0607 Academic ISOs - Tusculum College Academic ISOs.pdfeducated citizens distinguished by academic...

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity from the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 201

1. 2. 3. 4.

Institutional

GoalsAcademic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success

TUSCULUM COLLEGEANNUAL


Tusculum College Strategic Plan 2006/07 to 201 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success

An Engaged Community

Institutional Goals

Unit Objectives

Academic Integrity,

Accountability, and Distinction

A Place for

Faculty, and Staff success

1. Business Administration students will be knowledgeable in the field.

TUSCULUM COLLEGENNUAL PLANNING

Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 201Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives Assessment

Business inistration

students will be knowledgeable in the field.

1. The ETS Business Test will be administered to all final semester students in the major. The table below provides the target MPC scores for the 2006-07 MFAT results which represent a 10% increover 2005percentiles are added for reference.

Acct

Econ

Mgmt

Quant

Finance

Mktg

Legal

Int'l

TUSCULUM COLLEGELANNING , ASSESSMENT AND

Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeo

and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 – Overarching

Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff success

Assessment Method and Criteria for Success

The ETS Business Test will be administered to all final semester students in the major.

The table below provides the target MPC scores for the 07 MFAT results which represent a 10% incre

over 2005-06 MPC scores. The Custom Group percentiles are added for reference.

0607 MPC Goal

Acct 43.6

Econ 40

Mgmt 64.4

Quant 59.7

Finance 38.6

Mktg 44.9

Legal 49.4

41.9

TUSCULUM COLLEGE SSESSMENT AND BUDGETING



Overarching goals

Academic Integrity, Quality, Accountability, and Distinction

Method and Criteria for Success

The ETS Business Test will be administered to all final semester students in the major.

The table below provides the target MPC scores for the 07 MFAT results which represent a 10% incre

06 MPC scores. The Custom Group percentiles are added for reference.

Pct in National

Comparison Group

Custom comparison Group

35th

25th

80th

60th

65th

30th

35th

30th

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe mission of the Business Administration pchallenges of public service and leadership in business organizations. This is accomplished by developing professional skills and promoting the values associated with the Judeo


The ETS Business Test will be administered to all final

The table below provides the target MPC scores for the 07 MFAT results which represent a 10% increase

06 MPC scores. The Custom Group

Pct in Custom

comparison Group

85th

70th

95th

95th

90th

85th

65th

80th

1. The Department saw an increase in every subManagement, Quantitative, and Legal. Moreover, the goal was to increase the mean percent correct achieved for each of these increasing subwill continue to monitor and improve every subattention at this Summer’s meeting to Management, Quantitative, and Legal. See Appendix H for mo

Student Learning

related institution of higher learning in the Christian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission Statement The mission of the Business Administration pchallenges of public service and leadership in business organizations. This is accomplished by developing professional skills and promoting the values associated with the Judeo-Christian and Civic

The Department saw an increase in every subManagement, Quantitative, and Legal. Moreover, the goal was to increase the mean percent correct achieved for each of these increasing subwill continue to monitor and improve every subattention at this Summer’s meeting to Management, Quantitative, and Legal. See Appendix H for mo

Acct

Econ

Mgmt

Quant

Finance

Mktg

Legal

Info Sys

Int'l

Learning Outcomes

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingrgraduate and Master's levels to instill factual knowledge, cultivate the

habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

The mission of the Business Administration program is to prepare students for the challenges of public service and leadership in business organizations. This is accomplished by developing professional skills and promoting the values associated

Christian and Civic-Republican traditions

Results & Use of Results

The Department saw an increase in every subManagement, Quantitative, and Legal. Moreover, the goal was to increase the mean percent correct by 10%, and that was also achieved for each of these increasing subwill continue to monitor and improve every subattention at this Summer’s meeting to Management, Quantitative, and Legal. See Appendix H for more details.

0607 MPC

Comparison

Acct 54

Econ 49

Mgmt 55

Quant 48

Finance 48

Mktg 55

Legal 44

Info Sys 58

59

Outcomes – Business Administration

civic republican tradition by developing Christian character. The College reflects the ideal of its civic arts heritage through its


rogram is to prepare students for the challenges of public service and leadership in business organizations. This is accomplished by developing professional skills and promoting the values associated

Republican traditions.

Use of Results

The Department saw an increase in every sub-area except Management, Quantitative, and Legal. Moreover, the goal was to

by 10%, and that was also achieved for each of these increasing sub-areas. The Department will continue to monitor and improve every sub-area and pay special attention at this Summer’s meeting to Management, Quantitative,

re details.

Pct in National

Comparison Group

65th

50th

40th

50th

10th

55th

25rd

35th

65th

of

Business Administration 200


aged students from diverse backgrounds as well as the working-adult students rgraduate and Master's levels to instill factual knowledge, cultivate the

rogram is to prepare students for the challenges of public service and leadership in business organizations. This is accomplished by developing professional skills and promoting the values associated

Budget Implications

area except Management, Quantitative, and Legal. Moreover, the goal was to

by 10%, and that was also areas. The Department

area and pay special attention at this Summer’s meeting to Management, Quantitative,

Objective accomplished within dept budget

of 41

2006-07

Christian character. The College reflects the ideal of its civic arts heritage through its adult students

rgraduate and Master's levels to instill factual knowledge, cultivate the

accomplished by developing professional skills and promoting the values associated

Budget Implications Objective accomplished within dept budget

of 41 Institutional

Goals Unit Objectives Assessment Method and Criteria for Success Results & Use of Results Budget

Implications Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success

2. Business Administration students will demonstrate writing, public speaking, and critical analysis skills.

2. A writing and critical analysis assignment will be given by a Business Administration faculty to all final semester students in the major during BUSN 449 Policy, Ethics, and Strategy.

Public Speaking will be assessed in BUSN 449 Policy, Ethics, and Strategy and in ENGL 233 Writing for Organizations. ENGL 233 is a course for sophomores, juniors or seniors, but it is encouraged at the sophomore or junior level. BUSN 449 is the business capstone course. Instructors will use the standard rubrics used by the college for assessing the Writing and Public Speaking competencies. Instructors will use the internal Business Department Critical Analysis rubric for assessing the Critical Analysis competency.

Students will score 3 or above (relative to the 5 point rubric scale) on all writing criteria, 3 or above (relative to the 5 point rubric scale) on all critical analysis criteria, and 3 or above (relative to the 5 point rubric scale) on all Public Speaking criteria (Appendix H).

2. Jeff Lokey, the instructor of the capstone course that assesses Seniors on these competencies, reported the following results (Appendix I):

• Critical Analysis - 25 out of 31 students met the score of at least 3 out of 5 on two essay examinations.

• Writing – 28 out of 31 students met the score of at least 3 out of 5 on two essay examinations.

• Public Speaking – All 31 students met the score of at least 3 out of 5 on the given speech assignment.

The Department will continue to emphasize writing, critical analysis and presentation skills in its courses. The competencies are already spread throughout courses in the entire major and each concentration.


Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success

3. Business Administration program juniors and seniors will be satisfied with the academic advising they receive.

The “Advising Satisfaction” scale reported in the Noel-Levitz Satisfaction Inventory in May 2006 will be analyzed. Responses of business administration majors to four different items from the Noel-Levitz survey dealing with academic advising will be compiled. These four items include the following: 6. “My academic advisor is approachable.” 14. “My academic advisor is concerned about my success as an individual.” 19. “My academic advisor helps me set goals to work toward.” 33. “My academic advisor is knowledgeable about requirements in my field.” Eighty-five percent of business administration program seniors will report that they are “somewhat satisfied” to “very satisfied” with each of the academic advising items on the survey.

3. This survey was not administered this year.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teachihabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College St

1. 2. 3. 4.

Institutional Goals

Academic Integrity, Quality, Accountabiland Distinction A Place for Student, Faculty, and Staff success


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeo

mmitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teachihabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success


Institutional Goals

Unit Objectives

Academic Integrity,


A Place for Student, Faculty, and Staff success

1. Students completing the baccalaureate program in Organizational Management will demonstrate proficiency in the knowledge base in the discipline of management.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeo


rategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives





rategic Plan 2006/07 to 2010/11 – Overarching goals



1. a. ETS Major Field a sample population during the last semester of the BSOM program.

The students taking the MFAT will show a 5%ile increase over our custom comparison group and a 5 point increase over last year’s MPC.

AccountingEconomicsManagementQuantitativeFinance MarketingLegal & SocialInternational



mmitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Overarching goals



ETS Major Field Test in Business will be administered to a sample population during the last semester of the BSOM program.

The students taking the MFAT will show a 5%ile increase over our custom comparison group and a 5 point increase over last

05-06 Actual MPC

Accounting 37.1Economics 36.8Management 51.9Quantitative 47.5

25.3Marketing 41.5Legal & Social 52.5International 40.6

UDGETING

Tusculum College remains true to its origins as a church-related institutioneducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

mmitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingng and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe mission of thstudents the background needed for a variety of professional careers and to extend the range and nature of available careers. Further, the bachelor program will develop the qualities of civiglobal communities.


Test in Business will be administered to a sample population during the last semester of the


06 l MPC

06-07 Target MPC

37.1 42 36.8 42 51.9 57 47.5 53 25.3 30 41.5 47 52.5 58 40.6 46

Student Learning Outcomes


aged students from diverse backgrounds as well as the workingng and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


Unit Mission Statement The mission of the Bachelor of Science in Organizational Management is to provide students the background needed for a variety of professional careers and to extend the range and nature of available careers. Further, the bachelor program will develop the qualities of civic virtue necessary for effective citizenship in local, national, and global communities.


Test in Business will be administered to a sample population during the last semester of the


07 Target MPC

1. a. During 06exams were distributed by Eadministered to a sample population (n=54) representing five cohorts. As a result, our already low testing population was even further reduced into two distinct testing groups. For this reason, our institutional effectiveness office recommenddepartment focus on mean percent correct rather than the percentile results.

AccountingEconomicsManagementQuantitativeFinanceMarketingLegInternational


of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic arts heritage through its



e Bachelor of Science in Organizational Management is to provide students the background needed for a variety of professional careers and to extend the range and nature of available careers. Further, the bachelor program will develop

c virtue necessary for effective citizenship in local, national, and


1. a. During 06-07, two different MFAT exams were distributed by Eadministered to a sample population (n=54) representing five cohorts. As a result, our already low testing population was even further reduced into two distinct testing groups. For this reason, our institutional effectiveness office recommenddepartment focus on mean percent correct rather than the percentile results.

06

Accounting Economics Management Quantitative Finance Marketing Legal & Social International

Student Learning Outcomes – Organizational Mgmt. 2006






07, two different MFAT exams were distributed by ETS and were administered to a sample population (n=54) representing five cohorts. As a result, our already low testing population was even further reduced into two distinct testing groups. For this reason, our institutional effectiveness office recommended that the department focus on mean percent correct rather than the percentile results.

06-07 MPC Results Number of Cohorts

Meeting MPC 2 of 5 3 of 5 1 of 5 2 of 5 3 of 5 1 of 5 2 of 5 2 of 5

of

Organizational Mgmt. 2006


aged students from diverse backgrounds as well as the working-adult students ng and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the



Budget Implications

07, two different MFAT TS and were

administered to a sample population (n=54) representing five cohorts. As a result, our

ed that the department focus on mean percent correct

07 MPC Results Number of Cohorts

Objective was accomplished within dept budget

of 41

Organizational Mgmt. 2006-2007


ng and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the



Budget Implications

Objective was accomplished within dept

of 41

Institutional Goals

Unit Objectives Assessment Method and Criteria for Success Results & Use of Results Budget Implications



1. b. The BSOM internal assessment exam will be administered to a sample population during the last semester of the BSOM program. This internally developed test is designed to gauge fundamental knowledge from core disciplines within the BSOM program.

05-06 Results Percent Correct

06-07 Target Percent Correct

Principals of Mgmt 68 70

Leadership 58 70

Global 73 70

Accounting 64 70

Business Law 63 70

Human Resources 59 70

Economics 54 70

Marketing 55 70

1. b. 2006-2007 Internal assessment results The BSOM internal assessment exam was administered to a sample population (n=78) during the last semester of the BSOM program. The population was divided into two testing groups. Population one (n=40) tested in the areas of management, leadership, marketing, accounting and business law. Population two (n=38) tested in the areas of management, leadership, human resources, economics, and global.


Met Criteria?

Principals of Mgmt 68.7 No

Leadership 53.25 No

Global 75.6 Yes

Accounting 65.8 No

Business Law 77.6 Yes

Human Resources 63.2 No

Economics 53.4 No

Marketing 55.4 No


of 41

Institutional Goals

Unit Objectives Assessment Method and Criteria for Success

Results & Use of Results Budget Implications


1. Students completing the baccalaureate program in Organizational Management will demonstrate proficiency in the knowledge base in the discipline of management

1c. As an additional assessment tool, cohorts were randomly selected for testing at the beginning of the organizational management curriculum (“pretest”). These same cohorts’ final results (“posttest”) will be compared at program completion for value-added reflection.

1c. Four cohorts representing a population of n= 57 were selected for “pretest” administration. The scores, which in most cases were a full 10% below post-test scoring, were as follows:


Principals of Mgmt 56.5

Leadership 47.2

Global 57.6

Accounting 47.9

Business Law 64.2

Human Resources 55.4

Economics 42.7

Marketing 42

The 2006-2007 internal diagnostic exam was revamped and piloted in its new format in the Spring of 2007 (see 06-07 AOP 1.b.). The results were positive, with several disciplines meeting and/or exceeding the 70% passing score across multiple cohorts. For example, management met the goal in 4 of 7 cohorts tested; business law met the goal in 3 of 3 And Global met the goal in 3 of 4 cohorts tested. This year, upon the recommendation of the institutional effectiveness office, five additional questions will be added to each section for increased testing validity (see 06-07AOP 1.b. and 07-08 AOP 1.a.). Also in 2006-2007, an additional step was incorporated into our internal diagnostic system. A pre-test base-line was established to be tracked for value added within the particular cohorts' scoring. The selected students' entering scores will be compared in 2008-2009 to the exit scoring for those same students. The lag in time is due to the length of the program. As with the MFAT and the ACAT, changes in the assessment system should enhance student performance on the ID exam (see Exhibit B and discussion in 1.5a.).


of 41

Institutional Goals



2. a. Students in the program will demonstrate the ability to write effectively in the business discipline.

2. a. A new writing rubric will be piloted with students beginning January 2007. Guidelines will be added here when the final rubric is in place.

2. a . The writing rubric was not developed during the 2006-2007 academic year. The initial writing assignment was slated for implementation into Mgmt. 440. As that course is laden with significant change during the present year (see explanation under 06-07 AOP 3.b.), the faculty decided to postpone implementation of a writing assignment into that course. The Institutional Effectiveness office will administer the CAAP essay in a college-wide effort to assess the general writing skills of all students. In recognition of that process, our departmental cyclical plan (see Exhibit B) calls for our discipline-specific writing rubric to now be launched in 2008-2009 (see 06-07 AOP 4.a. and 07-08 AOP 4.a. and 4.b.).



2.b. Students completing the program will indicate that the BSOM program contributed to their ability to write effectively within the business discipline

2. b. Question 7 in Section B of the End of Program Survey will assess the satisfaction level of graduating BSOM students in the contributions of the program to their abilities to express themselves clearly in writing.

Seventy percent (70%) of the students surveyed will agree or strongly agree that the program has contributed to their ability to write effectively.

Eighty-six percent (86%) of the students surveyed (n = 280) agreed or strongly agreed that the program has contributed to their ability to write effectively. Met the criterion.


of 41

Institutional Goals



3. a. Students will demonstrate civic awareness through participation in community efforts for the underprivileged.

3. a. Within learning teams, students will choose a civic project during Management 232 – Foundations in Management Skills. Student will complete the chosen project by the conclusion of Management 342 – Business in a Global Society. A Verification of Civic Service form will be submitted by the learning team and forwarded to the assessment office. A new survey will be piloted in Fall 2006 indicating the students’ reflection on the benefit of the project.

