for certification and endorsement; this information is reviewed periodically. Graduate students complete a capstone experience, either clinical or research-oriented, as an evaluative process. All students are surveyed in terms of satisfaction and employers are surveyed to measure perception of student preparation. Survey results are available in the College of Education Office.
Educational Leadership:
The department is accredited by the National Council for Accreditation of Teacher Education (NCATE) and utilizes a variety of methods to measure student outcomes. These include a capstone course, surveys completed by alumni and employers, and observation and critique during field internship process.Physical/Health Education:
The achievement of PHE students is assessed according to the guidelines established by the Teacher Education Department. The department has established goals and objectives for major/minors that are evaluated through performance measures in fieldwork and fitness.College: Nursing and Allied Health
Allied Health:
Currently the department has a small Medical Technology program. This program is accredited by the American Society of Clinical Pathologists and undergoes assessment techniques related to this, including licensure exam scores.Nursing:
The department is cu1Tently accredited by the National League for Nursing and utilizes a variety of student outcomes measures. Measures range from the use of scores on a licensure exam to surveys and portfolios. Presently, the Department of Nursing is reorganizing its assessment methods and data. They have formed three groups to look at outcome assessment related to three major outcomes: nursing intervention, critical thinking, and communication.Occupational Therapy:
The Occupational Therapy program at SVSU admitted its first class of students in Fall 1993, completed its first self study, and recently had a site visit for accreditation. The program utilizes a variety of assessment methods: surveys, portfolios, and licensure exam scores.College: Science, Engineering and Technology
Biology:
The department established goals and objective as part of its ten-year review in 1986. The review, which included outside reviewers, measured student achievement through the use of an alumni survey and the examination of coursework. The department offers (but does not require) an independent research course. Records of the ten-year review are available in the department.Chemistry:
A ten-year review (1989) includes a statement of objectives. The department has an annual review for program approval by the American Chemical Society (ACS). At five-year intervals, the review includes an analysis of student exams and research theses.A research capstone course is offered for seniors, though not required. The department recently conducted a survey of graduates to measure success in industry and graduate school; results are available for review.
Computer Science:
Objectives were established as part of a curriculum review completed in the 1993- 94 academic year. The goals and objectives were updated and a curriculum review was conducted. Currently the department is undertaking another review of the curriculum and is planning to establish a newly created curriculum base in the language C++. Industry is requiring that graduates possess these skills today. Student achievement is assessed through successful completion of the upper level courses and student presentations. In the CIS curriculum, a capstone course sequence measures the student's ability to work in a simulated group work environment. As an applied program, employer/student satisfaction surveys are viewed as valuable tools to assess the graduate's success. Currently the department is considering some of these tools to assess its program's ability to prepare students for the industrial experience.Electrical Engineering:
Objectives were established in 1989 and revised in 1993 as part of the self study for ABET. The program completed reaccreditation in 1993-94. On the basis of the revised mission and goal statements, a complete plan of outcomes assessment was adopted in 1993. The methods used for outcomes assessment are: comprehensive testing, employers' survey, alumni survey and a jury panel. Implementation of the first phase of the plan began in May 1994 and continued in May 1995. Students are not required to take the test, but a number take it voluntarily.Mathematics:
The department has established a mission statement. Teacher Certification students must pass the mathematics portion of the Michigan Test for Teacher Certification (MTTC) for endorsement. Outcomes assessment is a departmental goal and is under active discussion.Mechanical Engineering:
The department established objectives as a part of its self-study for ABET accreditation in 1989. The program was reaccreditated in 1993-94. Assessment includes a review of student work samples and two required senior design capstone courses. Surveys of alumni and employers are also conducted. Students are encouraged to take the licensure exam.Physics:
A statement of objectives was established in 1985 and will be reviewed in 1995. As part of the ten-year review process, the department examined student work samples and surveyed alumni as to their success in graduate school. The department offers but does not require the senior research course.College: Business and Management
The College of Business and Management began a self-study process during the fall semester of 1993. As part of that process, the College adopted mission and vision statements that will guide its future development. The College has identified its goals and the processes that need to be in place to achieve these goals. During the 1994-95 academic year, the college adopted a formal outcomes assessment plan. This report is available within the college and departments for review.
As part of the College's plan for improvement, each department is expected to develop a process for outcomes assessment. During fall of 1993, the College conducted preliminary surveys of the graduating seniors in Management 429 and current MBA students. The College has a capstone course in which the students are evaluated on their ability to integrate the functional skills they have acquired during their coursework.
The faculty currently uses various methods to evaluate student achievement. The knowledge skills are assessed primarily through examinations, while other cognitive and behavioral skills are assessed through oral presentations, writing assignments, case studies, and group projects. The student evaluations are used as one of the indicator of teaching effectiveness. At present, the Accounting Department tracks the success of students who sit for the certification examination in accounting.
