7.1 Inventory of Educational Effectiveness Indicators Chico Required Data Exhibits 7.1 and 8.1...

7.1 Inventory of Educational Effectiveness Indicators

CATEGORY (1)

Have formal learning outcomes

been developed?

(2) Where are these learning outcomes

published? (Please specify)

(3) Other than GPA, what data/evidence is used to determine that graduates have achieved stated outcomes for the degree? (e.g.,

capstone course, portfolio review, licensure examination)

(4) Who interprets the evidence?

What is the process?

(5) How are the findings used?

(6) Date of last

program review for this degree

program

General Education Formal learning outcomes have been developed for core areas of GE: Oral Communications, Writing, Critical Thinking and Quantitative Reasoning. Institution is in the process of developing Area and sub‐Area specific goals.

Shared in public meetings and in reports posted on the GE website: http://www.csuchico.edu/vpaa/ued/GE_Assess_Report_finaldraft.pdf http://www.csuchico.edu/vpaa/ued/GE_CT_Program%20Assessment_v2.pdf

Periodic review of GE, program, last conducted in 05‐06 and 06‐07 examined student performance on Core SLOs using direct, embedded assessment. See also GEAC meta‐analysis: http://www.csuchico.edu/vpaa/ge/docs/GEAC_Report_Provost_Spr_2008.pdf

Task Force of faculty involved in assessment and General Education Advisory Committee (GEAC), see: http://www.csuchico.edu/vpaa/ge/docs/GEAC_Report_Provost_Spr_2008.pdf

Findings have been used to encourage changes in pedagogy at the course level. Findings have also been used to modify course assessment process, to focus on direct assessment of student learning and the definition of SLOs beyond the Core. An outcome of all the assessments mentioned here is the creation of the GE Design Team. See: http://www.csuchico.edu/vpaa/ge/docs/GEDesignTeamCharge.pdf

See documents referred to in column 2 and 3. Never formally reviewed using the Academic Program Review process outlined elsewhere in this document.

Agriculture (BS) Yes Agriculture Program Portfolio; College of Agriculture website

SLO’s are assessed using embedded questions, pre and post surveys, and standardized rubrics. Additionally, senior exit surveys and alumni feedback is in the process of development.

Dave Daley as the College representative to AAC, works with the Dean, faculty and staff to interpret the data. The faculty of each discipline group (Animal Science, Plant Science, Ag Science and Education) meet to interpret the results.

Data is widely distributed within the College, and discussed at faculty meetings and the College level retreat. Data are used by faculty to assess curricular content and improvements/modifications are suggested.

2008

Agriculture Business (BS)

Yes Agriculture Business Program Portfolio; College of Agriculture website

SLO’s are developed in this program and embedded questions and surveys are used to assess whether graduates have achieved stated outcomes.

Dave Daley in conjunction with the faculty in ABUS. Because of recent faculty resignations and ongoing faculty searches, this program needs to be revisited in Fall, 2009.

The collected data has been minimal and has not yet been used for program improvement. The ABUS faculty have been encouraged to evaluate the results and make modifications to the program as necessary.

2008

CSU, Chico Required Data Exhibits 7.1 and 8.1 Appendix I - 1

http://www.csuchico.edu/vpaa/ued/GE_Assess_Report_finaldraft.pdf




http://www.csuchico.edu/vpaa/ued/GE_CT_Program%20Assessment_v2.pdf




http://www.csuchico.edu/vpaa/ge/docs/GEAC_Report_Provost_Spr_2008.pdf




http://www.csuchico.edu/vpaa/ge/docs/GEDesignTeamCharge.pdf

http://www.csuchico.edu/vpaa/ge/docs/GEDesignTeamCharge.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/agr/ag/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/agr/ag/outcomes.shtml

http://www.csuchicoag.org/assessment/Master%20matirx%20-%20AGRI.pdf


http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/agr/agbus/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/agr/agbus/outcomes.shtml




CATEGORY (1) Have formal learning outcomes

been developed?








(6) Date of last


program

Anthropology (BA) Yes Anthropology Program Portfolio

SLO 4 assessed AY 2007‐2008 Final research paper in methods class;

rubric used

Eric Bartelink (Assessment Facilitator) and Bill Loker (Dean of Undergraduate Studies); Evaluated data using established rubric; Data reported at dept meeting

Update rubric Include other courses to assess bio

and cultural diversity

Last 5‐year review completed 2007

Anthropology (MA) Yes Anthropology Program Portfolio

To date: Graduate Exit Survey Other measures are in the process of development.

Graduate Faculty As measures of program success when considering programmatic change

2007‐2008

Applied Computer Graphics (BS)

Yes Applied Computer Graphics Program Portfolio

Embedded assessment of program learning outcomes. Senior Surveys.

Faculty and Program Improvement Coordinator Findings are used to generate updates to curriculum and assessment tools.

First program review (2008‐09)

Art (BA) Yes Art Program Portfolio

Capstone course /NASAD accreditation standards

Faculty review the data and develop plans to implement changes.

The findings are discussed in faculty meetings . Once a clear plan of action is developed, the faculty work to integrate the changes.

2005

Art (BFA) yes Art Program Portfolio

Capstone course/NASAD accreditation standards

Faculty committee and accrediting team To improve program and meet standards for accreditation.

2005

Art (MA) yes Art Program Portfolio

Capstone/NASAD Faculty committee and accrediting team To improve program and meet standards for accreditation.

2005

Art (MFA) Yes Art Program Portfolio

Program assessment measures are currently under development. Formal assessment to begin spring 2009.

2004‐2005

Asian Studies (BA) No No Recently reinstated from Suspension

Biochemistry (BS) No

Biological Sciences (BS)

Yes Biological Sciences Program Portfolio

Course embedded open‐ended questions are used to assess individual SLOs.

Course instructors and the department’s assessment facilitator evaluate student responses. The assessment facilitator compiles data.

Results are distributed to instructors involved, the Chair of the Curriculum Committee, and the Department Chair, culminating in a report to the department at a regular department meeting. Past results have been used to initiate program changes.

2005‐06

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/anth/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/anth/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/grad/anthma/SLOs.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/grad/anthma/SLOs.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/comgrph/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/art/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/art/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/artBFA/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/artBFA/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/biol/outcomes.shtml




been developed?








(6) Date of last


program

Biological Sciences (MS)

Yes Biological Sciences Program Portfolio

Biology subject matter GRE score, taken at the end of the first year. Assessment rubrics have been developed for future use in assessment of: Biology 600, the Thesis, and the Graduate Preliminary Exam. A Student Exit Survey and Stakeholder Survey have also bee developed.


2007‐2008

Botany (MS) Yes Botany Program Portfolio

Biology subject matter GRE score, taken at the end of the first year. Assessment rubrics have been developed for future use in assessment of: Biology 600, the Thesis, and the Graduate Preliminary Exam. A Student Exit Survey and Stakeholder Survey have also bee developed.