One hundred percent (100%) of students will participate in a civic service project as evidenced by the Verification of Civic Service forms. Will add desired survey results once pilot survey is in final draft.

The goal of 100% participation was not met due to lack of proper tracking/filing of completed service project verification. During 2006-2007, the faculty focused on increasing student participation in the civic service project, as well as encouraging meaningful service activities. For this year, our department had 152 student participants almost 800 hours of community service to various organizations across East Tennessee. These numbers represent nearly four times the 2005-2006 results in both number of participants and number of hours volunteered (see Exhibit H – Civic Arts Comparison Charts). While this is still not the 100% participation initially planned for in 2006-2007, it is an achievement nonetheless. The civic service project is now a graduation requirement and is embedded in the Mgmt. 232 course (first course in the program). With these measures in place, the faculty renews its goal of 100% participation for 2007-2008 (see 07-08 ISO 3.a.). The civic service experience survey was developed in 2006, but not administered during the 2006-2007 academic year (see 06-07 AOP 5.c.). It will be piloted in 2007-2008 (see 07-08 AOP 5.b.). The department will continue its efforts to foster civic engagement for the students, including exploration of discipline specific service requirements.


of 41

Institutional Goals



4. a. Students completing the BSOM program will indicate that they are prepared for employment in the field.

4. a. Question 13 in Section B of the End of Program Survey will assess whether the students completing the program feel prepared for employment in the field of management.

Seventy percent (70%) of the students surveyed will agree or strongly agree that the program prepared them for employment in their field.

Approximately seventy-five percent (75.2%) of the students surveyed (n = 280) agreed or strongly agreed that the program prepared them for immediate employment in their field. Met the criterion.



4. b. Students completing the Baccalaureate program will indicate that they are satisfied with the quality and content of the major.

4. b. Question 20 in Part II, Section A; Question 21 in Part II, Section B; and Questions 6 and 7 in Part IV of the Alumni Survey will assess the satisfaction level of recent graduates.

Seventy-five percent (75%) of graduates surveyed will indicate that Tusculum’s contribution to their acquisition of marketable skills was great to very great. Seventy-five percent (75%) of graduates surveyed will agree or strongly agree that the program provided opportunities for the application of knowledge. Seventy-five percent (75%) of the graduates will agree or strongly agree that the curriculum has practical application for professional use. Seventy-five percent (75%) of the graduates will agree or strongly agree that the program has contributed to expertise and accomplishment in their subject area.

Seventy-five percent (75%) of graduates surveyed (n = 193) indicated that Tusculum's contribution to their growth in the acquisition of marketable skills was great to very great. Met the criterion. Ninety-four percent (94%) of graduates surveyed (n = 193) agreed or strongly agreed that the program of study offered numerous opportunities to become an engaged learner. Met the criterion. Eighty-two percent (82%) of the graduates surveyed (n = 193) agreed or strongly agreed that the knowledge and skills acquired in their major program or coursework has had a practical application for professional and personal use. Met the criterion. �Seventy percent (70%) of the graduates surveyed (n = 193) agreed or strongly agreed that the skills and knowledge acquired in their major program aided in advancement at work. Did not meet the criterion; however, in comparison, the revised question was not as closely related to the original criterion as were the others.


of 41

Institutional Goals



4. c. Employers of students completing the BSOM program will indicate that students are prepared for employment in the field

4. c. Employer survey under revision. Details ASAP.

No data available. The survey was not revised for 2006-2007. Please see explanation under 06-07 AOP 5.a.

The survey will be revised and administered by the School Director in 2007-2008 (see 07-08 AOP 5.a.). One of the goals of the survey will be to gauge the congruence of the marketplace skill set with the course content of the BSOM degree program.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses inhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11

1. 2. 3. 4.

Institutional Goals

Objective addresses College strategic Plan goal 2. Academic Integrity, Quality, Accountability, and Distinction

Objective addresses College strategic Plan goal 2. Academic Integrity, Quality,Accountability, and Distinction


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses inhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Objective addresses College strategic Plan

. Academic Integrity, Quality, Accountability, and Distinction


2. Academic Integrity, Quality, Accountability, and Distinction


Mission of Tusculum College: Tusculum College remains true to its origins aseducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses inhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives

Students will demonstrate mastery of the subject matter in the areas of 1) Biochemistry 2) Cytology 3) Molecular Biology and Genetics 4) Diversity of Organisms 5) Animals 6) Population Genetics and Evolution Students will demonstrate above average analytical skills.


Tusculum College remains true to its origins aseducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivatehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 – Overarching G



Students will demonstrate mastery of the subject matter in the areas of 1)

mistry 2) Cytology 3) Molecular Biology and Genetics 4) Diversity of Organisms 5) Animals 6) Population Genetics and

The Major Field Test in Biology will be administered to all seniors in the biology major and preStudentsmajor coursework will correctly answer 50% of the items in each of the knowledge areas.

Students will demonstrate above average analytical

The Major Field Test in Biology will be administered to all seniors in the biology major and preStudents with a 3.0 or higher GPA inmajor coursework will correctly answer more than 50% of the items in the analytical skills section of the MFAT


Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional

novative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivatehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Overarching Goals


Assessment Method and CritSuccess

The Major Field Test in Biology will be administered to all seniors in the biology major and pre-medical concentrations. Students with a 3.0 or higher GPA in their major coursework will correctly answer 50% of the items in each of the knowledge

The Major Field Test in Biology will be administered to all seniors in the biology major and pre-medical concentrations. Students with a 3.0 or higher GPA inmajor coursework will correctly answer more than 50% of the items in the analytical skills section of the MFAT

UDGETING

a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civiccommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

novative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivatehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit MissiWithin the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for professional schools in the medical and allied health fields, and to dbiological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We would like our students to become competent at biological investiganalysis of data, critical thinking, oral and written expression, and to understand ethical issues within the discipline


The Major Field Test in Biology will be administered to all seniors in the biology

medical concentrations. with a 3.0 or higher GPA in their

major coursework will correctly answer 50% of the items in each of the knowledge

The Major Field Test in Biology will be administered to all seniors in the biology

medical concentrations. Students with a 3.0 or higher GPA in their major coursework will correctly answer more than 50% of the items in the analytical skills section of the MFAT.

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic

aged students from diverse backgrounds as well as the workingnovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate


Unit Mission Statement Within the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for professional schools in the medical and allied health fields, and to dbiological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We would like our students to become competent at biological investiganalysis of data, critical thinking, oral and written expression, and to understand ethical issues within the discipline –

The MFAT test was not administered this year. Instead, the dept opted to administer the ACAT biology test which is thought to more cACAT results for 2006benchmarks for 2007

more than 50% of the items in the analytical

The MFAT test was not adthe dept opted to administer the ACAT biology test which is thought to more closThe dept will develop or adopt a new analytical skills assessment for 2007

Student Learning

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic



Within the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for professional schools in the medical and allied health fields, and to dbiological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We would like our students to become competent at biological investiganalysis of data, critical thinking, oral and written expression, and to understand ethical

– many of the same goals as the College itself.


The MFAT test was not administered this year. Instead, the dept opted to administer the ACAT biology test which is thought to more closely follow the dept curriculum. ACAT results for 2006-07 are being used to establish benchmarks for 2007-08 test result criteria.

The MFAT test was not administered this year. Instead, the dept opted to administer the ACAT biology test which is thought to more closely follow the dept curriculum.The dept will develop or adopt a new analytical skills assessment for 2007-08.

Learning Outcomes



Within the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for professional schools in the medical and allied health fields, and to dbiological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We would like our students to become competent at biological investiganalysis of data, critical thinking, oral and written expression, and to understand ethical

many of the same goals as the College itself.

& Use of Results

The MFAT test was not administered this year. Instead, the dept opted to administer the ACAT biology test which

losely follow the dept curriculum. 07 are being used to establish

08 test result criteria.

ministered this year. Instead, the dept opted to administer the ACAT biology test which

ely follow the dept curriculum.The dept will develop or adopt a new analytical skills

of

Outcomes - Biology 2006

related institution of higher learning in the civic republican tradition by developing arts heritage through its

aged students from diverse backgrounds as well as the working-adult students novative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

Within the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for professional schools in the medical and allied health fields, and to develop insight into biological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We would like our students to become competent at biological investigation, collection and analysis of data, critical thinking, oral and written expression, and to understand ethical

many of the same goals as the College itself.

Budget Implications

The MFAT test was not administered this year. Instead, the dept opted to administer the ACAT biology test which

losely follow the dept curriculum. 07 are being used to establish

No dept funds were used for this testing

ministered this year. Instead, the dept opted to administer the ACAT biology test which

ely follow the dept curriculum. The dept will develop or adopt a new analytical skills


of 41

Biology 2006-07

arts heritage through its adult students

the

Within the broader mission of Tusculum College, we, the Biology Department, seek to provide the professional assistance needed to prepare students for graduate studies, for

evelop insight into biological research. We share a common commitment both to biology as a scientific discipline and to the importance of biology in broader social and cultural contexts. We

ation, collection and analysis of data, critical thinking, oral and written expression, and to understand ethical

Budget Implications



of 41

Institutional Goals Unit Objectives Assessment Method and Criteria for Success



Students will indicate that as a result of their major coursework they have acquired analysis and problem solving skills.

All senior Biology and Medical Pre-Professional majors will complete the College’s End-Of-Program survey and 70% will Agree or Strongly Agree with the following survey items: 1. My major program contributed

significantly to my ability to analyze and synthesize ideas, information, and data.

2. My major program contributed to my ability to think critically

3. The program of study provided the necessary skills to problem solve effectively in areas related to my major.

77.7% of students Agreed or Strongly Agreed with item 1 66.6% of students Agreed or Strongly Agreed with item 2 88.9% of students Agreed or Strongly Agreed with item 3 The criteria for success have been essentially satisfied for this objective.

No dept funds were allocated to the administration of this survey.

Objective addresses College strategic Plan goal 3. A Place for Student, Faculty, and Staff Success

Students will indicate that as a result of their major coursework they are prepared for obtaining immediate employment in the field and are prepared for attending graduate school in the field of biology.

All senior Biology and Medical Pre-Professional majors will complete the College’s End-Of-Program survey and 70% will Agree or Strongly Agree with the following survey items: 1. Courses in my major have prepared me

for immediate employment in my field 2. Courses in my major have prepared me

for graduate school.

55.5% of students Agreed or Strongly Agreed with item 1 66.7% of students Agreed or Strongly Agreed with item 2 The criteria for success have not been met for this objective. The dept will initiate tutoring sessions to prepare students for MCAT, PCAT, and GRE tests. These will be conducted during the lunch hour so that all students will have an opportunity to attend.

No dept funds were allocated to the administration of this survey.

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democr


1. 2. 3. 4.

Institutional

GoalsAcademic Integrity, Quality, Accountability, and Distinction


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democr



Institutional Goals

Unit Objectives

Academic Integrity,


1. Students in all concentrations completing the baccalaureate program in English will compare favorably with students in similar programs in demonstrating a sound undergraduate knbase.


Mission of Tusculum College: Tusculum College remains true to its origeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, culhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democr


Unit Objectives

1. Students in all concentrations completing the baccalaureate program in English will compare favorably with students in similar programs in demonstrating a sound undergraduate knowledge


Tusculum College remains true to its origeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional

ses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, culhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democr

Tusculum College Strategic Plan 2006/07 to 2010/11 – Overarching goals



concentrations completing the baccalaureate program

favorably with students in

owledge

1a. The ACAT literature test was piloted this year. Students will score at the 50th percentile or above. According to ACAT, the content areas are calibrated so that the ‘average’ student will achieve a raw score between 49% and 64%. Whilea measure of the number of answers correct, they are not intended to be viewed in the same way that you would view a typical classroom test that has expected

scores in a broad range up to 100%.

Stanine

1 2 3 4 5 6 7 8 9




Overarching goals



1a. The ACAT literature test was piloted this year. Students will score at the 50th percentile or above.

According to ACAT, the content areas are calibrated so that the ‘average’ student will achieve a raw score between 49% and 64%. While these scores do provide a measure of the number of answers correct, they are not intended to be viewed in the same way that you would view a typical classroom test that has expected


Low% High%

4 11 23 40 60 77 89 96 100

UDGETING

ins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of itscommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working


Unit Mission StatementThrough literature, writing, and English language courses taught by wellprofessors, the English Program provides students with knowledge of American, British, and World literature, creative writing, and journalism. It develops ability to actively engage with texts in relation to civic society. The English Program also provides all students with core courses in composition in order to build collegelevel writing skills. The program offers a major in English with four coliterature, writing, English education, and journalismEnglish education, writing, and journalism.



According to ACAT, the content areas are calibrated so that the ‘average’ student will achieve a raw score

these scores do provide a measure of the number of answers correct, they are not intended to be viewed in the same way that you would view a typical classroom test that has expected


High% Qualitative

4 Below Average 11

23 40

Average 60 77 89 Above

Average 96 100

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its

aged students from diverse backgrounds as well as the workingses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cul


Mission Statement Through literature, writing, and English language courses taught by wellprofessors, the English Program provides students with knowledge of American, British, and World literature, creative writing, and journalism. It develops ability to actively engage with texts in relation to civic society. The English Program also provides all students with core courses in composition in order to build collegelevel writing skills. The program offers a major in English with four coliterature, writing, English education, and journalismEnglish education, writing, and journalism.



According to ACAT, the content areas are calibrated so

these scores do provide a measure of the number of answers correct, they are not intended to be viewed in the same way that you would view a typical classroom test that has expected

Qualitative

1a. The student’s scores are provided in the attached ACAT test report. Using just the Stanines to judge her results we can say that she criteria was met in 6 of 9 areas:

Content AreaAmerican to 1865American ModernBritish MedievalBritish RenaissanceBritish Romantic

Content AreaBritish VictorianShakespeareLinguisticsRestoration


related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its


atic society.

Through literature, writing, and English language courses taught by wellprofessors, the English Program provides students with knowledge of American, British, and World literature, creative writing, and journalism. It develops ability to actively engage with texts in relation to civic society. The English Program also provides all students with core courses in composition in order to build collegelevel writing skills. The program offers a major in English with four coliterature, writing, English education, and journalismEnglish education, writing, and journalism.


The student’s scores are provided in the attached ACAT test report. Using just the Stanines to judge her results we can say that she criteria was met in 6 of 9 areas:

Content Area StanineAmerican to 1865 2 American Modern 2 British Medieval 6 British Renaissance

6

British Romantic 4

Content Area Stanine ish

Victorian 5

Shakespeare 5 Linguistics 9 Restoration 3




Through literature, writing, and English language courses taught by wellprofessors, the English Program provides students with knowledge of American, British, and World literature, creative writing, and journalism. It develops ability to actively engage with texts in relation to civic society. The English Program also provides all students with core courses in composition in order to build collegelevel writing skills. The program offers a major in English with four coliterature, writing, English education, and journalism—as well as minors in English,


The student’s scores are provided in the attached ACAT test report. Using just the Stanines to judge her results we can say that she scored as follows and criteria was met in 6 of 9 areas:

Stanine Results Below Ave Below Ave Ave Ave

Ave

Results Ave

Ave Above Ave Below Ave

of

Student Learning Outcomes - English 2006

related institution of higher learning in the civic republican tradition by developing civic arts heritage through its

aged students from diverse backgrounds as well as the working-adult students ses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

Through literature, writing, and English language courses taught by well-qualified professors, the English Program provides students with knowledge of American, British, and World literature, creative writing, and journalism. It develops students’ ability to actively engage with texts in relation to civic society. The English Program also provides all students with core courses in composition in order to build college-level writing skills. The program offers a major in English with four concentrations—

as well as minors in English,

Budget Implications

The student’s scores are provided in the attached ACAT test report. Using just the Stanines to judge

scored as follows and


of 41

English 2006-07

civic arts heritage through its adult students

tivate the

ability to actively engage with texts in relation to civic society. The English Program

—as well as minors in English,

Budget Implications

accomplished within dept

of 41

Institutional Goals



1b. The Praxis II will be administered by the Education Program to all English Education majors. Students will score at the 50th percentile or above.