In order to make the assessment process more meaningful, the departments of the College will explore other outcome-measurement techniques such as standardized tests, alumni/employer surveys, portfolio analysis, and licensure examinations. The techniques that are deemed appropriate will be incorporated as part of the portfolio of outcome-measurement methods.
Departments' Mission, Goal and Outcome Data
|
|
Mission Statement |
Goals/Objectives |
Measure Outcome |
Accreditation |
| Social Work |
X |
X |
X |
X |
| Art |
X |
X |
O |
O |
| Music |
X |
O |
X |
O |
| English |
X |
P |
O |
O |
| Psychology |
P |
P |
P |
O |
| Sociology |
P |
P |
O |
O |
| Political Science |
O |
P |
X |
O |
| Communication & Theater |
O |
P |
P |
O |
| Modem Foreign Languages |
P |
O |
O |
O |
| History |
O |
P |
O |
O |
| Criminal Justice |
O |
O |
X |
O |
| Philosophy |
O |
O |
X |
O |
| Law & Finance |
X |
X |
X |
O |
| Economics |
X |
O |
O |
O |
| Accounting |
O |
O |
X |
O |
| Management/Marketing |
O |
O |
O |
O |
| Educational Leadership |
X |
X |
X |
X |
| Physical & Health Education |
X |
X |
X |
X |
| Teacher Education |
X |
X |
X |
X |
| Nursing |
X |
X |
X |
X |
| Occupational Therapy |
X |
X |
X |
X |
| Allied Health |
O |
O |
O |
O |
| Electrical Engineering |
X |
X |
X | X |
| Mechanical Engineering |
X |
X |
O | X |
| Mathematical Sciences |
X |
X |
O | O |
| Computer Science |
X |
X |
O | O |
| Chemistry |
P |
P | X |
X |
| Biology |
O |
P |
P |
O |
| Physics |
O |
X |
X |
O |
X = Yes
O=No
P=In Process
Departments' Current Assessment Measures
| Department |
Comprehensive |
Proficiency |
Licensure |
Performance |
Portfolio |
Survey |
Other |
| Exam |
Exam |
Exam |
|||||
| Art |
X |
X |
X |
||||
| Communication/Theater |
X |
Capst. |
|||||
| Criminal Justice |
Courses |
||||||
| English |
Courses |
||||||
| History |
XT |
Project |
|||||
| Foreign Language |
XT |
Courses |
|||||
| Music |
XT |
X |
X |
Capst. |
|||
| Philosophy |
Thesis |
||||||
| Political Science |
X |
Capst. |
|||||
| Psychology |
X |
X |
Capst. |
||||
| Social Work |
X |
X |
X |
||||
| Sociology |
Courses |
||||||
| Accounting |
X |
X |
Capst. |
||||
| Economics |
X |
Capst. |
|||||
| Law & Finance |
X |
Capst. |
|||||
| Management/Marketing |
X |
Capst. |
|||||
| Teacher Education |
X |
X |
X |
X |
Capst. |
||
| Physical/Health Education |
X |
X |
X |
X |
Capst. |
||
| Ed. Leader/Service |
X |
X |
X |
X |
Capst. |
||
| Nursing |
X |
X |
X |
X |
X |
||
| Occupational Therapy |
X |
X |
X |
X |
X |
||
| Medical Technology |
X |
||||||
| Biology |
X |
Courses |
|||||
| Chemist |
X |
X |
Capst. |
||||
| Computer Science |
X |
Project |
|||||
| Electrical Engineering |
X |
X |
Capst. |
||||
| Mathematics |
XT |
Courses |
|||||
| Mechanical Engineering |
X |
X |
Capst. |
Capst. = Capstone Course
XT = Teacher Licensure Exam
Appendix F
Assessment Advisory Committee Members
- Chair: Crystal Lange
- Associate Vice President for Academic Affairs
- Assistant Chair: Deborah Bishop
- Professor, Management
- Diane Boehm,
- Writing Program Director
- Sally Cannon,
- Assistant Professor, English
- Sev Carlson,
- Dean, College of Business and Management
- Sachiko Claus
- Associate Professor, Nursing
- Melissa Hayden,
- Associate Professor, Teacher Education
- Jon Leonard,
- Associate Professor, Electrical Engineering
- Chris Looney,
- Assistant Director, Academic and Career Services
- Gerald Peterson,
- Professor, Psychology
- Richard Preis,
- Associate Professor, Criminal Justice
- Charles Pelzer,
- Professor, Biology
- Gail Sype,
- Associate Professor, Management
- Surrender Reddy,
- Associate Professor, Management
Assessment Committee Members
- Chair: Crystal Lange,
- Associate Vice President For Academic Affairs
- Assessment Program Coordinator: Marianne Barnett,
- Assistant Professor, English
- Mary Hedberg,
- Assistant Professor, History
- John Mooningham,
- Professor, Mathematics
- Elizabeth Roe,
- Assistant Professor, Nursing