2007‐2008

Business Administration (BS)

Yes Business Administration Program Portfolio. COB Assurance of Learning Vista site. Circulated widely to faculty. Learning goals stated on syllabi of core classes.

Specific learning goals and outcomes are assessed on a regular basis. We have assessed writing, oral presentations, teamwork, information technology, and critical thinking. The COB is currently working on assessing ethics and cross functional business knowledge. The COB uses direct assessment methods which are typically course embedded. Assessment often takes place in the senior capstone course. The COB also uses indirect methods including focus groups with students at various class standings, senior exit surveys, and surveys and focus groups of external stakeholders.

Assessment data is collected by a faculty committee. The committee develops a report that includes details of the process, results, and initial reactions to the data. The report is forwarded to the Undergraduate Curriculum Committee which decides if any actions are warranted. The report and any pedagogical or curriculum changes are forwarded to the administrative group (Dean and chairs) and faculty at large for additional review. Final decisions and actions are carried out by the UCC, with consultation of involved faculty.

Findings have had broad influence on curriculum, pedagogy, and advising patterns. For example, the use of a writing rubric increased from 50% preassessment to 90% one year after the assessment. The use of an oral presentation rubric increased from 67% preassessment to 94% postassessment. Numerous actions taken to improve writing appear to have had some positive effects (The percentage of papers rated as Superior increased from 2005 to 2007.). Due to the IT assessment the COB implemented a gateway IT test. Students not passing take an online remediation in order to improve their IT knowledge and skills. The assessment effort has also lead to more consistency across sections and the adoption of a common syllabus for all core courses.

11/2007

Business Administration

Yes Business Administration

Specific learning goals and outcomes are assessed on a regular basis. We have assessed

Assessment data is collected by a faculty committee. The committee develops a report

Writing assessment convinced faculty that the Business Communications

11/2007



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bus/busad/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bus/grad/badmmb/outcomes.shtml




been developed?








(6) Date of last


program

(MBA) Program Portfolio. COB Assurance of Learning Vista site. Circulated widely to faculty. Learning goals stated on syllabi of core classes.

writing, oral presentations, teamwork, and critical thinking. The COB is currently working on assessing ethics and cross functional business knowledge. The COB uses direct assessment methods which are typically course embedded. Assessment often takes place in the capstone course. The COB also uses indirect methods including focus groups with students at various class standings, and exit surveys.

that includes details of the process, results, and initial reactions to the data. The report is forwarded to the Graduate Programs Committee which decides if any actions are warranted (this group includes all faculty teaching in the graduate program).

course (BADM 638) should become a required course. Business Communications course refocused on writing. Broad adoption of rubrics and writing handbook (English Simplified). Ongoing conversations regarding teamwork and ethics.

Business Information Systems (BS)

Yes Business Information Systems Program Portfolio. COB Assurance of Learning Vista site. Circulated widely to faculty. Learning goals stated on syllabi of core classes.

Specific learning goals and outcomes are assessed on a regular basis. We have assessed writing, oral presentations, teamwork, information technology, and critical thinking. The COB is currently working on assessing ethics and cross functional business knowledge. The COB uses direct assessment methods which are typically course embedded. Assessment often takes place in the senior capstone course. The COB also uses indirect methods including focus groups with students at various class standings, senior exit surveys, and surveys and focus groups of external stakeholders.

Assessment data is collected by a faculty committee. The committee develops a report that includes details of the process, results, and initial reactions to the data. The report is forwarded to the Undergraduate Curriculum Committee which decides if any actions are warranted. The report and any pedagogical or curriculum changes are forwarded to the administrative group (Dean and chairs) and faculty at large for additional review. Final decisions and actions are carried out by the UCC, with consultation of involved faculty.

Findings have had broad influence on curriculum, pedagogy, and advising patterns. For example, the use of a writing rubric increased from 50% preassessment to 90% one year after the assessment. The use of an oral presentation rubric increased from 67% preassessment to 94% postassessment. Numerous actions taken to improve writing appear to have had some positive effects (The percentage of papers rated as Superior increased from 2005 to 2007.). Due to the IT assessment the COB implemented a gateway IT test. Students not passing take an online remediation in order to improve their IT knowledge and skills. The assessment effort has also lead to more consistency across sections and the adoption of a common syllabus for all core courses.

11/2007

Chemistry (BS) Yes Chemistry Program Portfolio website

Seniors evaluate their confidence on SLOs in an exit interview survey; course embedded open‐ended questions are used to assess individual SLOs; some SLOs are evaluated in a capstone course.

The department assessment facilitator, who is also the department chair, gathers and interprets the data, in collaboration with other department members.

Results are shared and discussed at a regular department meeting. Possible revisions to program objectives and SLOs are being discussed.

ACS accreditation review in April 2006

Child Development Yes Child Development SLOs I, IV, V, VI assessed AY 2007‐2008 Melissa Groves (AF); AF and Program chair Develop ‘professional training Summer 2008 &


http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bus/busin/outcomes.shtml




http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/chem/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/chem/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/chld/outcomes.shtml



been developed?








(6) Date of last


program

(BA) Program Portfolio Student papers Course cluster scores Cumulative portfolio Senior exit survey Letter to incoming students

reviewed data; Content analyses of course materials and

review of syllabi. Data shared at dept meeting

attitude’ in CHLD 382 Language added to syllabi in 353

and 492 to make the technology learning clearer.

Web page skills will be introduced in CHLD 382 rather than waiting until CHLD 492.

CHLD 382 and 492 web assignment grades will be used as individual indicators that will be collected to track students learning.

Fall 2008 assessment reports reviewed; Last 5‐year review completed 2005

Civil Engineering (BS)

Yes

Civil Engineering Program Portfolio, Department Website, and the CE Program Improvement Plan (PIP).

All assessment measures utilized by the CE program are described in the Program Improvement Plan (PIP). These measures include direct assessment of learning outcomes using metrics “embedded” in selected courses (three of which are capstone courses) and student performance on the California Fundamentals of Engineering examination (the first step towards professional licensure). Indirect assessment measures include senior exit surveys, alumni surveys, employer surveys, and feedback from ABET and the CE Professional Advisory Board.

Each Fall semester, the CE faculty reviews and interprets all assessment findings from the previous academic year. Each Spring semester all aspects of the previous year’s assessment cycle are also reviewed and evaluated by the CE Professional Advisory Board.

Each fall semester, the findings are used by the CE faculty to establish priorities and strategies for program improvements, as summarized in the annual CE Program Improvement Report (PIR).

ABET accreditation evaluation Fall 2003

Communication Design (BA)

Yes Communication Design Program Portfolio; CME report; CDES website.

Senior Graduates Survey, portfolio review, multimedia projects, writing projects, course embedded assessments.