1b. Pedagogy

Content

189 145 184 150 167 150 175 175

Criteria was met for each of 4 students.


1c. Seniors in the Creative Writing and Journalism Concentrations will complete a writing portfolio to be evaluated within the department and by a qualified outside evaluator using the department’s portfolio scoring rubric. Students will be assessed as completing a “successful” or “excellent” portfolio.

1c. Although senior portfolio was not required this year, one student completed a 30-page draft of a children’s novel. The criteria included evaluation of her self-reflective essay, which indicated the student’s knowledge of genre, child psychology, and language-level concerns. Criteria for this portfolio included judgments on voice, originality, character development, use of language, development of plot, and “publish-ability.” Jessica Long’s work (again limited by its genre of “children’s writing”) was above average to excellent in all of the criteria and concerns listed above. She completed a public (community and campus) reading of her work.


1d. Outside evaluators overseeing seniors in their Professional Writing Internships will report on student performance. 75% of evaluators of senior internships will recommend students for hiring

1d. Two students completed internships with successful reports from evaluators (one was at Parenting magazine in Nashville and the other completed internships as part of the NY Bard College International Politics summer program), with an internship component at Newsweek International.



2. Students in all concentrations will be well prepared through course and program content for their first position in their field or entry into graduate school.

2a. The EPS (End of Program Survey) will be administered to seniors in the English program and Journalism minor. 85% of those surveyed will feel that they were well prepared for their careers or graduate school.

2a. There were no EPS results this year.

of 41

Institutional Goals



2b. Seniors will complete the Noel-Levitz survey. 85% of those surveyed will feel that they are somewhat to very satisfied that the content in their majors in valuable and that the instruction in their field is excellent.

2b. The Noel-Levitz survey was not administered this year. Instead, English Dept alumni responded to a survey. Results are as follows: In considering the difference between the two indicators, students report positive matches between importance and educational outcomes in 15 out of 19 areas. Areas of concern (where the difference is more than one point) are: computer skills, ethics, athletics, and possibly writing skills (which is close to one point in difference). However, all ratings (except computer skills and math) were above a 3 “Great” and most were in the 4-5 range.


3. Students in all concentrations will demonstrate the ability to write effectively in the discipline of English.

3a. The CAAP writing test will be administered to all senior Literature majors in the senior seminar. Students will score 50% correct or above.

For the CAAP test, 5 ENGL majors (with one writing major) were tested (of a total of 33 students tested). Overall, twenty-three of the thirty students (76.6%) who tested scored in the adequate-competent ranges. However, for the course ENGL 402-50 (all students following are English majors):

Essay1 NP Essay2 NP Compil

ed NP

4 95 4 95 4 94 3.5 69 4 95 3.75 81 3 55 3.5 73 3.25 58

3.5 69 4 95 3.75 81 4 95 4 95 4 94



3b. Junior-Senior research papers and portfolios will be collected and evaluated by English department faculty, using the writing rubric to assess purpose, coherence, balance between general and specific, and mechanics and style. 100% of seniors in the major will have an essay or significant piece of writing (for writing concentration majors) to place in their portfolio. 85% will have achieved a good or excellent researched paper.

Faculty met in April 07 and assessed junior/senior research papers from the past three years as a pilot session; 80% of the papers rated 3.5 on a 5-point scale. One paper rated a 5 (excellent).


of 41

Institutional Goals



4. Students in all concentrations will demonstrate the ability to speak effectively in the discipline of English.

The criteria for courses was changed so that Public Speaking assessments will be conducted in 200 level courses in the major, and faculty will complete the public speaking competency evaluation in ENGL 402, the Senior Seminar. Journalism and Creative Writing students have to give a public reading, which will be assessed individually. Students will score above the median.

Four students completed the public speaking exercise in ENGL 402, to a public audience. The scores were as follows:

5 4.9 4.8 3.9


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the from the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional






Institutional Goals

Unit Objectives

Academic Integrity,


1. Graduating seniors in the Environmental Science and Field Guide/Naturalist majors will demonstrate mastery of the subject matter in their program areas.

TUSCULUM COLLEGENNUAL PLANNING ,

Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


Unit Objectives

Graduating seniors in the Environmental Science and

Guide/Naturalist majors will demonstrate mastery of the subject matter in their program

The Major Fbeen specified as the endEnvironmental Science and Field Guide/Naturalist majors. In spite of the fact that the program has not been able to administer the MFAT due to lrequirement for students to take the test, a general dissatisfaction about the test’s program diagnostic capabilities (low content validity) has existed. In order to improve test content validity and diagnostic capabiACAT (Area Concentration Achievement Test) in 06test, with its flexible content option is felt to offer the best alternative for diagnosing program weaknesses. The ACAT selected for administratioAnimal & Plant Physiology, Ecology, Forestry & Wildlife, Invertebrate & Vertebrate Zoology, and Vascular & NonBotany. Results of the ACAT test will indicate that students scored at or above the mean numbercomparison group in each of the above content areas.

TUSCULUM COLLEGE , ASSESSMENT AND


development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic




The Major Field Test (MFAT) in Biology has, for past few years, been specified as the end-ofEnvironmental Science and Field Guide/Naturalist majors. In spite of the fact that the program has not been able to administer the MFAT due to low numbers of majors and the lack of a requirement for students to take the test, a general dissatisfaction about the test’s program diagnostic capabilities (low content validity) has existed. In order to improve test content validity and diagnostic capabilities, the department will administer the Biology ACAT (Area Concentration Achievement Test) in 06test, with its flexible content option is felt to offer the best alternative for diagnosing program weaknesses. The ACAT selected for administration contains the following content areas: Animal & Plant Physiology, Ecology, Forestry & Wildlife, Invertebrate & Vertebrate Zoology, and Vascular & Non

Results of the ACAT test will indicate that students scored at or above the mean number of correct answers of the national comparison group in each of the above content areas.

SSESSMENT AND BUDGETING



rarching Goals



ield Test (MFAT) in Biology has, for past few years, of-program assessment method for

Environmental Science and Field Guide/Naturalist majors. In spite of the fact that the program has not been able to administer the

ow numbers of majors and the lack of a requirement for students to take the test, a general dissatisfaction about the test’s program diagnostic capabilities (low content validity) has existed. In order to improve test content validity and

lities, the department will administer the Biology ACAT (Area Concentration Achievement Test) in 06test, with its flexible content option is felt to offer the best alternative for diagnosing program weaknesses. The ACAT

n contains the following content areas: Animal & Plant Physiology, Ecology, Forestry & Wildlife, Invertebrate & Vertebrate Zoology, and Vascular & Non

Results of the ACAT test will indicate that students scored at or of correct answers of the national

comparison group in each of the above content areas.

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic repubeducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission Statement The goal of the Environmental Science Program is to eof the biological, ecological, and chemical factors that govern the relationship between organisms and their environment.


ield Test (MFAT) in Biology has, for past few years, program assessment method for

Environmental Science and Field Guide/Naturalist majors. In spite of the fact that the program has not been able to administer the

ow numbers of majors and the lack of a requirement for students to take the test, a general dissatisfaction about the test’s program diagnostic capabilities (low content validity) has existed. In order to improve test content validity and

lities, the department will administer the Biology ACAT (Area Concentration Achievement Test) in 06-07. This test, with its flexible content option is felt to offer the best alternative for diagnosing program weaknesses. The ACAT

n contains the following content areas: Animal & Plant Physiology, Ecology, Forestry & Wildlife, Invertebrate & Vertebrate Zoology, and Vascular & Non-Vascular

Results of the ACAT test will indicate that students scored at or of correct answers of the national

comparison group in each of the above content areas.

Student Learning

related institution of higher learning in the civic repubChristian character. The College reflects the ideal of its civic arts heritage through its


Unit Mission Statement

The goal of the Environmental Science Program is to eof the biological, ecological, and chemical factors that govern the relationship between organisms and their environment.

ield Test (MFAT) in Biology has, for past few years,

Environmental Science and Field Guide/Naturalist majors. In spite

requirement for students to take the test, a general dissatisfaction

validity) has existed. In order to improve test content validity and lities, the department will administer the Biology

n contains the following content areas:

Vascular

Results of the ACAT test will indicate that students scored at or

The test was administered to a total of 8 students (three were seniors) in both programs. Although the overall scores were less than the 50difference in the content areas. Overall, students did best in the ecology section (44invertebrate and vertebrate zoology (40plant and animal physiology (39fared much worse in the non-vascular plants (13wildlife (11th

Although the results are less than what we had hoped, we at least have some frame of reference to go by. This is the first year in severallook at (that, in itself, is a success). Since this is the first year the test has been given, the results must be interpreted with caution. The decision on whether or not this test is a good “fit” for our programs will bmade by Spring 2008. Until then, no immediate action on coursework will take place.

Learning Outcomes


aged students from diverse backgrounds as well as the workingnd Master's levels to instill factual knowledge, cultivate the


The goal of the Environmental Science Program is to eof the biological, ecological, and chemical factors that govern the relationship between organisms and their environment.

Results & Use of Resu

The test was administered to a total of 8 students (three were seniors) in both programs. Although the overall scores were less than the 50th percentile, there was adifference in the content areas. Overall, students did best in the ecology section (44th

invertebrate and vertebrate zoology (40plant and animal physiology (39fared much worse in the other two sections: vascular and

vascular plants (13th percentile) and forestry and th percentile).

Although the results are less than what we had hoped, we at least have some frame of reference to go by. This is the first year in several we have had any test results to look at (that, in itself, is a success). Since this is the first year the test has been given, the results must be interpreted with caution. The decision on whether or not this test is a good “fit” for our programs will bmade by Spring 2008. Until then, no immediate action on coursework will take place.

Outcomes – Environ Science & Field Guide



The goal of the Environmental Science Program is to enhance student’s understanding of the biological, ecological, and chemical factors that govern the relationship between

& Use of Results

The test was administered to a total of 8 students (three were seniors) in both programs. Although the overall

percentile, there was adifference in the content areas. Overall, students did

th percentile), followed by invertebrate and vertebrate zoology (40th percentile), and plant and animal physiology (39th percentile). Students

other two sections: vascular and percentile) and forestry and

Although the results are less than what we had hoped, we at least have some frame of reference to go by. This

we have had any test results to look at (that, in itself, is a success). Since this is the first year the test has been given, the results must be interpreted with caution. The decision on whether or not this test is a good “fit” for our programs will bmade by Spring 2008. Until then, no immediate action

of

Environ Science & Field Guide 200

lican tradition by developing Christian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the working-adult students nd Master's levels to instill factual knowledge, cultivate the

nhance student’s understanding of the biological, ecological, and chemical factors that govern the relationship between

Budget Implications

The test was administered to a total of 8 students (three were seniors) in both programs. Although the overall

percentile, there was a difference in the content areas. Overall, students did

percentile), followed by percentile), and

percentile). Students other two sections: vascular and percentile) and forestry and

Although the results are less than what we had hoped, we at least have some frame of reference to go by. This

we have had any test results to look at (that, in itself, is a success). Since this is the first

interpreted with caution. The decision on whether or not this test is a good “fit” for our programs will be made by Spring 2008. Until then, no immediate action


of 41

Environ Science & Field Guide

2006-07


nd Master's levels to instill factual knowledge, cultivate the

nhance student’s understanding of the biological, ecological, and chemical factors that govern the relationship between

Budget Implications Objective

accomplished within dept

of 41 Institutional


Implications Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success

2. Environmental Science majors will indicate that the Environmental Science program has prepared them for graduate study and for obtaining employment in the field.

The End-of-Program Survey will be administered to all seniors.

All students will “Agree” or “Strongly Agree” (5 point Likert Scale) with the statement: Courses in my major have prepared me for graduate school, and the statement: Courses in my major have prepared me for immediate employment in my field.

All five students who completed the End-of-Program Survey indicated the courses in the major have prepared them for graduate school. However, only 3 of the 5 students felt that the courses had prepared them for immediate employment.

Results from the 2007 Alumni Survey indicate that graduates are being prepared for graduate study and employment in the field. Of the five responses, four applied and then attended graduate school. All four of those indicated that Tusculum had “adequately or more than adequately” prepared them for graduate school. In addition, four of the alumni indicated they are employed in a field related to their major and four also indicated that Tusculum “adequately or more than adequately” prepared them for their job. Overall, it appears that students are being prepared well for further education. It would be very helpful to learn why students feel they are not immediately employable before committing to a plan of action. Based on written responses of weaknesses of the program, it appears students feel that there needs to be better, newer lab equipment for the department. This type of disadvantage would be handled differently than students feeling they need more coursework in a specific area.



3. Environmental Science and Field Guide/Naturalist majors will be satisfied with program instruction, course content and advising.

The Noel-Levitz Student Satisfaction Survey will be administered to all juniors and seniors in the Environmental Science and Field Guide/Naturalist majors in spring 2007. Eighty percent of students will indicate that they were “somewhat satisfied” to “very satisfied” in response to the indicated items from the Noel-Levitz Student Satisfaction Survey. The content of the courses within my major is valuable My academic advisor is concerned about my success as an individual The instruction in my major field is excellent My academic advisor helps me set goals to work toward My academic advisor is knowledgeable about requirements in my major Major requirements are clear and reasonable

The Noel-Levitz survey was not given this past spring. Although the survey was not administered this past spring, results from the previous year (2005-2006) indicated a weakness regarding the academic advisor being knowledgeable about requirements in the major. This is being addressed in the department’s annual operational plan.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermohabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal su


1. 2. 3. 4.

Institutional Goals

Institutional goals addressed by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction.



Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factuhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal su



Institutional Goals

Institutional goals addressed by this

ve: 2. Academic Integrity, Quality, Accountability, and Distinction.



Mission of Tusculum College: Tusculum College remainseducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional

re, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factuhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal su

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff success

ed Community

Unit Objectives

Students will demonstrate knowledge of production processes in radio, sportsbroadcasting or television as appropriate to the chosen concentration.

Graduates will complete an internship in a specialized field of mass media where they will demonstrate the application of learned skills.

TUSCULUM COLLEGE LANNING , ASSESSMENT AND






will demonstrate knowledge of production processes in radio, sports broadcasting or television

ppropriate to the chosen concentration.

Media production projects both live anpre-recordedgraduates (No more than one student will be rated "Below Average" (less than a 2.0 out of 3.0) in all media skills on the scoring rubric for the capstone media skills project.

raduates will complete

specialized field of mass media where they will

of learned

Evaluation of the supervisor.Media Internship will receive at least a score of 3 (on a 5 point scale) in all areas on the department's evaluation rubric for external

SSESSMENT AND BUDGETING

true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional


Overarching Goals



Media production projects both live anrecorded will be required of all

graduates (capstone media skills projectNo more than one student will be rated "Below Average" (less than a 2.0 out of 3.0) in all media skills on the scoring rubric for the capstone media skills project.

Evaluation of the internship by an external supervisor. 100% of students selected for a Media Internship will receive at least a score of 3 (on a 5 point scale) in all areas on the department's evaluation rubric for external internship supervisors.

UDGETING

true to its origins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflectscommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

re, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factuhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

Unit Mission StatementThe mission of the Mass Media Program is to provide the campus community with experience and knowledge of Mass Media, their operations and relationships to society, while offering professional preparation to those desiricommunities through employment in mass media.


Media production projects both live and will be required of all

capstone media skills project). No more than one student will be rated "Below Average" (less than a 2.0 out of 3.0) in all media skills on the scoring rubric for the capstone media skills project.

nternship by an external 100% of students selected for a

Media Internship will receive at least a score of 3 (on a 5 point scale) in all areas on the department's evaluation rubric for

supervisors.

Student Learning

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects

aged students from diverse backgrounds as well as the workingre, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factu

ccess in a democratic society.

