Program Assessment

Description

Program Assessment involves first defining the program’s mission, its distinguishing purpose and commitment to the students and professional community. The program mission must be in accord with the University, College and School’s missions.

Goals for the program are then developed. These overarching aims provide direction for the specific objectives or outcomes of the program.

PROGRAM Objectives or Student Outcomes designate student performance in terms of specific, measurable activities that provide evidence of learning. A program’s student learning outcomes address three primary areas: 1) discipline specific knowledge, skills, attitudes, behaviors, and values; 2) communication; and 3) critical thinking. These outcomes are addressed in various courses and experiential learning opportunities throughout the program.

SMART Guidelines

MATT Guidelines

MATURE Guidelines

Direct Measurement Approaches

Evidence from direct measurements can be examined to determine if program change is warranted. If so, changes are implemented and the assessment cycle continues.

Indirect Measurement Approaches

Much can be learned from compiling information from current and former students and employers. Though this information cannot stand alone as a measure of effectiveness, it provides an additional option in reviewing performance.

In addition to the information included here, we invite you to participate in events focused on Assessment listed in our calendar and to contact the Faculty Center for additional assistance.

 

Faculty Spotlight View Other Award Winners

Seth Elsheimer
College of Sciences Seth  Elsheimer The job of a teacher is not only to present the material in a clear and organized way but also to show excitement and love for the subject. Much of what enticed me into teaching chemistry as a profession was the enthusiasm I sensed from several excellent instructors during my own education. I strive to bring t...

John Schultz
College of Sciences John  Schultz As a teacher, I believe my role is to generate excitement and interest in the classroom and to challenge students by providing a dynamic and experiential learning experience. Experiential learning not only increases student interest by building a learning community in the classroom, but also increases student unde...

Hakan Ozoglu
College of Arts and Humanities Hakan Ozoglu As an integral part of the Humanities/Liberal Arts curriculum, courses on history serve a double purpose; one is that history provides students with a narrative and informs them about significant problems/issues in the instructor‘s own field. The second purpose is more skill oriented. It aims at producing s...