CDES faculty, curriculum committee Data from findings are assessed for the purpose of measuring consistency of student outcomes with curriculum sequencing and opportunities for multi‐manifestations of student achievement.

2005

Communication Sciences & Disorders (BA)

Yes Communication Sciences & Disorders Program Portfolio

Senior Outcomes Exam CMSD faculty analyze exam results annually Data from the exam provide faculty with information that facilitates revision of course curriculum and/or pedagogy.

N/A

Communication Sciences & Disorders (MA)

Yes Communication Sciences & Disorders Program

Portfolio Review, Praxis National Exam Portfolio Review: The faculty conduct “portfolio interviews” with each graduate student annually. Praxis: The faculty annually reviews

These data provide a framework to allow for continuing revision of programmatic issues for both

2007

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/chld/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/ceng/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/ceng/outcomes.shtml

http://www.ecst.csuchico.edu/__depts/ce/documents/CE_SLOs.pdf

http://www.ecst.csuchico.edu/__depts/ce/documents/CE_SLOs.pdf

http://www.ecst.csuchico.edu/__depts/ce/documents/CE_PIPlan.pdf




http://www.ecst.csuchico.edu/__depts/ce/documents/CE_PIReport.pdf

http://www.ecst.csuchico.edu/__depts/ce/documents/CE_PIReport.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/cdes/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/grad/cmsdma/outcomes.shtml





been developed?








(6) Date of last


program

Portfolio the Institutional Summary from ETS. academic and clinical teaching.

Communication Studies (BA)

Yes Communication Studies Program Portfolio

Course‐embedded assessments, exit surveys, alumni surveys

CMST Faculty analyze data as needed Data are used to improve upon curriculum objectives, assignments and coordination of instruction across courses.

2005

Communication Studies (MA)

Yes Communication Studies Program Portfolio

Assessment of comprehensive exams, theses and projects.

CMST Faculty analyze data as needed Data are used to improve upon curriculum objectives, assignments and coordination of instruction across courses.

2005

Computer Engineering (BS)

Yes Computer Engineering Program Portfolio

Specific rubrics associated with each outcome are applied in selected courses to verify each student’s achievement of the outcome.

Senior exit surveys are used to measure student perceptions of their ability for each outcome

Employer surveys are used to evaluate graduates’ ability to meet each outcome in a professional setting

Annual reports summarizing results are reviewed in detail during regular faculty meetings.

To identify areas of concern and produce corrective actions, which may be changes to curriculum, policies or process.


Computer Information Systems (BS)

Yes Computer Information Systems Program Portfolio; Department website; Program Improvement Plan

Embedded assessment data Graduating Senior Survey Student team placements in ACM Pacific Northwest Regionals Programming Contest Alumni Survey

Assessment Coordinator gathers data from faculty. Assessment Coordinator compiles results and presents results to Assessment Committee (department Chair is ex‐officio) and then to the whole faculty. Faculty input is incorporated to the report.

Findings are used to: (meta)assess metrics and rubrics

used for gathering embedded assessment data

evaluate core course x program outcomes alignment matrix

evaluate any adjustments that need to be made to the content of our core courses

evaluate any adjustments that need to be made to our curriculum

Requesting ABET accreditation evaluation Fall 2009

Computer Science (BS)

Yes Computer Science Program Portfolio; Department website; Program Improvement Plan

Embedded assessment data Graduating Senior Survey ETS Major Field Test (MFT) in Computer Science Student team placements in ACM Pacific Northwest Regionals Programming Contest

Assessment Coordinator gathers data from faculty. Assessment Coordinator compiles results and presents results to Assessment Committee (department Chair is ex‐officio) and then to the whole faculty.

Findings are used to: (meta)assess metrics and rubrics

used for gathering embedded assessment data

evaluate core course x program outcomes alignment matrix



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/comstu/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/comeng/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/cominfo/outcomes.shtml




http://www.ecst.csuchico.edu/csci/Assessment_Tools.html


http://www.ecst.csuchico.edu/csci/assessment/docs/CINS%20Program%20Improvement%20Plan.pdf

http://www.ecst.csuchico.edu/csci/assessment/docs/CINS%20Program%20Improvement%20Plan.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/csci/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/csci/outcomes.shtml



http://www.ecst.csuchico.edu/csci/assessment/docs/CSCI%20Program%20Improvement%20Plan.pdf

http://www.ecst.csuchico.edu/csci/assessment/docs/CSCI%20Program%20Improvement%20Plan.pdf



been developed?








(6) Date of last


program

Alumni Survey Faculty input is incorporated to the report. evaluate any adjustments that need to be made to the content of our core courses

evaluate any adjustments that need to be made to our curriculum

Computer Science (MS)

Yes Computer Science Program Portfolio; Department website; Program Improvement Plan

N/A N/A N/A Program review to take place 2009‐10

Concrete Industry Management (BS)

Yes Concrete Industry Management Program Portfolio

N/A N/A N/A New pilot program

Construction Management (BS)

Yes Construction Management Program Portfolio

Senior Exit Surveys Employer Surveys, feedback. Course embedded assessment.

Informal faculty review. ACCE accreditation evaluation Fall 2006

Criminal Justice (BA)

Yes Criminal Justice Program Portfolio

All SLOs were assessed AY 2007‐2008 student writing samples student presentations self‐assessment senior exit exam

Lori Beth Way, FA and Coordinator of the Criminal Justice Program; Program instructors included in assessment

discussions.

Include more student presentations across curriculum

Revise exit exam Possible curriculum changes to

include more diversity

Summer 2008 & Fall 2008 assessment reports reviewed; Last 5‐year review completed 2007

Economics (BA) Yes Economics Program Portfolio

SLOs 4 and 5 assessed AY 2007‐2008 papers and/or presentations of students in

the required senior course Economics 495

Frederica Shockley (FA) and Jim O’Toole (Dept Chair); Virtually all graduating seniors are

evaluated; Members of the Assessment Committee

either read the papers or attend the presentations;

Used rubrics; data shared and discussed in dept meeting

Recommendations will be presented to the department as a whole before the end of Fall 2008

Assessment committee will review the SLOs with an eye to revision based on the information gathered so far.

The committee will consider bench marks for student achievement for specific SLOs.


http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/grad/cscims/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/grad/cscims/outcomes.shtml



http://www.ecst.csuchico.edu/csci/assessment/docs/MS%20Program%20Improvement%20Plan.pdf

http://www.ecst.csuchico.edu/csci/assessment/docs/MS%20Program%20Improvement%20Plan.pdf

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/crim/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/crim/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/econ/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/econ/outcomes.shtml



been developed?








(6) Date of last


program

Education (MA) Yes Education Program Portfolio; Accreditation documents Biennial Program Report to School of Education

Course‐embedded assessments Thesis, project or comprehensive exam

Course faculty and master’s committees evaluate assessments. Aggregated data is analyzed by the Graduate Programs Committee.