Unit Mission Statement The mission of the Mass Media Program is to provide the campus community with experience and knowledge of Mass Media, their operations and relationships to society, while offering professional preparation to those desiricommunities through employment in mass media.

"Below Average" (less than a 2.0 out of 3.0)

One student completed a capstone media skills project 2006-07 and she received a rating “above average” for her work. Student performance evaluations on capstone media skills projects will continue during the 2007year.

score of 3 (on a 5 point scale) in all areas on

Two students completed internships during the Summer 2007, but the department has not received their scores from the external supervisors. During the 2007school year, students eligible for internships will continue to be identified. Also, the department will continue to work with the Office of Career Advancement to explore internship opportunities and match eligible students who are interested in serving in that capacity.

Learning Outcomes


aged students from diverse backgrounds as well as the workingre, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factu

ccess in a democratic society.

The mission of the Mass Media Program is to provide the campus community with experience and knowledge of Mass Media, their operations and relationships to society, while offering professional preparation to those desiricommunities through employment in mass media.


udent completed a capstone media skills project and she received a rating “above average” for her

work. Student performance evaluations on capstone media skills projects will continue during the 2007

Two students completed internships during the Summer 2007, but the department has not received their scores from the external supervisors. During the 2007school year, students eligible for internships will continue

. Also, the department will continue to work with the Office of Career Advancement to explore internship opportunities and match eligible students who are interested in serving in that capacity.

Outcomes – Film & Broadcasting

related institution of higher learning in the civic republican tradition by developing the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingre, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

The mission of the Mass Media Program is to provide the campus community with experience and knowledge of Mass Media, their operations and relationships to society, while offering professional preparation to those desiring to make a contribution to their communities through employment in mass media.

& Use of Results

udent completed a capstone media skills project and she received a rating “above average” for her

work. Student performance evaluations on capstone media skills projects will continue during the 2007-2008 school

Two students completed internships during the Summer 2007, but the department has not received their scores from the external supervisors. During the 2007-2008 school year, students eligible for internships will continue

. Also, the department will continue to work with the Office of Career Advancement to explore internship opportunities and match eligible students who are interested in serving in that capacity.

of

Film & Broadcasting 2006

related institution of higher learning in the civic republican tradition by developing the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the working-adult students al knowledge, cultivate the

The mission of the Mass Media Program is to provide the campus community with experience and knowledge of Mass Media, their operations and relationships to society,

ng to make a contribution to their

Budget Implications

udent completed a capstone media skills project in and she received a rating “above average” for her

work. Student performance evaluations on capstone media 2008 school

Item was completed within department budget.

Two students completed internships during the Summer 2007, but the department has not received their scores

2008 school year, students eligible for internships will continue

. Also, the department will continue to work with the Office of Career Advancement to explore internship opportunities and match eligible students who


of 41

2006-07

the ideal of its civic arts heritage through its adult students

al knowledge, cultivate the

experience and knowledge of Mass Media, their operations and relationships to society, ng to make a contribution to their

Budget Implications

Item was completed

department

Item was completed

department

of 41




Mass Media majors will be satisfied with their advisor.

Noel-Levitz Student Satisfaction Survey will be administered to all Mass Communication majors. 80% of Mass Media students will be 'Satisfied' to 'Very Satisfied' with their advisor as measured by their response to the survey questions "My academic advisor is approachable" and "My academic advisor is knowledgeable about the requirements in my field of study".

In the 2005-2006 Noel-Levitz Student Satisfaction Survey, approximately 72% of Mass Media students were 'Satisfied' to 'Very Satisfied' with their advisor as measured by their response to the survey questions "My academic advisor is approachable." Approximately 67% of Mass Media students were 'Satisfied' to 'Very Satisfied' with their advisor as measured by their response to the survey question "My academic advisor is knowledgeable about the requirements in my field of study". It is imperative that all students majoring in the media program be advised by media professors and that all students make a concerted effort to visit regularly with their advisor. All media majors are given a four-year schedule upon their completing MASS 201, Career Options in Mass Media. Advisors outside the department will not complete this form.


Institutional goals addressed by this objective: 3. A Place for Student, Faculty, and Staff Success.

Mass Media Majors will be satisfied with their preparation for employment in Mass Media.

An End-Of-Program Survey will be administered to all graduates. 80% of graduates will 'Agree' or 'Strongly Agree' that the courses in the major prepared them for immediate employment in the field of Mass Media.

Two students graduated, yet neither student submitted the End-Of-Program Survey. The Department will work with Assessment Directors to ensure that all graduating seniors complete the End-Of-Program Survey, in order to have an accurate measure of student satisfaction.



Mass Media Majors will be satisfied with their preparation for graduate school.

An End-Of-Program Survey will be administered to all graduates. 80% of graduates will 'Agree' or 'Strongly Agree' that they are prepared for graduate study in the field of Mass Media.

Two students graduated, yet neither student submitted the End-Of-Program Survey. The Department will work with Assessment Directors to ensure that all graduating seniors complete the End-Of-Program Survey, in order to have an accurate measure of student satisfaction.


Mission of Tuseducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective


1. 2. 3. 4.

Institutional Goals

Institutional goals addresses by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction.



Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Studen


Institutional Goals




culum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective


Unit Objectives

Students will demonstrate an appropriate mastery of the undergraduate knowledge base in American, European, and non-western history

Students will demonstrate mastery of the components of historical mindedness.


Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.


Academic Integrity, Quality, Accountability, and Distinctiont, Faculty, and Staff success


Students will demonstrate an appropriate mastery of

undergraduate knowledge base in American, European, and

western history

Students completing the major in history will complete the Academic Concentration Achievement Test (ACAT) before graduating from the college.group, students will spercentile on the ACAT.

Students will demonstrate

components of historical

A historical mindedness assessment tool has been administered in the history department since 2006. Student papers from upperdivision history courses are assessed by history faculty according to three criteria: historical accuracy, awareness of antecedenunderstanding of historical significance.


Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master

thinking, all necessary for personal success in a democratic society.

Overarching goals


essment Method and Criteria for Success

Students completing the major in history will complete the Academic Concentration Achievement Test (ACAT) before graduating from the college.group, students will score at the 50percentile on the ACAT.

historical mindedness assessment tool has been administered in the history department since 2006. Student papers from upperdivision history courses are assessed by history faculty according to three criteria: historical accuracy, awareness of antecedents and consequences, and understanding of historical significance.

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its commitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master


Unit Mission StatementThe History Program contributes to the mission of Tusculum College by providing students with knowledge of Americanresponsible citizencritically and knowledgeably about the historical process and to regard history as a concept of the totality and interconnected nature of human life.


Students completing the major in history will complete the Academic Concentration Achievement Test (ACAT) in History before graduating from the college. As a

core at the 50th

historical mindedness assessment tool has been administered in the history department since 2006. Student papers from upper-division history courses are assessed by history faculty according to three criteria: historical accuracy, awareness of

ts and consequences, and understanding of historical significance.

related institution of higher learning in the civic republican tradition by developing ristian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master


Unit Mission Statement The History Program contributes to the mission of Tusculum College by providing students with knowledge of Americanresponsible citizenship. The program’s main purpose is to train students to think critically and knowledgeably about the historical process and to regard history as a concept of the totality and interconnected nature of human life.

R

Two students graduated with a major in history during the 2006-2007 academic year. One student took the ACAT. He scored at the 84% percentile. In no sub field did he score below the fifth stanine, and, thus, scored at least in the 50% percentile in each of his sub fields as well. This is the first year we have used the ACAT, and although the resultsdifficult to draw conclusions based on one student’s test score. We are putting a policyensure that all graduating seniors take the ACAT in their final major courseparticipation in the future. We will continue to monitor scores in the subany trends that develop.

historical mindedness assessment tool has been administered in the history department

Average score for: Accuracy (4.5), Antecedents and Consequences (3.4), Significance (3.12). Total average score for historical mindedness = 3.7The results show that the students fall within the acceptable range students were particularly successful infactually accurate accounts of historical events. Then, predictably, scores went down as the intellectual



aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


The History Program contributes to the mission of Tusculum College by providing students with knowledge of American, Western, and World history, the foundation of

ship. The program’s main purpose is to train students to think critically and knowledgeably about the historical process and to regard history as a concept of the totality and interconnected nature of human life.


Two students graduated with a major in history during 2007 academic year. One student took the

ACAT. He scored at the 84% percentile. In no sub field did he score below the fifth stanine, and, thus,

ored at least in the 50% percentile in each of his sub fields as well. This is the first year we have used the ACAT, and although the results were encouraging, it is difficult to draw conclusions based on one student’s test score. We are putting a policy in place this year toensure that all graduating seniors take the ACAT in their

course. This will ensure that we have 100% participation in the future. We will continue to monitor scores in the sub-fields over the next few years to note

rends that develop.

Average score for: Accuracy (4.5), Antecedents and Consequences (3.4), Significance (3.12). Total average score for historical mindedness = 3.7The results show that the students fall within the acceptable range for Historical mindedness. The

particularly successful inaccurate accounts of historical events. Then,

predictably, scores went down as the intellectual



aged students from diverse backgrounds as well as the working's levels to instill factual knowledge, cultivate the

The History Program contributes to the mission of Tusculum College by providing Western, and World history, the foundation of

ship. The program’s main purpose is to train students to think critically and knowledgeably about the historical process and to regard history as a concept of the totality and interconnected nature of human life.

& Use of Results


ACAT. He scored at the 84% percentile. In no sub field did he score below the fifth stanine, and, thus,

ored at least in the 50% percentile in each of his sub fields as well. This is the first year we have used the

were encouraging, it is difficult to draw conclusions based on one student’s test

in place this year to ensure that all graduating seniors take the ACAT in their

. This will ensure that we have 100% participation in the future. We will continue to monitor

fields over the next few years to note

Average score for: Accuracy (4.5), Antecedents and Consequences (3.4), Significance (3.12). Total average score for historical mindedness = 3.7 The results show that the students fall within the

Historical mindedness. The particularly successful in presenting

accurate accounts of historical events. Then, predictably, scores went down as the intellectual

of

Student Learning Outcomes - History 200


aged students from diverse backgrounds as well as the working-adult students 's levels to instill factual knowledge, cultivate the

The History Program contributes to the mission of Tusculum College by providing Western, and World history, the foundation of

ship. The program’s main purpose is to train students to think critically and knowledgeably about the historical process and to regard history as a

Budget Implications


ored at least in the 50% percentile in each of his sub fields as well. This is the first year we have used the

were encouraging, it is difficult to draw conclusions based on one student’s test

ensure that all graduating seniors take the ACAT in their . This will ensure that we have 100%

participation in the future. We will continue to monitor fields over the next few years to note

Item was accomplished with College funds

Average score for: Accuracy (4.5), Antecedents and Consequences (3.4), Significance (3.12). Total average

accurate accounts of historical events. Then,

Item was accomplished within department budge

of 41

2006-07

ristian character. The College reflects the ideal of its civic arts heritage through its ult students

's levels to instill factual knowledge, cultivate the

Western, and World history, the foundation of

Budget Implications

accomplished with College funds

accomplished within department budget.

of 41

History faculty will review and evaluate the results in spring 2007. 50% of students will score at least a 3.0 in historical mindedness

difficulty of the task increased. The ability to write about historical phenomena in its relation to other historical phenomena (antecedents and consequences) and to articulate the broader significance of the phenomenon under discussion (significance), while in the acceptable range, continues to be a skill that we need to focus on training our students to acquire.


Students will demonstrate the ability to critically analyze ideas and texts in the discipline of history.

Student papers from upper-division history courses are assessed by history faculty according to three criteria: knowledge base, analysis, and evaluation. History faculty will review and evaluate results in spring, 2007. 50% of students will score at least a 3.0 in critical analysis

Average score for: Knowledge (4.12), Analysis (3.75), Evaluation (3.5). Total average score for critical analysis was 3.79. Students performed best when required to display accurate factual knowledge. When required to explain data (analysis) and discuss its significance (evaluation), scores fell, though they remained well within the acceptable range. Emphasis must continue to be placed on helping students develop the latter two skills especially.

Item was accomplished within department budget.

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the developmenfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional Goals

Institutional goals addressed by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction

Institutional goals addressed by this objective: 4. An Engaged Community

TUSCULUANNUAL

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the developmenfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Institutional goals addressed by this objective:


Institutional goals addressed by this objective:

4. An Engaged Community


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the developmenfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


Unit Objectives

1. Students will demonstrate proficiency in their understanding and use of mathematical concepts.

2. Mathematics majors will be satisfied with the advising process

M COLLEGELANNING , ASSESSMENT AND

Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic




demonstrate proficiency in their understanding and use of mathematical

1. The PRAXIS II Mathematics Content Knowledge Test (Test 0061) will be administered to graduatinmajors as a part of their professional credentialing process. This test will also be strongly encouraged for mathematics majors as a means of evaluating their content knowledge. All Majors who take the PRAXIS II content area test will equrequirements set by the State of Tennessee on their first attempt.

s majors will be satisfied with the

2. The NoelSurvey will be administered to mathematics majors in spring 2007. Mathematics majors’ responses to the following survey items will be collected 1. Academic adv2. My academic advisor is concerned about my success as an individual3. My academic advisor helps me set goals

M COLLEGE SSESSMENT AND BUDGETING


t of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Overarching Goals



The PRAXIS II Mathematics Content Knowledge Test (Test 0061) will be administered to graduating Math Education majors as a part of their professional credentialing process. This test will also be strongly encouraged for mathematics majors as a means of evaluating their content knowledge. All Majors who take the PRAXIS II content area test will equal or exceed the minimum requirements set by the State of Tennessee on their first attempt.

The Noel-Levitz Student Satisfaction Survey will be administered to mathematics majors in spring 2007.

Mathematics majors’ responses to the following survey items will be collected

1. Academic advisor is approachable2. My academic advisor is concerned about my success as an individual3. My academic advisor helps me set goals

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradeducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

t of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe Mathematics Department prepares our students for graduate strelated employment, and teaching at the secondary level.


The PRAXIS II Mathematics Content Knowledge Test (Test 0061) will be

g Math Education majors as a part of their professional credentialing process. This test will also be strongly encouraged for mathematics majors as a means of evaluating their

All Majors who take the PRAXIS II content al or exceed the minimum

requirements set by the State of Tennessee

Levitz Student Satisfaction Survey will be administered to mathematics

Mathematics majors’ responses to the following survey items will be collected

isor is approachable 2. My academic advisor is concerned about my success as an individual 3. My academic advisor helps me set goals

Student

related institution of higher learning in the civic republican tradChristian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission Statement The Mathematics Department prepares our students for graduate strelated employment, and teaching at the secondary level.

All Majors who take the PRAXIS II content

1. The Praxis scores Mathematics Content scores of the four Math Education majors were 131, 138, 142, and 146. The minimum passing score was 136. The lone studentwho did not pass has special circumstances. She has not taken any mathematics courses at Tusculum and has taken time out from school to have a baby. She is student teaching now. We will encourage majors to take as many mathematics courses at Tusculum as tand to allow sufficient time after having a baby to get back up to speed in mathematics.

Survey will be administered to mathematics

2. My academic advisor is concerned about

2. The latest available NoelSurvey results from 2006 were used since the NoelStudent Satisfaction Smathematics majors in spring 2007. In this survey the percentage of mathematics majors reporting that they are “somewhat satisfied” to “very satisfied” with each of the academic advising items is as follows: 1. Academic advi2. My academic advisor is concerned about my success as an individual 80%

Student Learning

related institution of higher learning in the civic republican tradChristian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

The Mathematics Department prepares our students for graduate strelated employment, and teaching at the secondary level.


The Praxis scores Mathematics Content scores of the four Math Education majors were 131, 138, 142, and 146. The minimum passing score was 136. The lone studentwho did not pass has special circumstances. She has not taken any mathematics courses at Tusculum and has taken time out from school to have a baby. She is student

We will encourage majors to take as many mathematics courses at Tusculum as they can before taking the Praxis and to allow sufficient time after having a baby to get back up to speed in mathematics.

The latest available Noel-Levitz Student Satisfaction Survey results from 2006 were used since the NoelStudent Satisfaction Survey was not administered to mathematics majors in spring 2007. In this survey the percentage of mathematics majors reporting that they are “somewhat satisfied” to “very satisfied” with each of the academic advising items is as follows:

1. Academic advisor is approachable 100%2. My academic advisor is concerned about my success as an individual 80%

Learning Outcomes -


aged students from diverse backgrounds as well as the workings levels to instill factual knowledge, cultivate the

The Mathematics Department prepares our students for graduate strelated employment, and teaching at the secondary level.

& Use of Results

The Praxis scores Mathematics Content scores of the four Math Education majors were 131, 138, 142, and 146. The minimum passing score was 136. The lone studentwho did not pass has special circumstances. She has not taken any mathematics courses at Tusculum and has taken time out from school to have a baby. She is student

We will encourage majors to take as many mathematics hey can before taking the Praxis

and to allow sufficient time after having a baby to get back

Levitz Student Satisfaction Survey results from 2006 were used since the Noel-Levitz

urvey was not administered to mathematics majors in spring 2007. In this survey the percentage of mathematics majors reporting that they are “somewhat satisfied” to “very satisfied” with each of the academic advising items is as follows:

sor is approachable 100% 2. My academic advisor is concerned about my success as

of

Mathematics 2006

ition by developing Christian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the working-adult students s levels to instill factual knowledge, cultivate the

The Mathematics Department prepares our students for graduate study, Mathematics

Budget Implications

The Praxis scores Mathematics Content scores of the four Math Education majors were 131, 138, 142, and 146. The minimum passing score was 136. The lone student who did not pass has special circumstances. She has not taken any mathematics courses at Tusculum and has taken

We will encourage majors to take as many mathematics hey can before taking the Praxis

and to allow sufficient time after having a baby to get back

Item was completed within department budget

Levitz Student Satisfaction Levitz

urvey was not administered to mathematics majors in spring 2007. In this survey the percentage of mathematics majors reporting that they are “somewhat satisfied” to “very satisfied” with each of the

2. My academic advisor is concerned about my success as


of 41

2006-07


s levels to instill factual knowledge, cultivate the

udy, Mathematics

Budget Implications

Item was completed

department

Item was completed

department

of 41

to work toward 4. My academic advisor is knowledgeable about requirements in my major Eighty-five percent of mathematics majors will report that they are “somewhat satisfied” to “very satisfied” with each of the academic advising items.

3. My academic advisor helps me set goals to work toward 100% 4. My academic advisor is knowledgeable about requirements in my major 100% For an overall “somewhat satisfied” to “very satisfied” rate of 95%. The data indicate that academic advising is viewed as satisfactory by students. We will continue our efforts to be approachable, help students set goals, and be informed about major requirements. Furthermore we will be aware that we need to show all students that we are concerned about their success as individuals.

Institutional goals addressed by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction

3. Mathematics majors will demonstrate a proficiency in calculus, algebra, and applied mathematical concepts that compare favorably to their peers at other four year institutions.

3. The Major Fields Test in Mathematics will be administered to mathematics majors in the senior year. Students will average at least at the 50th percentile in the calculus subscale.

3. There were no mathematics majors who graduated in 2007. The MFAT was not administered. The perennial lack of math majors is not conducive to continuing with the Major Fields Test since it requires at least five test-takers to receive a subscale score in calculus. An end-of-program internal test will be designed in 2007-2008.



Tusculum College Strategic Plan 2006/07 to 20

1. 2. 3. 4.

Institutional

GoalsAcademic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success



Tusculum College Strategic Plan 2006/07 to 20 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff success


Institutional Goals

Unit Objectives



1. Students will learn and use technology related to the field of study.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 20Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives

Students will learn and use technology related to the field of study.






Assessment

Students will learn and use technology related to the

Students will learn the use ostandard software for collections management, during MUSE 201 Students participating in MUSE 201 will complete an Object Accession Worksheet for an assigned artifact, as taught during theat least two computer lab based instructional sessions that will teach the use of Past Perfect. Following these instructional sessions, the students will transfer the information from their assigned Object AccessiWorksheet to the software program. The students work will be accessed in four areas: 1) completeness and accuracy of the Object Accession Worksheet, 2) material culture analysis of the artifact, 3) completeness and accuracy of their data entry into the 4) ability to verbalize and explain the process used to enter the information into the data base program. Evaluation will be done by two instructors, the course instructor and a guest instructor trained in the use of the software prog




Overarching Goals



Students will learn the use of Past Perfect, the museum standard software for collections management, during MUSE 201 – Collections and Curatorial Management. Students participating in MUSE 201 will complete an Object Accession Worksheet for an assigned artifact, as taught during the course. Students will then participate in at least two computer lab based instructional sessions that will teach the use of Past Perfect. Following these instructional sessions, the students will transfer the information from their assigned Object AccessiWorksheet to the software program. The students work will be accessed in four areas: 1) completeness and accuracy of the Object Accession Worksheet, 2) material culture analysis of the artifact, 3) completeness and accuracy of their data entry into the 4) ability to verbalize and explain the process used to enter the information into the data base program. Evaluation will be done by two instructors, the course instructor and a guest instructor trained in the use of the software program.

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe Museum Studies Program seeks to provideinstruction in museum studies courses that contributes to the intellectual development of students as lifelong learners, and prepares them for internships, entrance into graduate programs, and the workforce. The studthem to be functioning members of their respective communities and provide for lifelong learning of their museum audiences.


f Past Perfect, the museum standard software for collections management, during

Collections and Curatorial Management. Students participating in MUSE 201 will complete an Object Accession Worksheet for an assigned artifact, as

course. Students will then participate in at least two computer lab based instructional sessions that will teach the use of Past Perfect. Following these instructional sessions, the students will transfer the information from their assigned Object Accession Worksheet to the software program. The students work will be accessed in four areas: 1) completeness and accuracy of the Object Accession Worksheet, 2) material culture analysis of the artifact, 3) completeness and accuracy of their data entry into the Past Perfect program, 4) ability to verbalize and explain the process used to enter the information into the data base program. Evaluation will be done by two instructors, the course instructor and a guest instructor trained in the use of the

Student

related institution of higher learning in the Christian character. The College reflects the ideal of its civic arts heritage through its


Unit Mission Statement The Museum Studies Program seeks to provideinstruction in museum studies courses that contributes to the intellectual development of students as lifelong learners, and prepares them for internships, entrance into graduate programs, and the workforce. The studthem to be functioning members of their respective communities and provide for lifelong learning of their museum audiences.


f Past Perfect, the museum standard software for collections management, during

Collections and Curatorial Management. Students participating in MUSE 201 will complete an Object Accession Worksheet for an assigned artifact, as

course. Students will then participate in at least two computer lab based instructional sessions that will teach the use of Past Perfect. Following these instructional sessions, the students will transfer the

on Worksheet to the software program. The students work will be accessed in four areas: 1) completeness and accuracy of the Object Accession Worksheet, 2) material culture analysis of the artifact, 3) completeness and

Past Perfect program, 4) ability to verbalize and explain the process used to enter the information into the data base program. Evaluation will be done by two instructors, the course instructor and a guest instructor trained in the use of the

Students participating in the assigned work successfully accomplished the assignments and activities with at least a grade of B. Each student was given feedback during their class presentation on their work and elements of the work were included in class quiz and final. The process will definitely be included in future MUSE 201 classes. The handsactivity and use of the computer lab based work sessions were very engaging, fun, and the students were not onlytechnology/softused it correctly.





The Museum Studies Program seeks to provide instruction in museum studies courses that contributes to the intellectual development of students as lifelong learners, and prepares them for internships, entrance into graduate programs, and the workforce. The students educational experience will also prepare them to be functioning members of their respective communities and provide for lifelong learning of their museum audiences.


Students participating in the assigned work successfully accomplished the assignments and activities with at least a grade of B. Each student was given feedback during their class presentation on their work and elements of the work were included in class quiz and final. The process will definitely be included in future MUSE 201 classes. The handsactivity and use of the computer lab based work sessions were very engaging, fun, and the students were not onlytechnology/software, but they learned and used it correctly.

Outcomes – Museum Studies



high quality theoretical and practical instruction in museum studies courses that contributes to the intellectual development of students as lifelong learners, and prepares them for internships, entrance into graduate

ents educational experience will also prepare them to be functioning members of their respective communities and provide for

& Use of Results

Students participating in the assigned work successfully accomplished the assignments and activities with at least a grade of B. Each student was given feedback during their class presentation on their work and elements of the work were included in their

The process will definitely be included in future MUSE 201 classes. The hands-on activity and use of the computer lab based work sessions were very engaging, fun, and the students were not only exposed to the

e, but they learned and

of

Museum Studies 200


aged students from diverse backgrounds as well as the working-adult students rgraduate and Master's levels to instill factual knowledge, cultivate the


ents educational experience will also prepare them to be functioning members of their respective communities and provide for

Budget Implications

Students participating in the assigned work successfully accomplished the assignments

their

work sessions were very engaging, fun, and


of 41

2006-07


rgraduate and Master's levels to instill factual knowledge, cultivate the


Budget Implications


of 41

Institutional Goals



2. Majors in Museum Studies will complete a portfolio of work completed during their sophomore and/or junior and senior year.

At the conclusion of Museum Studies courses for the year, students will submit for review and feedback portfolio selections. The completed portfolio will be submitted for evaluation as part of their senior internship presentation. The completed portfolio will be evaluated by the director and associate director of the department and three faculty from the humanities; i.e. social science and English. Evaluators will use a scoring rubric developed by the department. Portfolios could include, but not be limited to, examples of papers (that have been revised based on grading feedback), journals of field trips, evidence of participation in professional field trips and conferences, evidence of projects completed, and materials related to the internship. Neatness, organization, and professional appearance will be part of the criteria. Each rubric item will receive at least a score of 3 on a 5 point scale.

Discussions were undertaken with the Provost regarding the introduction of this process. Due to unrelated administrative issues, development of the rubric and implementation has not been accomplished. Discussions were held with potentially affected students and it is quite clear that the final introduction of the process will require very specific information and guidance being given to the students. Based on initial discussions with the Provost and affected students, it is planned to implement certain components of a portfolio concept with at least two senior students during the 2007 – 2008 academic year. Specifically, the students’ internship papers will be read and evaluated by at least one member of the English department using the college’s writing rubric, an outside museum professional using a rubric to be developed, in addition to the course instructor.



Students will demonstrate the ability to write effectively in the discipline of Museum Studies.

All students completing assigned papers in any of the required courses in the major will do so using proper grammar and citation style. In addition, the college’s writing rubric will be used as an evaluation base. Submitted papers in each course will be at least of the assigned length. Resources used must be cited using acceptable formatting following Turabian/Chicago Manual of Style.

All student papers submitted during courses in 2006-2007 received at least a grade of B, with one exception – which received a D. The low grade had less to do with grammar and citation style than with insufficient subject research. Applying the same writing criteria to freshman level courses and upper level courses proved difficult. Being faced with freshman who had not written a paper with footnotes and/or bibliography since 10th grade high school presented the instructor with a challenge. Although the basic criteria will be maintained for freshman students, and if incoming students present the same challenge – some modification may occur which would lead to more directed skill building.




1. 2. 3. 4.

Institutional Goals

Academic Integrity, Quality, Accountability,and Distinction



TUSCANNUAL




Institutional Goals

Academic Integrity,


Students will demonstrate an appropriate mastery of the undergraduate knowledge base of Political Science, including appropriate levels of understanding of the theory and practice of both domestic and global politics.

Academic Integrity,


Students will demonstrate theability to read analytically.

Academic Integrity,


Students will demonstrate the ability to write effectively.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


Unit Objectives

Students will demonstrate an appropriate mastery of the undergraduate knowledge base of Political Science, including appropriate levels of understanding of the theory and practice of both domestic and global politics.

Students will demonstrate theability to read analytically.


ULUM COLLEGELANNING , ASSESSMENT AND





Assessment

Students will demonstrate an appropriate mastery of the undergraduate knowledge base of Political Science, including

understanding of the theory and practice of both domestic and

Students completing Science will take the Major Field Achievement Test (MFAT) or the Area Concentration Achievement Test (ACAT) Curriculum C before graduating. As a group, students will score at the 50percentile on the MFAT of ACAT in a comparison t

Students will demonstrate the ability to read analytically.

All Political Science majors will take the ETS Academic Profile at the appropriate time in their college careers. 55% of students will demonstrate proficiency at level 2 on the “Reading and Critical Thinking” component o


All PoliticalAcademic Profile at the appropriate time in their college careers. 55% of students will demonstrate proficiency at level 2 on the “Writing” component of this examination.

ULUM COLLEGE SSESSMENT AND BUDGETING



arching goals



Students completing the major in Political Science will take the Major Field Achievement Test (MFAT) or the Area Concentration Achievement Test (ACAT) Curriculum C before graduating.

As a group, students will score at the 50percentile on the MFAT of ACAT in a comparison to their national peers.

All Political Science majors will take the ETS Academic Profile at the appropriate time in their college careers.

55% of students will demonstrate proficiency at level 2 on the “Reading and Critical Thinking” component of this examination.

All Political Science majors will take the ETS Academic Profile at the appropriate time in their college careers.

55% of students will demonstrate proficiency at level 2 on the “Writing” component of this examination.

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic repubeducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe Political Science program contributes to the missioproviding the course of study that most specifically educates for citizenship. Our mission is to acquaint our students with how governments interact with their citizens and with each other to teach them how to evaluate contemporarylight of the civic republican and Judeo


the major in Political Science will take the Major Field Achievement Test (MFAT) or the Area Concentration Achievement Test (ACAT) Curriculum C before

As a group, students will score at the 50th percentile on the MFAT of ACAT in a

o their national peers.

All Political Science majors will take the ETS Academic Profile at the appropriate time in their

55% of students will demonstrate proficiency at level 2 on the “Reading and Critical Thinking”

f this examination.

Science majors will take the ETS Academic Profile at the appropriate time in their

55% of students will demonstrate proficiency at level 2 on the “Writing” component of this




Unit Mission Statement The Political Science program contributes to the missioproviding the course of study that most specifically educates for citizenship. Our mission is to acquaint our students with how governments interact with their citizens and with each other to teach them how to evaluate contemporarylight of the civic republican and Judeo

Method and Criteria for Success R

Science will take the Major Field Achievement

Achievement Test (ACAT) Curriculum C before

Two Political Science seniors took the ACAT test in the areas of American Studies and Int’l Politics/Comparative Government. Both students scores at the 8indicates performance at the 90better in a comparison to their peers represented by the ACAT national group of Political Science test-

All Political Science majors will take the ETS Academic Profile at the appropriate time in their

55% of students will demonstrate proficiency at level 2 on the “Reading and Critical Thinking”

The ETS Academic Profile was not administered in 2006wide decision.

Science majors will take the ETS Academic Profile at the appropriate time in their

55% of students will demonstrate proficiency at

The ETS Academic Profile was not administered in wide decision.





The Political Science program contributes to the missioproviding the course of study that most specifically educates for citizenship. Our mission is to acquaint our students with how governments interact with their citizens and with each other to teach them how to evaluate contemporarylight of the civic republican and Judeo-Christian traditions.


Two Political Science seniors took the ACAT test in the areas of American Studies and Int’l Politics/Comparative Government. Both students scores at the 8th stanine or better which indicates performance at the 90

tter in a comparison to their peers represented by the ACAT national group of Political

-takers.

The ETS Academic Profile was not administered in 2006-07. This was a Collegewide decision.

The ETS Academic Profile was not administered in 2006-07. This was a Collegewide decision.