Data will be used to inform curricular changes and to provide evidence of effectiveness for accreditation purposes

2007

Electrical & Computer Engineering (MS)

Yes Electrical & Computer Engineering Program Portfolio





Electrical & Electronic Engineering (BS)

Yes Electrical & Electronic Engineering Program Portfolio


Senior exit surveys are used to measure student perceptions of their ability for each outcome





English (BA) Yes English Program Portfolio

Student work (exams, assignments, papers, presentations) from all required courses in the major (including the WP courses) Results from satisfaction surveys (which collect information on program performance and advising from graduating seniors) Post‐Grad placements in grad school, credential programs, and/or employment

Faculty Assessment Committee reviews the assessment data and develop plan for improvements.

To improve the program and modify if change is warrented

2005

English (MA) Yes English Program Portfolio

Assessment plan in place. Formal assessment to begin spring 2009

2006‐2007

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/grad/elcems/outcomes.shtml




http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/eleng/outcomes.shtml




http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/engl/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/engl/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/grad/englma/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/grad/englma/outcomes.shtml



been developed?








(6) Date of last


program

Environmental Science (BS)

Yes Environmental Science Program Portfolio

A paper, PowerPoint presentation, and poster were evaluated in the capstone course, GEOS 575.

The GEOS 575 instructor evaluated student work; posters were presented to the public at the College of Natural Sciences Annual Poster Session.

Assessment results were shared with the department’s assessment coordinator, the chair and the faculty. Results will also be shared at the next department advisory board meeting. Past results have been used to initiate program changes.

2004‐05

Environmental Science (MS)

Yes Environmental Science Program Portfolio


2007‐2008

Exercise Physiology (BS)

Yes Exercise Physiology Program Portfolio

Standardized biomechanics exam, writing evaluation, and exit interviews.

Assessment coordinator, program coordinator, & curriculum committee

Curricular revision of BS into two tracks and hired writing tutor

2006

French (BA) Yes French Program Portfolio

Culminating assignments Faculty meet and discuss Review of assessment data leads to implementation of change.

2006

Geography (BA) Yes Geography Program Portfolio

SLO 6.2 assessed AY 2007‐2008: Students can make clear and informative public presentations in the discipline of geography. Direct assessment strategy was used to

measure oral presentation skills.

Guy King, FA and Professor of Geography and Planning; GEOP faculty evaluated student oral

presentations in the class GEOG 426; Assessment Rubric, developed by the GEOP

faculty, measured several areas of the oral student

reports The assessment evaluation was performed

by Professors King and Hankins. Data shared/discussed at dept meeting

Possible revisions discussed included Increasing oral presentation

assignments in geography and planning classes,

Increasing the number of faculty evaluators for oral presentations, and

Standardizing oral presentation and written assignment methodology across the entire upper‐division GEOP curriculum.


Geography (MA) Yes Geography Program Portfolio

Assessment plan and writing rubric in place. Assessment activities underway as of fall 2008.

2005‐2006

Geology (BS) Yes Geology Program Portfolio

Embedded assessment of student work in two capstone field work courses, GEOS 471 and 572.

All student field reports associated with program goal 1 were archived in electronic format. Course instructors evaluated student work and analyzed results.

Assessment results were shared with geology faculty and will be shared with the department advisory board. Instructors in courses that focus on

2004‐05

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/envsc/outcomes.shtml






http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/exphys/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/exphys/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/frch/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/frch/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/geog/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/geog/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/geol/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/geol/outcomes.shtml



been developed?








(6) Date of last


program

sedimentary rocks are working to strengthen connections between the courses. The field area for GEOS 572 will change to a site that is more accessible with better exposure of distinct geological surfaces.

Geosciences (BS) Yes Geosciences Program Portfolio

Embedded assessment of exam items in GEOS 341 (teaching practicum)

The instructor scored student work and collected survey data. Exams, scoring rubrics, and surveys used for the assessment are being archived (partially on paper, partially electronically) in the department office.

Assessment results were shared with geosciences faculty and will be shared with the department advisory board. Past results have been used to initiate program changes, including use of learning‐centered methods in the entry‐level course, requiring the teaching practicum in both options, and creating a new required teaching internship. Goals and SLO's are being revised in response to a CCTC request.

2004‐05

Geosciences (MS) Yes Geosciences Program Portfolio


2007‐2008

German (BA) Yes German Program Portfolio

Culminating assignments Faculty meet and discuss Review of assessment data leads to implementation of change.

2005

Health Science (BS) Yes Health Science Program Portfolio

Two SLOs in the Option in Health Education assessed AY 2007‐2008 Each SLO was assessed based on separate

and randomly selected student projects

Lyndall Ellingson, FA and Professor HCSV; SLOs were assessed by reviewing student

work from designated courses; Reviewed by a separate faculty assessment

committee. SLOs were developed from the national

accrediting body for health education; Benchmarks and criteria were established

by the assessment committee; Student work randomly selected,

independently reviewed by the committee,

data have resulted in a more concerted effort on the part of the faculty to improve the

teaching of quality of health data acquisition and recognition

discussions among faculty of in‐class activities and library‐based collaborative projects using library staff as ancillary teachers

fine‐tuning SLOs and rubric


http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/geos/outcomes.shtml




http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/hfa/germ/outcomes.shtml

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program

followed by discussion to establish inter‐rater reliability

Data shared with faculty

History (BA) Yes History Program Portfolio

Capstone Course/ exit survey, faculty consultation

Faculty meet and discuss Discussion of outcomes lead to developing strategies to improve student learning and program goals

2005

History (MA) Yes History Program Portfolio

Capstone/exit survey Faculty meet and discuss Faculty implement changes as needed 2007‐2008

Humanities (BA) Yes Humanities Program Portfolio

Embedded assessment; review of exams and assignments

Faculty meet to discuss outcomes Faculty meets to discuss results to decide what arrangements are needed.

2005

Interdisciplinary Studies (MA/MS)

Yes Interdisciplinary Studies Program Portfolio


2007‐2008

International Relations (BA)

Yes International Relations Program Portfolio

Journalism (BA) Yes Journalism Program Portfolio; Handouts to Faculty; Accreditation Documents

Portfolio reviews; internship evaluations, exit exam, alumni survey

Faculty receive data from assessment coordinator and meet to form recommendations for improvement

Curriculum revised; modules added to courses; materials embedded in courses

2003 (fall 2009 next program review)

Kinesiology (BA) Yes Kinesiology Program Portfolio

PETE portfolios, standardized biomechanics exam, writing evaluation, and exit interviews.