Student Learning Outcomes – Political Science



The Political Science program contributes to the mission of Tusculum College by providing the course of study that most specifically educates for citizenship. Our mission is to acquaint our students with how governments interact with their citizens and with each other to teach them how to evaluate contemporary political decisions in

Christian traditions. & Use of Results

Two Political Science seniors took the ACAT test in the areas of American Studies and Int’l Politics/Comparative Government. Both

stanine or better which indicates performance at the 90th percentile or

tter in a comparison to their peers represented by the ACAT national group of Political

The ETS Academic Profile was not 07. This was a College-

The ETS Academic Profile was not 07. This was a College-

of

Political Science 200

lican tradition by developing Christian character. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the working-adult students nd Master's levels to instill factual knowledge, cultivate the

n of Tusculum College by providing the course of study that most specifically educates for citizenship. Our mission is to acquaint our students with how governments interact with their citizens

political decisions in

Budget Implications

Objective was accomplished with the department budget.

.

of 41

2006-07


nd Master's levels to instill factual knowledge, cultivate the

mission is to acquaint our students with how governments interact with their citizens political decisions in

Implications

accomplished with

of 41

Institutional Goals



Students will demonstrate the ability to engage in critical thinking with respect to the subject matter of Political Science.

An examination of the degree of success in those courses in the major in which this skill is embedded: POLS 203 – American Government; POLS 205 – Comparative Government; POLS 209 – World Politics; POLS 310 – The Presidency and Public Policy; POLS 315 – Congress and Public Policy; POLS 325 – Constitutional Interpretation; POLS 335 – Civil Rights and Liberties; POLS 360 – American Foreign Policy; POLS 420 – Political Behavior; and POLS 446 – International Law. That an average proficiency level of 73% will be achieved by students completing those of the above offered during the academic year.

Objective was not accomplished due to dept chair being on sabbatical and the single faculty position in political Science was a visiting assistant professor position.


Students preparing to graduate with majors in Political Science will feel prepared for their future endeavors.

All prospective graduates will be administered Tusculum College’s End of Program Survey during the semester prior to their anticipated graduation. 70% of those completing this survey will agree (or strongly agree) with the following statements:

• Courses in my major have prepared me for immediate employment in my field or courses in my major have prepared me for graduate school or further graduate work.

• Instructors in my major program were

knowledgeable and current in the field. • Overall, my program of study was of high

quality.

Two Political Science graduates took the 0607 EOP Survey. The results indicated that both students Agreed or Strongly Agreed with all 3 survey items.

Objective was accomplished with the department budget.

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional Goals



Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Institutional goals addressed by this objective: 2. Academic Integrity, Quality,

ccountability, and Distinction.

1. their understanding of the undergraduate knowledge base in the discipline of psychology.


Mission of Tusculum College: Tusculum College remains true to its origins as a ceducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


Unit Objectives

1. Students will demonstrate their understanding of the undergraduate knowledge base in the discipline of psychology.


Tusculum College remains true to its origins as a ceducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate thehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic




Students will demonstrate their understanding of the undergraduate knowledge base

1. Students completing the major in psychology will take the MFPsychology. This test will cover Abnormal, Research Design, History and Systems, Development, Personality, Clinical, Physiology, Cognition, & Social. As a group, students will score at the 50percentile of the MFcompared with a custom group of institutions with admihigher than those of Tusculum College.



tive approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate thehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Overarching goals



Students completing the major in psychology will take the MFPsychology. This test will cover

normal, Research Design, History and Systems, Development, Personality, Clinical, Physiology, Cognition, & Social. As a group, students will score at the 50percentile of the MFAT in Psychology as compared with a custom group of institutions with admission standards higher than those of Tusculum College.

UDGETING

hurch-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic artcommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

tive approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate thehabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StThe Psychology Program contributes to the mission of Tusculum College by providing students with knowledge of individual and social functioning, a cornerstone of responsible citizenship. The program's main purpose is to enable students to think knowledgeably and scientifically about human behavior and mental processes. The program also prepares students to pursue a variety of postgraduate alternatives, including employment and graduate or professional education, through which they will practice an


Students completing the major in psychology will take the MFAT in Psychology. This test will cover

normal, Research Design, History and Systems, Development, Personality, Clinical, Physiology, Cognition, &

As a group, students will score at the 50th T in Psychology as

compared with a custom group of ssion standards

higher than those of Tusculum College.

related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic art

aged students from diverse backgrounds as well as the workingtive approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


Unit Mission Statement The Psychology Program contributes to the mission of Tusculum College by providing students with knowledge of individual and social functioning, a cornerstone of responsible citizenship. The program's main purpose is to enable students to think

owledgeably and scientifically about human behavior and mental processes. The program also prepares students to pursue a variety of postgraduate alternatives, including employment and graduate or professional education, through which they will practice and refine this approach to civic participation

R

1. In 2007, the department switched to the ACAT assessment instrument. The reason for the switch is that ACAT allows for customization of the instrument to match content areas taught in the departmedoes not allow for customization of content areas.The content areas chosen for the ACAT instrument were as follows: Abnormal; Developmental; Experimental Design; History & Systems; Human Learning/Cognition; Personality; Physiological; and SocialSeven graduating students took the ACAT. Six students took the exam together in April and one student took the exam in the summer. The scores were reported on two different forms and were averaged. The seven students scored on average at approximately thThis exceeded our criterion set at the 50Three students scored between the 89percentiles, one student scored between the 40percentiles, two students scored between the 2340th percentiles, andand 11th percentiles. Scores for Abnormal ranged between the 45





The Psychology Program contributes to the mission of Tusculum College by providing students with knowledge of individual and social functioning, a cornerstone of responsible citizenship. The program's main purpose is to enable students to think

owledgeably and scientifically about human behavior and mental processes. The program also prepares students to pursue a variety of postgraduate alternatives, including employment and graduate or professional education, through which they will

d refine this approach to civic participation


In 2007, the department switched to the ACAT assessment instrument. The reason for the switch is that ACAT allows for customization of the instrument to match content areas taught in the departmedoes not allow for customization of content areas.The content areas chosen for the ACAT instrument were as follows: Abnormal; Developmental; Experimental Design; History & Systems; Human Learning/Cognition; Personality; Physiological; and SocialSeven graduating students took the ACAT. Six students took the exam together in April and one student took the exam in the summer. The scores were reported on two different forms and were averaged. The seven students scored on average at approximately thThis exceeded our criterion set at the 50Three students scored between the 89percentiles, one student scored between the 40percentiles, two students scored between the 23

percentiles, and one student scored between the 4percentiles.

Scores for Abnormal ranged between the 45






d refine this approach to civic participation.

& Use of Results

In 2007, the department switched to the ACAT assessment instrument. The reason for the switch is that ACAT allows for customization of the instrument to match content areas taught in the department. MFAT does not allow for customization of content areas. The content areas chosen for the ACAT instrument were as follows: Abnormal; Developmental; Experimental Design; History & Systems; Human Learning/ Cognition; Personality; Physiological; and Social. Seven graduating students took the ACAT. Six students took the exam together in April and one student took the exam in the summer. The scores were reported on two different forms and were averaged. The seven students scored on average at approximately the 69th percentile. This exceeded our criterion set at the 50th percentile. Three students scored between the 89th and 96th percentiles, one student scored between the 40th and 60percentiles, two students scored between the 23rd and

one student scored between the 4

Scores for Abnormal ranged between the 45th – 55th

of

Student Learning Outcomes - Psychology 200


aged students from diverse backgrounds as well as the working-adult students tive approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the



Budget Implications

assessment instrument. The reason for the switch is that ACAT allows for customization of the instrument to

T

The content areas chosen for the ACAT instrument were as follows: Abnormal; Developmental; Experimental

Seven graduating students took the ACAT. Six students took the exam together in April and one student took the exam in the summer. The scores were reported on two different forms and were averaged. The seven students

percentile. percentile.

and 60th and

one student scored between the 4th

Item was accomplished with College funds

of 41

2006-07

s heritage through its adult students

tive approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

The Psychology Program contributes to the mission of Tusculum College by providing

including employment and graduate or professional education, through which they will

Budget Implications

accomplished with College

of 41

percentiles; Developmental scores ranged between the 60th – 77th percentiles; Experimental Design ranged between the 23rd – 40th percentiles; History & Systems ranged between the 60th – 77th percentiles; Human Learning/Cognition ranged between the 63rd – 80th percentiles; Personality ranged between the 48th – 70th percentiles; Physiological ranged between the 65th – 80th percentiles; and Social ranged between the 45th – 55th percentiles. Based on the ACAT results, the main area requiring additional attention is Experimental Design. The ACAT scores in this area were fairly consistent across students and lower than scores in the other areas. One possible reason for this is that students are not adequately retaining and carrying-over what they learn in MATH 215 (Elementary Statistics) to PSYC 310 (Research Methods). Abnormal scores were also something of a disappointment. Three students scored between the 89th – 96th percentiles on this test but two scored at the 4th percentile or lower. Social scores are also a concern, but again the scores were inconsistent. One student scored between the 96th – 99th percentiles while another scored at the 4th percentile or lower. On the other hand, we appear to be doing a pretty good job with Developmental, History & Systems, Human Learning/Cognition, and Physiological.


2. Students will demonstrate critical analysis ability (a.k.a. analytical reading) in the discipline.

2. Critical Analysis is the embedded competency for PSYC 101 Essentials of Psychology. Psychology students in PSYC 101 will be assessed with a pretest/posttest design. The pretest will consist of an analytical reading test that is administered at the beginning and end of all PSYC 101 courses in a pretest-posttest design. Students in PSYC 101 will demonstrate statistically significant improvement in their scores on the critical analysis/analytical reading test as assessed by a matched-pairs t-test.

2. Pre-test and Post-test scores on the critical analysis reading test were compared using a paired samples t-test – t(20, N = 21) = -1.888, p = .074. This comparison is not statistically significant. A subsequent test was conducted with the outliers (highest and lowest scores) removed – t(18, N = 19) = -2.173, p = .043. Four of our students took the CAAP critical thinking test. They scored at the 48th, 37th, 97th, and 31st percentiles respectively (AVG = 53.25 percentile). The analytical reading/critical analysis exercise is a snapshot of students’ ability to extract information from a four-page journal article. Students generally improve at evaluating a journal article once they receive training on what to look for, the meaning of statistics, etc. The Psychology Program plans to assess critical analysis for


of 41

at least one more year. CAAP critical thinking results will be looked at more closely in coming years. The department chair will examine CAAP critical thinking test items in order to better address critical thinking in the classroom.


3. Psychology students will report that they are satisfied that the program has adequately prepared them for graduate school and immediate employment in the field following graduation.

3. Students will complete the End-Of-program Survey in the latter part of their senior year and indicate their level of agreement with the following statements: “Courses in my major have prepared me for immediate employment in my field” and “Courses in my major have prepared me for graduate school” Seventy-five percent of students will ‘Agree’ or ‘Strongly Agree’ with these statements.

40% of students completing the survey ‘Agreed’ or ‘Strongly Agreed’ with the statement Courses in my major have prepared me for immediate employment in my field. Criteria for Success for this item were not met. 90% of students completing the survey ‘Agreed’ or ‘Strongly Agreed’ with the statement Courses in my major have prepared me for graduate school. Criteria for Success for this item were met. Historically, the Psychology Program has been geared more toward preparation for graduate work than toward immediate employment. I believe this is slowly changing. Enrollment in PSYC 490 (Psychology Internship) is higher this year and more students have been advised to make taking this course a priority before graduation. Some students who are not graduate school material may nonetheless make good employees in the social service area.


Institutional goals addressed by this objective: 4. An Engaged Community

4. Students will report that they are satisfied with the academic advising available in the psychology program.

4. The College will administer the Noel-Levitz Student Satisfaction Inventory to all Psychology majors. The responses of Psychology majors to the four items from the Noel-Levitz survey dealing with academic advising will be compiled. Seventy-five percent of Psychology majors will indicate that they are ‘Satisfied’ to ‘Very Satisfied’ with each of the advising measures on the survey.

The Noel-Levitz Survey was not administered by the College in 2006-07. The Psychology Program is dedicated to continuous improvement in the quality of academic advising provided to students. The TC-Net system allows us to better be able to keep track of advising sessions. The main problem we encounter is that students don’t come in often enough for advising and career planning. Efforts will be made to encourage students to stop by more frequently for advising sessions. The NL advising items will be examined at the next opportunity.

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master'shabits of practical wisdom, and develop the skill of reflective thinking, all n


1. 2. 3. 4.

Institutional Goals

1. Institutional goals addressed by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction.

2. Institutional goals addressed by this objective: 2. AcadeIntegrity, Quality, Accountability, and Distinction.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional

om the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master'shabits of practical wisdom, and develop the skill of reflective thinking, all n

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and


Institutional Goals

1. Institutional goals essed by this

objective: 2. Academic Integrity, Quality, Accountability, and Distinction.

2. Institutional goals addressed by this objective: 2. Academic Integrity, Quality, Accountability, and Distinction.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional



Unit Objectives

Graduating art majors will compare favorably academically with other art students in similar degree programs across the United States.

Graduating art majors will have the knowledge and ability to organize and execute a public exhibition of their artwork.





Academic Integrity, Quality, Accountability, and DistinctionStaff success


Graduating art majors will compare favorably academically with other art students in similar degree programs across

All graduating art majors willnorm-based exit exam covering artsubjects during their last semestergraduating (ACAT Exam). 80% of the graduating art majors will score above the passing mean of exam. The passing mean is defined as a stanine scor

Graduating art majors will have the knowledge and ability to organize and

exhibition of their

All graduating art majors will organize, publicize, and execute a public exhibtheir artwork during their last year at Tusculum. The quality of the solo art exhibition for 80% of the graduating art majors must meet or exceed minimum standards set by the faculty in the Visual Arts Program as defined in the solo art exhibit erubric (attached).



om the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master'shabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

Overarching goals



All graduating art majors willbased exit exam covering art

subjects during their last semestergraduating (ACAT Exam).

80% of the graduating art majors will score above the passing mean of exam. The passing mean is defined as a stanine score of at least 5.

All graduating art majors will organize, publicize, and execute a public exhibtheir artwork during their last year at Tusculum.

The quality of the solo art exhibition for 80% of the graduating art majors must meet or exceed minimum standards set by the faculty in the Visual Arts Program as defined in the solo art exhibit erubric (attached).

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian charactcommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

om the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master'secessary for personal success in a democratic society.

Unit Mission StatementThe mission of the Visual Arts Program is to graduate students who are professional, well-grounded artists having a command of knowledge in historical and contemporary art philosophies, art issues,competency in the medium of their choice.


All graduating art majors will be given a based exit exam covering art-related

subjects during their last semester before graduating (ACAT Exam).

80% of the graduating art majors will score above the passing mean of the ACAT art exam. The passing mean is defined as a

All graduating art majors will organize, publicize, and execute a public exhibition of their artwork during their last year at

The quality of the solo art exhibition for 80% of the graduating art majors must meet or exceed minimum standards set by the faculty in the Visual Arts Program as defined in the solo art exhibit evaluation


aged students from diverse backgrounds as well as the workingom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's

ecessary for personal success in a democratic society.

Unit Mission Statement The mission of the Visual Arts Program is to graduate students who are professional,

grounded artists having a command of knowledge in historical and contemporary art philosophies, art issues, artists, and artwork, and who demonstrate a high level of competency in the medium of their choice.

R

100% of graduating students took the ACAT Exam and scored above the passing mean as defined as a stanine score of at least five.

ition of

80% of the graduating art majors must meet

Graduating Art majors organized and promoted their shows and were judged by an outside evaluator. The evaluators provided feedback in both rubric form as well as written comments. All students passed well above the minimum standards set by the faculty of the art program.


related institution of higher learning in the civic republican tradition by developing er. The College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

ecessary for personal success in a democratic society.

The mission of the Visual Arts Program is to graduate students who are professional, grounded artists having a command of knowledge in historical and contemporary

artists, and artwork, and who demonstrate a high level of competency in the medium of their choice.


100% of graduating students took the ACAT Exam and scored above the passing mean as defined as a stanine score of at least five.