Assessment coordinator, program coordinator, & curriculum committee

Curriculum revision in core, PETE, outdoor education, movement studies option, and hired writing tutor

2005

Kinesiology (MA) Yes Kinesiology Program Portfolio

Additional scoring of comp. exams Assessment coordinator, graduate coordinator, & graduate committee

Hired writing tutor 2005

Latin American Studies (BA)

Yes Latin American Studies Program Portfolio

Evaluation of student writing (both for content and for writing mechanics) in the major’s capstone course, using a common rubric. Use of graduate exit survey.

LAST faculty More emphasis in LAST courses on writing. Effort to widen the breadth of LAST curricular options through new hiring.

2006

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program

Liberal Studies (BA) Yes Liberal Studies Program Portfolio

California Subject Exam for Teachers (CSET): Multiple Subject Examination, student papers from ENGL 333

Program coordinator, English Department faculty.

Curricular revisions in Humanities and Fine & Performing Arts; examination of effective practices and assignments in English.

2007

Linguistics (BA) Yes Linguistics Program Portfolio

Student Work including exams, assignments, projects, and presentations.

Survey results from current students and alums

Post Grad. Success with grad school acceptance, credential program, and jobs.

Outcomes are presented to faculty for understanding and discussion. Information is used to revise and develop more effective course work as needed.

Review of materials and assessment to determine what modifications are needed.

2005

Manufacturing Technology (BS)

Yes Manufacturing Technology Program Portfolio

Society of Manufacturing Engineers Certified Manufacturing Technologists Exam

Faculty review exam results informally NAIT accreditation evaluation Spring 2008

Mathematics (BS) Yes Mathematics Program Portfolio

Common final exams in MATH 120 and 121; embedded items on exams in key courses; evaluation of writing assignments in certain courses; evaluation of programming assignments; senior exit interviews provide student perceptions of program effectiveness.

Common finals are scored by course instructors; course instructors work with the assessment facilitator and the department chair to collect and analyze data from embedded course work.

Results and analyses are shared with course instructors who collected data, the Curriculum Committee, and the Department Chair, culminating in a report to the department at a regular department meeting. Past results have been used to initiate program changes, such as making MATH 342 a required course in the mathematics education option.

2002‐03

Mathematics Education (MA/MS)

Yes Mathematics Education Program Portfolio


2007‐2008

Mechantronic Engineering (BS)

Yes Mechantronic Engineering Program Portfolio

Specific assignments in selected required courses designed to assess competency in specific learning outcomes

The Program Improvement Coordinator writes an Annual Program Improvement Report which is discussed by the faculty

Each year program weaknesses are identified and actions are taken to make improvements


http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/lbst/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/cme/lbst/outcomes.shtml

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program

Mechanical Engineering (BS)

Yes Mechanical Engineering Program Portfolio

Specific assignments in selected required courses designed to assess competency in specific learning outcomes

The Program Improvement Coordinator writes an Annual Program Improvement Report which is discussed by the faculty

Each year program weaknesses are identified and actions are taken to make improvements


Microbiology (BS) Yes Microbiology Program Portfolio

Course embedded open‐ended questions are used to assess individual SLOs.

Course instructors and the department’s assessment facilitator evaluate student responses. The assessment facilitator compiles data.

Results are distributed to instructors involved, the Chair of the Curriculum Committee, and the Department Chair, culminating in a report to the department at a regular department meeting. Past results have been used to initiate program changes.

2005‐06

Modern Jewish Studies (BA)

Yes Modern Jewish Studies Program Portfolio

This program has just moved to the college and assessment plans are being developed.

Faculty discussion and changes/modifications as needed.

2003

Multicultural & Gender Studies (BA)

Yes Multicultural & Gender Studies Program Portfolio

Evaluation of student internship legacy papers MCGS faculty Programmatic effort to better integrate newly‐developed program learning goals into program curriculum.

2008

Music (BA) Yes Music Program Portfolio

NASM, Auditions, Juried performance, ensemble performance, class assignments

Faculty discussion and suggestions for improvement

Faculty discussion and changes/modifications as needed

2006

Music (MA) No NASM accrediting standards Faculty discussion To improve program and meet standards

Musical Industry & Technology (BA)

Yes Musical Industry & Technology Program Portfolio

NASM, Exams, oral, written and performance senior projects and internships job placement and school placement

Faculty Review of outcomes materials and discussions of ways to use data for improvement of the program

Faculty discussion with changes as needed and meet standards

2006

Musical Theatre (BA)

Yes Musical Theatre Program Portfolio

Evaluation of cumulative writing assignments Program is attempting to get accreditation from NAST

Faculty use rubric to evaluate Faculty make decisions about needed changes

2007

Nursing (BS) Yes Nursing Program Portfolio

Assessment Technologies Institute (ATI) testing; student & preceptor evaluation of student performance in a clinical practicum.

ATI is a nationally normed exam, with proficiency levels that predict student success in passing nursing licensure exams; students

Results are shared with the curriculum committee, nursing faculty, and the leadership of the clinical facilities.

10‐year CCNE accreditation, October 2008

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/ecc/mech/outcomes.shtml



http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/micbio/outcomes.shtml

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program

and preceptors in the clinical practicum completed an evaluation form.

Nursing (MS) Yes Nursing Program Portfolio

Assessment plan in place. Assessment activities underway as of fall 2008.

2007‐2008

Nutrition & Food Sciences (BS)

Yes Nutrition & Food Sciences Program Portfolio

Group oral presentations were taped and evaluated by two faculty (other than the instructor); on‐going evaluation of ADA competencies, with at least two courses and assignments identified for each of 39 outcome measures; exit and alumni surveys were administered.

Department faculty interpret assessment outcomes; results are presented to ADA.

Results are shared with department faculty and the department’s advisory committee; a new online module on public speaking is being created to address areas identified as needing improvement in the oral communication assessment project. Students will complete the module before they prepare their oral presentations.

ADA continued accredited for five years in February 2007.

Nutrition & Food Sciences (MS)

Yes Nutrition & Food Sciences Program Portfolio

Assessment plan in place. Assessment of oral and written skills underway as of fall 2007.

2004‐2005

Philosophy (BA) Yes Philosophy Program Portfolio

Indirect assessment and Phil major Questionnaire in capstone course

Faculty discussion. of material obtained from capstone course.

Department discussion as to change or further assessment

2006

Physics (BS) Yes Physics Program Portfolio

The Conceptual Survey of Electricity and Magnetism (CSEM) was administered to both lower and upper division majors. The instructor of the upper‐division course also provided an evaluation of each student’s performance.

The CSEM is a nationally normed exam. The department assessment committee evaluates outcomes.

Based on a majority of assessed majors showing significant progress in mastering the SLO, no curricular or programmatic revision is planned at this time.

2004‐05

Political Science (BA)

Yes Political Science Program Portfolio

SLOs 6 and 7 assessed AY 2007‐2008 Embedded assessment in both

introductory and capstone courses Four assignments from each course

assessed Scoring rubric used in three of the 4 paper

assignments

Lori Weber FA and Professor Political Science Instructor for two sections evaluated

student performance using developed rubric Instructor for another section evaluated

second SLO using developed rubric Data discussed at dept meeting

All students exceeded minimum expectations in both SLOs

No changes were deemed necessary

SLOs will continue to be monitored Capstone course will be used to

assess other SLOs

Summer 2008 assessment reports reviewed; Last 5‐year review completed 2004

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/nsc/grad/nursms/outcomes.shtml

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program

Political Science (MA)

Yes Political Science Program Portfolio

Assessment plan and rubrics in place. Assessment of two SLOs as of fall 2007.

Department MA committee Slight change in course content based on assessment results. No revision to SLOs deemed necessary.

2006‐2007

Psychology (BA) Yes Psychology Program Portfolio

Six SLOs assessed AY 2007‐2008 20‐item pre‐ and post‐tests Student critique of lay and professional

articles Student design and running of 3 simple

experiments Student poster presentations Student self‐reflections Senior Seminar APA papers

Dr. Kay Cushing; FA and Professor Psychology All core and breadth courses assessed with

pre‐ post test Beginning and advanced courses selected to

evaluate student self‐reflections by assessment committee

Graduate students using rubric evaluated student posters

Senior APA papers evaluated by instructors using rubric

Statistics instructors evaluated student design of experiments using rubric

Data discussed at dept retreat

Pre‐ Post‐tests modified and implemented Fall 2008

Standardized administration procedure

Standardized timing of assessment Refined Table of Specifications for

each assessed SLO No changes in lay/professional

article critique Discussed establishing validity

measures for target assessment tests


Psychology: MFT (MS)

Yes Psychology Program Portfolio; CA Board of Behavior Sciences;

MS Students counseling skill are observed and evaluated by faculty in three practicum courses (Individual Therapy; Group Therapy, and Family Therapy); Graduate Advisory committees evaluate student culminating experience (Thesis, or Analytical Review and written exam); California MFT Licensure Examination (Standard Written Examination, and Written Clinical Vignette Examination)

MFT Psychology Committee; MFT Psychology Program Coordinator; Faculty

To assess completion of student competencies; To guide program changes and improvements

2008

Psychology: Psychological Science (MA)

Yes Psychological Science Program Portfolio

Master's Thesis; other SLO measures in process of being created

Thesis chair and committee members; Graduate Committee determines curriculum

Program changes based on Graduate Committee review of mission statement and curriculum

Program as such has not been independently reviewed; program is less than 5 years old

Psychology: Pupil Yes Pupil Personnel Portfolio Review; School Psychology Committee; To measure completion of student 12/2007(NASP):

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/grad/polsma/outcomes.shtml

http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/grad/polsma/outcomes.shtml

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http://www.csuchico.edu/vpaa/vpprae/evaluation/apr/portfolios/bss/psych/outcomes.shtml

http://www.bbs.ca.gov/pdf/publications/lawsregs.pdf



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Personnel Services (MA)

Services Program Portfolio; School Psychology Handbook; National Association of School Psychologists (NASP) program approval document

Weekly Fieldwork Logs and Activity Reports: Field‐Site Evaluations; Comprehensive Exam/Thesis; National School Psychology Exam

School Psychology Program Coordinators; Faculty; Field‐Site Supervisors; PRAXIS (National Exam)

competencies; To guide program changes and improvements

5/2008 (CCTC; NCATE)

Public Administration (BA)

Yes Public Administration Program Portfolio

SLO 4 (Students can write and speak with sufficient clarity to convey their attitudes) assessed AY 2007‐2008 Written portfolio in POLS 462 Quality of discussion in POLS 462

Sharon Barrios, FA and Professor Political Science POLS 462 professor assigned semester long

project called the Reading Assessment Portfolio. Students prepared a 2‐3 page single‐spaced assessment on most of the assigned readings (approximately 17 separate assessments).

Students given tools to assist in preparing for discussion;

For both learning outcomes, scores assessed on four possible categories: Advanced, Proficient, Average, and Unacceptable

Data shared with dept faculty

Data indicated that student success is high in achieving the goals of writing and speaking with “sufficient clarity to convey their attitudes, knowledge, and skills”

Revisions not currently planned


Public Administration (MA)

Yes Public Administration Program Portfolio

Assessment plan in place. Assessment activities underway as of fall 2008.

Recreation Administration (BS)

Yes Recreation Administration Program Portfolio; NRPA‐COE Self‐Study; RECR 400 course syllabus

Capstone courses for all majors (RECR 400; RECR 589 or RECR 589M) – assignments that assess major learning outcomes achieved by all graduating seniors

Dept. Assessment Coordinator Data are collected utilizing grading rubrics for each outcome assessment activity. Grades on each outcome activity are analyzed in SPSS.

Findings are used to modify curriculum to address deficiencies identified through the assessment process.

2006

Recreation Administration (MA)

Yes Recreation Administration Program Portfolio;

Culminating experience – either a thesis or a project

Graduate committee members and graduate coordinator

Findings are used to modify curriculum to address deficiencies identified in theses and/or projects

N/A

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Graduate Program Assessment Plan for the MA in Recreation Administration

Religious Studies (BA)

Yes Religious Studies Program Portfolio

Embedded assessment; exams, papers and oral assignments in intro course(RELS 100 and 110) and capstone course (RELS 482)

RS Faculty meets once a semester to discuss data and evaluate. They plan potential changes based on data.

See #4 2004

Science Teaching (MA)

Yes Program assessment measures are currently under development. Formal assessment to begin spring 2009.

NA – new program

Social Science (BA) Yes Social Science Program Portfolio

SLO 1 (Written Communication) assessed AY 2007‐2008 Portfolio embedded assessment in SOSC

490

Eugenie Rovai, FA and SOSC Coordinator All papers submitted by the students in

SOSC 490 were evaluated using the same writing rubric.

Ms. Lee Walker was the instructor of the course and evaluated 8‐13 pieces of work from each of the 27 students and scored all 8 traits

Data discussed during department meetings

No longer allow students to select papers to be included in the portfolio

SOSC 490 instructor will select examples of writing assignments.

SOSC 110 instructors will dedicate more time to formatting and other professional conventions.

Faculty teaching the breadth classes will be more rigorous in assessing the format as well as the content

Faculty teaching the depth classes will be more rigorous in assessing the organization, structure and overall grammar.

Special attention will be devoted to these areas in writing up the assignments for the respective classes.