Graduating Art majors organized and promoted their shows and were judged by an outside evaluator. The evaluators provided feedback in both rubric form as well as written comments. All students passed well above the

ndards set by the faculty of the art



aged students from diverse backgrounds as well as the workinglevels to instill factual knowledge, cultivate the


artists, and artwork, and who demonstrate a high level of

& Use of Results

100% of graduating students took the ACAT Exam and scored above the passing mean as defined as a stanine


ndards set by the faculty of the art

of

– Visual Arts 200


aged students from diverse backgrounds as well as the working-adult students levels to instill factual knowledge, cultivate the



Budget Implications

100% of graduating students took the ACAT Exam and scored above the passing mean as defined as a stanine

1. Item was accomplished with department funds.


2. Item was accomplished within department budget.

of 41

2006-07

er. The College reflects the ideal of its civic arts heritage through its adult students

levels to instill factual knowledge, cultivate the



Budget Implications

1. Item was accomplished with department funds.

2. Item was accomplished within department budget.

Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the rhabits of practical wisdom, and develop the skill of reflective thinking, all necessary


1. 2. 3. 4.

Institutional Goals


Objective addresses College strategic Plan goal 3. A place for Student, Faculty, and Staff Success


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels habits of practical wisdom, and develop the skill of reflective thinking, all necessary

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and Distinction A Place for Student, Faculty, and Staff


Institutional Goals

Objective addresses College strategic Plan goal 2. Academic

egrity, Quality, Accountability, and Distinction


A place for Student, Faculty, and Staff Success


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional

egion. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels habits of practical wisdom, and develop the skill of reflective thinking, all necessary

Tusculum College Strategic Plan 2006/07 to 2010/11 Financial Stability and Security Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff An Engaged Community

Unit Objectives

1. ATEP students will demonstrate progressive mastery of cognitive, affective, and clinical skills required of an entry level BOC-certified athletic trainer.

2. ATEP graduates will obtain professional certification


College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional


Tusculum College Strategic Plan 2006/07 to 2010/11 – Overarching goals



1. ATEP students will e progressive

mastery of cognitive, affective, and clinical skills required of an entry

certified

1. ATEP will administer to each major and observation student, a written and practical comprehensive examination based on models used by the BOC for certification of entry-level athletic trainers.Sixty-five percent all ATEP students will score 70% or better on the comprehensive written and practical hundred percent of all ATEP students will score 70% or better on clinical competency performance sheets.

2. ATEP graduates will obtain professional

2. 100% of eligible ATEP graduates will sit for the BOC certification examination and will report passing at least one of the three parts of the exam within one year of graduation.


College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditional


Overarching goals



ATEP will administer to each major and rvation student, a written and practical

comprehensive examination based on models used by the BOC for certification of

level athletic trainers.five percent all ATEP students will

score 70% or better on the comprehensive written and practical examination. One hundred percent of all ATEP students will score 70% or better on clinical competency performance sheets.

2. 100% of eligible ATEP graduates will sit for the BOC certification examination and will report passing at least one of the three parts of the exam within one year of graduation.

UDGETING

College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The commitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

egion. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

Unit Mission Statement The Athletic Training Education Program, (ATEP), at Tusculum College provides the educational and clinical foundation to prepare students to successfully challenge the Board of Certification examination profession.


ATEP will administer to each major and rvation student, a written and practical

comprehensive examination based on models used by the BOC for certification of

level athletic trainers. five percent all ATEP students will

score 70% or better on the comprehensive examination. One

hundred percent of all ATEP students will score 70% or better on clinical competency

2. 100% of eligible ATEP graduates will sit for the BOC certification examination and will report passing at least one of the three parts of the exam within one year of

Student


aged students from diverse backgrounds as well as the workingegion. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels

for personal success in a democratic society.


The Athletic Training Education Program, (ATEP), at Tusculum College provides the educational and clinical foundation to prepare students to successfully challenge the Board of Certification examination profession.

Results

models used by the BOC for certification of

1. Twenty percent of ATEP students (1/5) scored 70% or better on the annual comprehensive written evaluation. Sixty percent of ATEP better on the annual comprehensive practical examination. One Hundred percent (5/5) of all ATEP students scored 70% or better on clinical competency performance sheets. The results of the 2006examination, though improved from the previous year, were still lower than anticipated.2. One of the four eligible graduates in 2006successfully passeThe three remaining graduates have passed at least one of the parts of the exam. The dept has been successful in contacting graduates to monitor their certification efforts. The dept feels that graduates are being successful in their certification efforts


related institution of higher learning in the civic republican tradition by developing College reflects the ideal of its civic arts heritage through its

aged students from diverse backgrounds as well as the workingegion. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the

for personal success in a democratic society.

The Athletic Training Education Program, (ATEP), at Tusculum College provides the educational and clinical foundation to prepare students to successfully challenge the Board of Certification examination and serve as active leaders in the athletic training


Twenty percent of ATEP students (1/5) scored 70% or better on the annual comprehensive written

Sixty percent of ATEP students (3/5) scored 70% or better on the annual comprehensive practical

One Hundred percent (5/5) of all ATEP students scored 70% or better on clinical competency performance

The results of the 2006-07 annual comprehensive n, though improved from the previous year,

were still lower than anticipated. 2. One of the four eligible graduates in 2006successfully passed all three sections of the BOC exam. The three remaining graduates have passed at least one of the parts of the exam. The dept has been successful in contacting graduates to monitor their certification efforts. The dept feels that graduates are being

essful in their certification efforts

Outcomes - Athletic Training 2006


aged students from diverse backgrounds as well as the workingto instill factual knowledge, cultivate the

The Athletic Training Education Program, (ATEP), at Tusculum College provides the educational and clinical foundation to prepare students to successfully challenge the

and serve as active leaders in the athletic training

& Use of Results

Twenty percent of ATEP students (1/5) scored 70% or better on the annual comprehensive written

students (3/5) scored 70% or better on the annual comprehensive practical

One Hundred percent (5/5) of all ATEP students scored 70% or better on clinical competency performance

07 annual comprehensive n, though improved from the previous year,

2. One of the four eligible graduates in 2006-07 d all three sections of the BOC exam.

The three remaining graduates have passed at least one of the parts of the exam. The dept has been successful in contacting graduates to monitor their certification efforts. The dept feels that graduates are being

essful in their certification efforts.

of

Athletic Training 2006


aged students from diverse backgrounds as well as the working-adult students to instill factual knowledge, cultivate the



Budget Implications

Twenty percent of ATEP students (1/5) scored 70%

students (3/5) scored 70% or

One Hundred percent (5/5) of all ATEP students scored

n, though improved from the previous year,

1. Item within dept budget

d all three sections of the BOC exam. The three remaining graduates have passed at least one of the parts of the exam. The dept has been successful in contacting graduates to monitor their certification


of 41

Athletic Training 2006-07

College reflects the ideal of its civic arts heritage through its adult students

to instill factual knowledge, cultivate the



Budget Implications

1. Item within

2. Item within

of 41


Actual Results Budget Implications

Objective addresses College strategic Plan goal 3. A place for Student, Faculty, and Staff Success

3. ATEP students will be successful in their professional pursuits

3. 100% of graduates choosing to apply to allied health graduate/professional programs will be successful within one year of graduation. 100% of graduates seeking employment in an allied health care profession will be successful within 6 months of graduation.

3. One of the four 2006-07 graduates is enrolled in a physical therapy graduate program. Two are completing additional programs in anticipation of graduate school applications and the fourth is employed in an allied health occupation. Dept efforts to encourage and assist students in graduate school applications and professional employment have been successful and will continue.



4. ATEP students will interact with professionals in their field

4. Seventy-five percent of ATEP majors will attend the Student SEATA meeting in Atlanta, GA in February, 2008.

4. 100% of the ATEP majors attended the SEATA conference in Atlanta. Dept efforts to encourage conference participation have been successful and will continue


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional



Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Unit Objectives


1. Teacher Education students will demonstrate knowledge and skills necessary to obtain a specific endorsement in a discipline ofchoice.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 Stability and Security

Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives

Teacher Education students will demonstrate knowledge and skills necessary to obtain a specific endorsement in a discipline of their choice.

TUSCULUM COLLEGENING, ASSESSMENT AND

Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Assessment Method and CrSuccess

1. The Praxis II series is a national test created for teacher licensure in most states across the US. The Praxis II specific licensure in the areas of EC PreK-4; Elementary K7-12; English 7-12; History 7Math 7-12; PsychologPhysical Education KK-12; SPED Mod/Comp KEC PreK-1 were used to assess students’ knowledge and skills in these areas. The students will meet the cutscores established by the Tennessee Department of Education on firstsecond testing attempt. The State Department requires that College of Teacher Education have 80% of their students to complete the tests successfully.



Overarching Goals



The Praxis II series is a national test created for teacher licensure in most states across the US. The Praxis II specific licensure in the areas of

4; Elementary K-8; Biology 12; History 7-12;

12; Psychology 9-12; Physical Education K-12; Visual Arts

12; SPED Mod/Comp K-12; SPED 1 were used to assess

students’ knowledge and skills in

The students will meet the cut-off scores established by the Tennessee Department of Education on first or second testing attempt. The State Department requires that College of Teacher Education have 80% of their students to complete the tests

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by develoeducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

izenship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatementThe mission of the professional education programs at Tusculum College is to prteachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they live and work. To this end, the program continues the College’s focus on civiintellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of citizens.

iteria for

The Praxis II series is a national test created for teacher licensure in most states across the US. The Praxis

8; Biology

12; Visual Arts 12; SPED

scores established by the Tennessee or

Department requires that College of Teacher Education have 80% of their

1. 83% of campus program students passed their respective Praxis tests on the first or second try (n=their respective Praxis tests on the first or second try (n=75), and 82% of Northeast BAED students passed their respective Praxis tests on the first or second try (n=17). The department will needed for certification prior to their student teaching semester. This year students could gain Highly Qualified Status with the State if they passed the Middle School Content test instead of the Regular Elementary School Content test. Three of the School Content instead of the Elementary Content to gain the Highly Qualified status for their Kto take for certification. These thredifficult than the regular Content Test 0014. After Sept. 1, 2007, they cannot be certified Kand the Middle School test will not be an option for them. The pass rashould improve at that time. (See Tables 1

Student

related institution of higher learning in the civic republican tradition by develoChristian character. The College reflects the ideal of its civic arts heritage through its


Unit Mission Statement The mission of the professional education programs at Tusculum College is to prteachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they live and work. To this end, the program continues the College’s focus on civiintellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of

Results

1. 83% of campus program students passed their respective Praxis tests on the first or second try (n=42). 98% of Southeast BAED students passed their respective Praxis tests on the first or second try (n=75), and 82% of Northeast BAED students passed their respective Praxis tests on the first or second try (n=17).

The department will encourage all studenneeded for certification prior to their student teaching semester. This year students could gain Highly Qualified Status with the State if they passed the Middle School Content test instead of the Regular Elementary School

ntent test. Three of the residential students tried to take the Middle School Content instead of the Elementary Content to gain the Highly Qualified status for their K-8 Certification. They could choose which tests to take for certification. These thredifficult than the regular Content Test 0014. After Sept. 1, 2007, they cannot be certified K- 8. Since all Elementary Certification will be Kand the Middle School test will not be an option for them. The pass rashould improve at that time. (See Tables 1



aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to inshabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.

The mission of the professional education programs at Tusculum College is to prteachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they live and work. To this end, the program continues the College’s focus on civiintellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of


1. 83% of campus program students passed their respective Praxis tests on 42). 98% of Southeast BAED students passed

their respective Praxis tests on the first or second try (n=75), and 82% of Northeast BAED students passed their respective Praxis tests on the first

encourage all students to take the needed for certification prior to their student teaching semester. This year students could gain Highly Qualified Status with the State if they passed the Middle School Content test instead of the Regular Elementary School

residential students tried to take the Middle School Content instead of the Elementary Content to gain the Highly

8 Certification. They could choose which tests to take for certification. These three did not pass that test which was more difficult than the regular Content Test 0014. After Sept. 1, 2007, they

8. Since all Elementary Certification will be Kand the Middle School test will not be an option for them. The pass rashould improve at that time. (See Tables 1-3 for all test results.)

Outcomes – Teacher Education



The mission of the professional education programs at Tusculum College is to prteachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they live and work. To this end, the program continues the College’s focus on civiintellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of

& Use of Results



ts to take the tests that are needed for certification prior to their student teaching semester. This year students could gain Highly Qualified Status with the State if they passed the Middle School Content test instead of the Regular Elementary School


8 Certification. They could choose which tests e did not pass that test which was more

difficult than the regular Content Test 0014. After Sept. 1, 2007, they 8. Since all Elementary Certification will be K

and the Middle School test will not be an option for them. The pass ra3 for all test results.)

of

Teacher Education 2006


aged students from diverse backgrounds as well as the working-adult students till factual knowledge, cultivate the

The mission of the professional education programs at Tusculum College is to prepare teachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they live and work. To this end, the program continues the College’s focus on civic and intellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of

Budget Implications



needed for certification prior to their student teaching semester. This year students could gain Highly Qualified Status with the State if they passed the Middle School Content test instead of the Regular Elementary School


8 Certification. They could choose which tests e did not pass that test which was more

difficult than the regular Content Test 0014. After Sept. 1, 2007, they 8. Since all Elementary Certification will be K-6,

and the Middle School test will not be an option for them. The pass rates


of 41

2006-07


till factual knowledge, cultivate the

epare teachers who are committed to excellence in education and who are confident in their abilities to assume leadership as educators and citizens in the communities where they

intellectual development of the students, while fostering skills, knowledge, and habits of character vital to those involved in the education of the nations’ next generation of

Budget Implications

Objective was accomplished within dept

of 41




2. Students will demonstrate mastery of the foundations of education as measured by Principles of Learning and Teaching Praxis II test.

2. The Praxis II Principles of Learning and Teaching test evaluates all pre-service teachers on Competencies of Tusculum College and requires Analytical Reading of scenarios about classroom principles and practices and Critical Thinking skills to solve complex problems associated with the scenarios. It also requires the students to be able to write out their answers quickly and thoroughly to satisfy the rubric developed to assess their ability to perform adequately in the classroom.

Even though the State is satisfied with 80% of the students passing this test, Tusculum students have been successfully in the past with this process. Students will achieve a 90% or better pass rate on the Principles of Learning and Teaching section of the Praxis II.

2. All groups of students surpassed the 90% desired rate for PLT test scores. Continue the study sessions to be able to maintain a 90% passing rate on the PLT.



3. Elementary Education students will demonstrate knowledge of Curriculum, Instruction, and Assessment as measured by the Praxis II.

3. The Praxis II Elementary Education Curriculum, Instruction, and Assessment section. Students will achieve an 80% pass rate on the Elementary Education Curriculum, Instruction, and Assessment section of the Praxis II.

3. 83% of campus students passed the test. 99% of Southeast BAED students passed and, 87% of Northeast BAED students passed. Encourage students to attend study sessions to improve passing rates on the first attempt. Strongly encourage students to take all tests before student teaching.


of 41




4. Students will demonstrate knowledge of effective reading methods.

4. The Praxis Reading Across the Curriculum test.

Students will achieve an 80% pass rate on the Reading Across the Curriculum test.

4. 94% of campus students passed the test. 100% of both Northeast and Southeast students passed the test. Encourage students to attend the study sessions before taking the test. This year’s scores included many reading test results from previous years when the test did not have a passing score which helped the pass rate. It also may have caused the students to not take the test as seriously as they should. This fact may have caused fewer Highly Qualified scores. All students must now pass the test, and the Highly Qualified status has been removed with the K-8 certification.



5. Students will demonstrate satisfaction with the quality of instructions and opportunity for the development of teaching skills.

5. The Undergraduate Teacher Education End of Program Survey. Eighty percent of the students on the residential campus and the BAED Program will rate their satisfaction with the quality of preparation on the End of Program Education Survey with responses of Agree or Strongly Agree.