Social Science (MA) Yes Social Science Program Portfolio


2004‐2005

Social Work (BSW) Yes Social Work Portfolio

SLOs 1 – 9 assessed AY 2007‐2008 Exit Survey

James Patrick Mace, FA and Professor School of Social Work

SWRK 330 will add a 2 hr analysis laboratory to assist students in the analysis of their research projects

Summer 2008 & Fall 2008 assessment

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Focus Group Embedded Assignments Research Project Personal single‐subject design

Two questions asked in the 2008 BSW Senior Exit Survey; questions also asked in the Senior Exit Focus groups.

SWRK 330 – Social Work Research there are two assignments that are used to assess student learning

Qualitative analysis of SLO content in final research paper

Assessed student design of a personal change intervention into some aspect of their life

Data discussed at monthly dept meeting

Research curriculum committee will add instructions to require the papers to address diversity issues more fully

Senior Exit Focus Groups discussion will be confined to a narrow topic.

reports reviewed; Accreditation documents submitted 2008

Social Work (MSW) Yes Social Work Portfolio

Assessment plan in place. Assessment activities underway as of fall 2006. Assessment tools include: Self efficacy instrument; field evaluations; final product assessment; exit focus groups, exit survey; alumni surveys; employer surveys.

MSW assessment committee Curriculum changes; course content changes; assessment instrument adjustments.

2003‐2004

Sociology (BA) Yes Sociology Portfolio SLOs 3 and 10 assessed AY 2007‐2008 Multiple methods were employed to

conduct this ; assessment based on two essential sources of data: 1) Results of an exit survey administered

to all graduating seniors in the capstone and other senior‐level classes (students were instructed to not fill out more than one survey); and

2) A random sample of “country reports” from the capstone class (SOCI 441, Sociology of World Affairs), which is intended to be the culminating written assignment for the sociology program.

Survey of graduates Focus groups

Andy Dick (FA and Professor) & and Laurie Wermuth (Chair) Drs. Tony Waters and Andy Dick evaluated

the quantitative data provided by the exit surveys. In addition, they read and evaluated the randomly selected country reports.

Dr. Liahna Gordon conducted a survey of sociology graduates to learn how they fair once they leave Chico State and what they thought of their experience in our department.

Dr. Dan Pence conducted a number of focus groups with current.

Data discussed with faculty

Continue the coordination between the theory courses and the capstone course,

Lectures and guest speakers focusing on career planning added to capstone course

Provide mentoring to students in career planning by advertising specific career paths for Sociology Majors

Curriculum committee discussed a 1‐unit or 2‐course focused on preparation for careers and graduate school

Scheduled discussion about closing the loop during December department meeting


Spanish (BA) Yes Spanish Program Portfolio

Culminating assignments Faculty meet and discuss Review of assessment data leads to implementation of changes

2006

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Special Major (BA/BS)

Special Major Program Portfolio

Analysis or coursework taken, focusing on measures of academic rigor. Graduate exit survey.

Special Major committee members meet and discuss.

Consideration of the need to alter program requirements based on assessment results.

2007

Theatre Arts (BA) Yes Theatre Arts Program Portfolio

Evaluation of cumulative writing assignments Program is attempting get accreditation from NAST

Faculty use rubric to evaluate Faculty make decisions about needed changes

2007

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8.1 Inventory of concurrent Accreditation and Key Performance Indicators

(1)

Name of accredited or certificated program

(2) Professional, special, state1,

or programmatic accreditation agency for

this program

(3) Date of most

recent accreditation

action by agency

(4) Summary (“bullet points”) of key issues for continuing institutional attention identified in agency

action letter or report

(5) One performance

indicator accepted by the agency; selected by

program

(6) For one indicator, provide 3 years’ trend data.

Use link to cell for graph if desired

Art (BA) NASAD (National Association of Schools of Art and Design)

2005‐06 NASAD questions the use of the Title Bachelor of Arts for Interior Design, a professional program which usually connotes a liberal art degree.

Department reviews BA & BFA options in Interior Design work towards a BFA only option in Interior Design

2006‐07 Develop a general plan to drop BA and offer only the professional BFA option. 2007‐08 modify existing BFA program using NASAD guidelines, gain approval by University senate to drop BA. 2008‐09 offer several of the revised BFA courses, phase out BA courses in preparation for BFA only program for incoming freshman in 2009‐10

Art (BFA) NASAD (National Association of Schools of Art and Design)

2005‐06 NASAD requests a status report regarding the institution’s initiative to provide an Interior Design computer lab by the end of 2006‐07

Annual progress report 2006‐07 HFA Dean initiates project 2007‐08 HFA Dean secures funds, allocates space, construction and purchasing of equipment commences. 2008‐09 Lab completed Instruction starts

Art (MA) NASAD (National Association of Schools of Art and Design)

2005‐06 At the time of the review, the MA in Art History was not accepting students due to a recent retirement; however the program is in compliance with NASAD standards that apply to initial graduate degrees in art & design.

The program has been reopened with 5 students in the program.

2006‐07 3 students 2007‐08 5 students, 1 graduated 2008‐09 5 students

Art (MFA) NASAD (National Association of Schools of Art and Design)

2005‐06 The MFA was found to be consistent with NASAD standards that apply to “professional” degree programs in art & design. The degree supports the professional mission of the university, combining concentrated courses with broad general education offerings. At the time of the report no graduating class transcripts were available.

Since the report three years of graduating classes are on record.

2006‐07 7 in program, 4 graduated 2007‐08 14 students in program, 0 graduated 2008‐09 17 students in the program, project 3 graduating

Business Administration (BS) The Association to Advance Collegiate

1/08 Monitor faculty sufficiency ratios and academic

Faculty sufficiency ratios

(Data is aggregated across programs: BADM, BIS, and MBA.)



(1) Name of accredited or certificated

program



this program

(3) Date of most


action by agency



(5) One performance


program



Schools of Business (AACSB)

qualifications as this is one indicator of quality instruction.

Formalize a process for scanning other business schools.

More closely track quality of distance education programs.

Business Administration (MBA) The Association to Advance Collegiate Schools of Business (AACSB)

1/08 Monitor faculty sufficiency ratios and academic qualifications as this is one indicator of quality instruction.

Continue development of program offerings in Redding, CA.


Complete phase out of MS in Accountancy.

Faculty sufficiency ratios.

Business Information Systems (BS) The Association to Advance Collegiate Schools of Business (AACSB)

1/08 Monitor faculty sufficiency ratios and academic qualifications as this is one indicator of quality instruction.

Formalize a process for scanning other business schools.


Faculty sufficiency ratios.