5. The residential students surpassed the 80% projected with 95.4% of them rating their program (on the question. “Overall, my program of study was of high quality.”) with responses of Agree or Strongly Agree. This represented a higher percentage than the previous year. (See Table 4.) The students from Knoxville gave their program a 74.2 % rating. The students from Morristown gave their program a 100% rating. The students from Sevierville gave their program an 88.9% rating. The goal of the education department is to continue to provide a quality program that is perceived as high by our students and the principals and teachers in the surrounding systems. It is hoped that the changes made at the Knoxville location will improve the students’ perception of their program.



6. Students will demonstrate satisfaction with Faculty, Advising, Course, Academic Excellence, and Personal Value.

6. The Noel-Levitz Satisfaction Survey. Eighty percent of the students will rate Faculty, Advising, Course, and Academic Excellence, indicators as Somewhat Satisfied to Very Satisfied.

The Noel-Levitz Satisfaction Survey was only given this year to selected BAED students. None of the categories rated 80% as Somewhat Satisfied to Very Satisfied. The results were taken from 35 Knoxville students, 43 Morristown students, and 13 Gray students. The table shows the scores compared to last year. (See Table 5.) Continue to monitor the GPS sites to determine what can be done to improve the satisfaction level.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizefrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional




Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizefrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Unit Objectives

Academic Integrity,


1. Students will develop knowledge and skills sufficient for entryjobs in teaching physical education.

Academic Integrity,



2. Students will develop knowledge and skills sufficient for entry to graduate school in various physical education fields.


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizefrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Tusculum College Strategic Plan 2006/07 to 2010/11 ability and Security

Academic Integrity, Quality, Accountability, and DistinctionA Place for Student, Faculty, and Staff successAn Engaged Community

Unit Objectives

Students will develop knowledge and skills sufficient for entry-level jobs in teaching physical education.

udents will develop knowledge and skills sufficient for entry to graduate school in various physical education fields.


Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizefrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Assessment

Assessment method for the field of physical education is the Teaching Preparation Major: Praxis II Major Field Exam for Physical Education K-12.One hundred percent of the students will achieve minimum cut off scores established by the Tennessee Department of Education for teacher licensure on the Praxis II MajorExam on the first and second attempt. Number of students accepted to graduate schools in physical education related fields. (information taken from End of Program Survey) Of the students who apply to graduate school in physical education related fields, eighty percent will be accepted.



Overarching goals



Assessment method for the field of physical e Teaching Preparation Major:

Praxis II Major Field Exam for Physical 12.

One hundred percent of the students will achieve minimum cut off scores established by the Tennessee Department of Education for teacher licensure on the Praxis II MajorExam on the first and second attempt.

Number of students accepted to graduate schools in physical education related fields. (information taken from End of Program

the students who apply to graduate school in physical education related fields, eighty percent will be accepted.

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by developineducated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts heritage through its

nship qualities in the traditional-aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Masterhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission Statement The mission of the physical education program is to prepare students qualified toemployment in teaching physical education, coaching sports, recreational leadership, sports management, or wellness and fitness enhancing fields.

Method and Criteria for

Assessment method for the field of physical e Teaching Preparation Major:

Praxis II Major Field Exam for Physical

One hundred percent of the students will achieve minimum cut off scores established by the Tennessee Department of Education for teacher licensure on the Praxis II Major Field Exam on the first and second attempt.

One hundred percent of the students completing the Teacher Preparation major in Physical Education K the Praxis students completed dethe exam. These three passed on the first attempt.

Number of students accepted to graduate schools in physical education related fields. (information taken from End of Program

the students who apply to graduate school in physical education related fields, eighty

Students completing a major in one of the three majors and applying for graduate school were accepted at a rate of 100 %.

Student

related institution of higher learning in the civic republican tradition by developinChristian character. The College reflects the ideal of its civic arts heritage through its



The mission of the physical education program is to prepare students qualified toemployment in teaching physical education, coaching sports, recreational leadership, sports management, or wellness and fitness enhancing fields.

Results

One hundred percent of the students completing the Teacher Preparation major in Physical Education K the Praxis II major Field Exam passed on the first attempt. Four students completed degree requirements. Three students attempted the exam. These three passed on the first attempt.




aged students from diverse backgrounds as well as the workingfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instilhabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic society.


Results & Use of Resul

One hundred percent of the students completing the Teacher Preparation major in Physical Education K

Field Exam passed on the first attempt. Four gree requirements. Three students attempted

the exam. These three passed on the first attempt.


Outcomes – Physical Education




& Use of Results

One hundred percent of the students completing the Teacher Preparation major in Physical Education K – 8 and who attempted


the exam. These three passed on the first attempt.


of

Physical Education 200


aged students from diverse backgrounds as well as the working-adult students l factual knowledge, cultivate the

The mission of the physical education program is to prepare students qualified to seek employment in teaching physical education, coaching sports, recreational leadership,

Budget Implications

One hundred percent of the students completing the Teacher who attempted




Objective accompliswithin dept budget

of 41

2006-07


l factual knowledge, cultivate the

seek employment in teaching physical education, coaching sports, recreational leadership,

Budget Implications Objective accomplished within dept

Objective accomplished within dept

of 41

Institutional Goals



3. Students will develop knowledge and skills sufficient for entry-level jobs in sport science and recreation related fields.

Sports Science Major: An End of Program Survey and the Noel-Levitz Satisfaction Inventory will be administered to students assessing their satisfaction with the instruction they received in the program. Sports Science majors will rate their level of satisfaction with instruction they received to be a minimum of 3.0 on a 5.0 Likert scale (End of Program Survey) and a minimum of 70% rating on the following questions from the Noel-Levitz Survey: Importance: 1. The content of the course is valuable. 2. The instruction in my major field is excellent. 3. The quality of instruction I receive in most of my classes is excellent. 4. Nearly all the faculty are knowledgeable in their field. Satisfaction: 1. The content of the course is valuable. 2. The instruction in my major field is excellent. 3. The quality of instruction I receive in most of my classes is excellent. 4. Nearly all the faculty are knowledgeable in their field

On questions on the End of Program Survey, 80% or more of Sport Science majors rated their level of satisfaction with the instruction they received to be a 4 or 5 on a 5 point Likert scale. Also, 100% of Sport Science majors rated their instructors either a 4 or 5 on a 5 point scale as “knowledgeable and current in their field of study”.



4. Students will develop knowledge and skills sufficient for entry-level jobs in the field of sport management.

Sport Management Major: An End of Program Survey and the Noel-Levitz Satisfaction Inventory will be administered to Sport Management majors assessing their satisfaction with the instruction they received in the program. Sport Management majors will rate their level of satisfaction with instruction they received to be a minimum of 3.0 on a 5.0 Likert scale (End of Program Survey) and a minimum of 70% rating on the following questions from the Noel-Levitz Survey: Importance: 1. The content of the course is valuable. 2. The instruction in my major field is excellent. 3. The quality of instruction I receive in most of my classes is excellent. 4. Nearly all the faculty are knowledgeable in their field. Satisfaction: 1. The content of the course is valuable. 2. The instruction in my major field is excellent. 3. The quality of instruction I receive in most of my classes is excellent. 4. Nearly all the faculty are knowledgeable in their field

On questions on the End of Program survey, 80% or more of Sport Management majors rated their level of satisfaction with the instruction they received to be a 4 or 5 on a 5 point Likert scale. Also, 100% of Sport Management majors rated their instructors as either a 4 or 5 on a 5 point scale as ‘knowledgeable and current in their field of study’.


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Institutional Goals



Students will demonstrate proficient skills in the preparations and presentation of public speaking

5 (a). Physical education majors will be provided opportunities to develop public speaking skills during their student teaching seminar

(b). Sport Management and Sport Science majors will be provided opportunities to develop public speaking skills. Sport Management students will be provided opportunities in PHED 313, Communication in Sport. Sport Science majors will be provided opportunities in PHED 210, Recreational Leadership. Students will receive an evaluation from their instructor and an outside evaluator to determine their level of success in public speaking.

Physical Education teacher preparation majors were evaluated in their student teaching seminar. Sport Science and Sport Management majors were provided opportunities to develop public speaking skills within courses within their major fields. Sport Management majors were evaluated in PHED 313 Communication in Sports. Sport Science students were evaluated in PHED 210 Recreational Leadership.


Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


1. 2. 3. 4.

Institutional



Mission of Tusculum Collegeeducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic



Institutional Goals

Unit Objectives

Academic Integrity,


1. Students will demonstrate advanced knowledge and skills in the field of education


Mission of Tusculum College: Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative ahabits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic


Unit Objectives

Students will demonstrate

vanced knowledge and skills in the field of

1a. Independent random review of contents of candidates’ electronic portfoliosOne hundred percent of graduating MAED (Kcandidates beginning with cohort ME146 will have portfolio on file. Eighty portfolios will achieve a satisfactory score on the MAED facultyscoring rubric will be developed and submitted by 01/01/2007.


Tusculum College remains true to its origins as a churcheducated citizens distinguished by academic excellence, public service, and qualities of Judeocommitment both to integrity and to the development of strong citizenship qualities in the traditionalfrom the region. Furthermore, the College uses innovative approaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic




Independent random review of contents of candidates’ electronic portfoliosOne hundred percent of graduating MAED (Kcandidates beginning with cohort ME146 will have portfolio on file. Eighty portfolios will achieve a satisfactory score on the MAED faculty-developed scoring rubric. A copy of the scoring rubric will be developed and submitted by 01/01/2007.



pproaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Overarching goals



Independent random review of contents of candidates’ electronic portfolios One hundred percent of graduating MAED (Kcandidates beginning with cohort ME146 will have portfolio on file. Eighty percent of randomly selected portfolios will achieve a satisfactory score on the

developed scoring rubric. A copy of the scoring rubric will be developed and submitted by

UDGETING

Tusculum College remains true to its origins as a church-related institution of higher learning in the civic republican tradition by developing educated citizens distinguished by academic excellence, public service, and qualities of Judeo-Christian character. The College reflects the ideal of its civic arts hericommitment both to integrity and to the development of strong citizenship qualities in the traditional-aged students from diverse backgrounds as well as the working

pproaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the habits of practical wisdom, and develop the skill of reflective thinking, all necessary for personal success in a democratic

Unit Mission StatemenThe Graduate Education Department of Tusculum College is committed to providing its students with a dynamic, researchanalytical skills, and ethically based practices for problem solving and delivery of services to developing learners.


Independent random review of contents of

One hundred percent of graduating MAED (K-12) candidates beginning with cohort ME146 will have

percent of randomly selected portfolios will achieve a satisfactory score on the

developed scoring rubric. A copy of the scoring rubric will be developed and submitted by

The 2006new processesexaminations. As neither of the outcomes has been measured during the current academic year, program improvement awaits initial results. Cohort ME146 represents the first to be required to colleand archive products on an electronic portfolio. Faculty has been instructed to include “Electronic Portfolio Artifact” on each syllabus for ME146 and higher to ensure appropriate products for each course are archived. A rubric has been developed for of the quality of portfolio products. However, initial measures have not been evaluated as ME146 completes their program during the middle of the 2007year.


related institution of higher learning in the civic republican tradition by developing Christian character. The College reflects the ideal of its civic arts heri

aged students from diverse backgrounds as well as the workingpproaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


Unit Mission Statement The Graduate Education Department of Tusculum College is committed to providing its students with a dynamic, researchanalytical skills, and ethically based practices for problem solving and delivery of services to developing learners.

Results

The 2006-07 academic year marked the initiation onew processes—electronic portfolios and comprehensive examinations. As neither of the outcomes has been measured during the current academic year, program improvement awaits initial results. Cohort ME146 represents the first to be required to colleand archive products on an electronic portfolio. Faculty has been instructed to include “Electronic Portfolio Artifact” on each syllabus for ME146 and higher to ensure appropriate products for each course are archived. A rubric has been developed for of the quality of portfolio products. However, initial measures have not been evaluated as ME146 completes their program during the middle of the 2007year.





The Graduate Education Department of Tusculum College is committed to providing its students with a dynamic, research-based curriculum to enhance the critical thinking, analytical skills, and ethically based practices for problem solving and delivery of services to developing learners.

esults & Use of Results

07 academic year marked the initiation oelectronic portfolios and comprehensive

examinations. As neither of the outcomes has been measured during the current academic year, program improvement awaits initial results.

Cohort ME146 represents the first to be required to colleand archive products on an electronic portfolio. Faculty has been instructed to include “Electronic Portfolio Artifact” on each syllabus for ME146 and higher to ensure appropriate products for each course are archived. A rubric has been developed for the outside review process of the quality of portfolio products. However, initial measures have not been evaluated as ME146 completes their program during the middle of the 2007

Student Learning Outcomes – Master of Arts in Education



The Graduate Education Department of Tusculum College is committed to providing its based curriculum to enhance the critical thinking,

analytical skills, and ethically based practices for problem solving and delivery of

& Use of Results

07 academic year marked the initiation of two electronic portfolios and comprehensive

examinations. As neither of the outcomes has been measured during the current academic year, program

Cohort ME146 represents the first to be required to colleand archive products on an electronic portfolio. Faculty has been instructed to include “Electronic Portfolio Artifact” on each syllabus for ME146 and higher to ensure appropriate products for each course are archived. A

the outside review process of the quality of portfolio products. However, initial measures have not been evaluated as ME146 completes their program during the middle of the 2007-08 academic

of

Master of Arts in Education K-12 200


aged students from diverse backgrounds as well as the working-adult students pproaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


analytical skills, and ethically based practices for problem solving and delivery of

Budget Implications

f two electronic portfolios and comprehensive

Cohort ME146 represents the first to be required to collect and archive products on an electronic portfolio. Faculty

Artifact” on each syllabus for ME146 and higher to ensure

the outside review process

measures have not been evaluated as ME146 completes 08 academic


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Master of Arts in Education

2006-07

tage through its adult students

pproaches to teaching and learning at the undergraduate and Master's levels to instill factual knowledge, cultivate the


Budget Implications

Objective was accomplished within

of 41 Institutional


Implications Academic Integrity, Quality, Accountability, and Distinction

1. Students will demonstrate advanced knowledge and skills in the field of education

1b. Candidates will complete the MAED faculty-developed comprehensive examination during capstone course (EDUC517). Eighty percent of MAED (K-12) candidates beginning with cohort ME146 will achieve a passing score on the comprehensive evaluation as defined by the MAED faculty-developed scoring rubric by 01/01/2007. Cohort ME146 represents the initial cohort for which the comprehensive examination is required. Exam questions have been formulated and a rubric for scoring the exams has been developed. The first comprehensive evaluation will be administered during the initial period of the 2007-08 academic year.

The 2006-07 academic year marked the initiation of two new processes—electronic portfolios and comprehensive examinations. As neither of the outcomes has been measured during the current academic year, program improvement awaits initial results.



2. Students will be satisfied with program outcomes related to the design of instructor assignments and program rigor

Noel-Levitz Adult Student Priorities Survey will be administered to all MAED program participants in spring 2006 Ninety percent of students will respond at a satisfaction level of 6 or higher on Noel-Levitz item 57-- The instructors design assignments and projects that encourage interaction among all students in the cohort and item 66-- The rigor of my program is comparable to that of most other colleges.

Item 57--Though an increase of 2.4% was indicated over the 2006 results, the total satisfied to very satisfied was 86.2%. The data was still below the criterion of ninety percent. Item 66- Showed a decrease of 4.3% over the 2006 results. The total satisfied to very satisfied was 80.4%. This remains well below criterion of ninety percent. As the program has taken on more demanding course work, the scores remain low in rigor. In aggregating this data with end of course data there is some indication we have dissatisfaction with “busy work” being assigned and quality of instruction with our adjuncts which should have resulted in decreases for NL item 57, but it didn’t. There appears to be a disjoint between the two and this is perplexing in using the data meaningfully. If the assignments and classroom interaction (item 57) is improving, and the courses are more demanding, rigor (item 66) should follow the trend as well. Hopefully, the new training and monitoring process for adjuncts will be developed next year and will net increases in rigor, instruction, and assignment design. This should result in improved Noel-Levitz results over the next year.


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