Faculty Sufficiency (AACSB standard is 75% participating faculty): Fall 2003 – 74% Fall 2004 – 71% Fall 2005 – 63% Fall 2006 – 83% Spring 2007 – 81% Strategies were put in place to require professionally qualified faculty to participate in activities related to the college’s mission. Faculty Academically Qualified (AACSB standard is 50%): Spring 2005 – 60% Spring 2006 – 52% Fall 2006 – 61% Spring 2007 – 62% Fall 2007 – 61%

Chemistry (BS) American Chemical Society

4/14/2006 The major concern was regarding a faculty workload that exceeded the 15 contact hours. We clarified that this was one‐time emergency situation. Note: ACS is primarily concerned

There is no specific "performance" indicator requested. The ACS is more interested in "access" than in "performance". The % of majors receiving the ACS

Data on the number of students receiving ACS certificate:

AY Number majors

graduated

Number certified

Percent Certified



program



this program

(3) Date of most


action by agency



(5) One performance


program



with the number of core courses, hours in laboratory, availability of modern instrumentation, access to the chemical literature and faculty expertise, publications and workload. In order for a student to receive the ACS Certificate they have to have completed a certain number of courses/labs in a department that meets the requirements identified above. The new guidelines for the next round of 5‐year reports have not yet been received.

certificate serves as a performance indicator for our program.

2007‐08

12 7 58%

2006‐07

6 2 33%

2005‐06

13 2 15%

Obviously the total number of majors fluctuates, but the trend in certified graduates is increasing.

Civil Engineering (BS) Accreditation Board for Engineering and Technology (ABET)

2004 CSUC Institutional Concern: Since current projections hold promise for further reductions in state funding, there is concern about the ability of the college to remain funded at levels that will allow it to sustain appropriate equipment and facilities to support the engineering programs. CE Program Concern: Financial resources appear to be barely adequate to maintain the quality and continuity of the program. Current faculty depth and breadth are adequate, but maintained somewhat tenuously by creative use of retired, part-time, and adjunct faculty. Disciplinary expertise and coverage are potentially in jeopardy, pending the approval of and recruitment of additional tenure-track faculty positions.

Direct “embedded” assessment in CIVL 415 and CIVL 431 of Student Learning Outcome (c) an ability to design a system, component or process to meet desired needs.

Outcome (c) history graph.

Communication Design (BA) National Association of Schools of Art and Design (NASAD)

2007 Program failed to submit data report. Currently reviewing requirements and how and whether to keep accreditation current.

N/A N/A

Communication Sciences & Disorders (MA)

American Speech and Hearing Association (ASHA)

(California Commission on Teacher Credentialing

2007 2007

Praxis scores for the outgoing graduate students showed limited improvement.

Annual Institutional Summary of Praxis scores from ETS.

Data for this indicator is limited to the 2007‐2008 outgoing graduate students. Last year’s pass rate was 100%.

http://www.ecst.csuchico.edu/__depts/ce/album/Outcome_(c)_History.jpg



program


or rp ogrammatic accreditation agency for

this program

(3) Date of most


action by agency



(5) One performance


program



(CCTC) National Council for the

Accreditation of Teacher Education (NCATE)

2007

Computer Engineering (BS) Accreditation Board for Engineering and Technology (ABET)

2004 Need for Regular Student Advising

Enforcement of Prerequisites Additional Units for Senior

Project Courses Number of Faculty Inclusion of Discrete Math

Topics in Curriculum

ABET Outcome a) “An ability to apply knowledge of math, science, and engineering.

Specific rubrics evaluated in key courses each semester, based on student work: 2005‐06: 92.5% success 2006‐07: 92.6% success 2007‐08: 65 % success * *(with small sample size)

Computer Science (BS) Accreditation Board for Engineering and Technology (ABET)

2004 The Computer Science program at CSU Chico meets the Intent statements for all 7 Categories in the Criteria. However, there is a weakness: The Faculty Early Retirement Program reduces the number of full‐time faculty with primary commitments to the program. The department needs to continue to demonstrate its ability to ensure that there is enough full‐time faculty with primary commitment to the program to maintain its continuity and stability.

ABET Outcome j) “An ability to apply mathematical foundation, algorithmic principles, and computer science theory…”

With reference to Annual Assessment Report ‐ Program Outcome J ‐ Trends from:

(1) embedded assessment data (see Trend Graph)

(2) Senior Survey (see Trend Graph) (3) Team placements at ACM Pacific Northwest

Regional Programming Contest (see Trend Graph)

Construction Management (BS) American Council for Construction Education (ACCE)

2006 No evidence of the department broadly and accurately publishing the objectives of the program, admission requirements, program assessment measures employed and the information obtained through these assessment measures, student achievement, the rate and types of employment of graduates, and any data supporting the qualitative claims made by the program.

Rate of employment of graduates.

Percent of graduates employed: 2006 ‐ 97% 2007 – 98% 2008 – 96%

Education (MA) National Council for the Accreditation of Teacher Education (NCATE)

2007 Advanced programs do not systematically collect sufficient data on all key assessments

Advanced programs do not systematically use data for program improvement

Performance on writing samples at entry, mid‐program and exit

Assessment plan developed in 2007‐08. Data being collected in 2008‐09

http://www.ecst.csuchico.edu/csci/assessment/docs/CSCI%20Program%20Assessment%20Report%202008.pdf

http://www.ecst.csuchico.edu/csci/assessment/docs/2008/WASC%20Table%208.1%20CSCI%20Dept%20Figure%204.jpg







program



this program

(3) Date of most


action by agency



(5) One performance


program



Electrical & Electronic Engineering (BS) Accreditation Board for Engineering and Technology (ABET)

2004 Need for Regular Student Advising

Enforcement of Prerequisites Additional Units for Senior

Project Courses Number of Faculty Inclusion of Discrete Math

Topics in Curriculum

ABET Outcome a) “An ability to apply knowledge of math, science, and engineering

Specific rubrics evaluated in key courses each semester, based on student work: 2005‐06: 92.5% success 2006‐07: 94.5% success 2007‐08: 100 % success

Health Science (BS) SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC)

2006 to 2010 Additional computer lab; Create program specific

missions; Continue to monitor and

document progress on program student learning outcomes;

Post student learning objectives and outcome measures in each course syllabus;

Develop a basic list of minimum standards or criteria for a community health worker to act as a preceptor in the internship program;

Explore ways to broaden the scope of intern opportunities. Identify and recruit new sites;

Continue to increase opportunities for cross‐cultural and multi‐cultural exposure for students through service learning and projects.

Implement with competence health education programs for underserved target populations in the community

By graduation every student will perform 3 comprehensive program implementations. 2007‐2008: 52% = mastery; 33% = competence 15% = minimal expectation 2006‐2007: 67%= mastery 29% = competence 4% = minimal expectation 2005‐2006: 47% = mastery 31% = competence 22% ‐ minimal expectation

Health Science: Option in Health Services Administration

AUPHA 2003 (currently undergoing reaccreditation review)

The health services administration program needs to have its own mission statement that is consistent with the mission of the university, college and department, but distinctive. The Program’s well‐articulated goals belong in the Program’s mission statement.

The Program Director must be vigilant in protecting his time so he can continue to be an

Completed Ongoing

NA NA



program



this program

(3) Date of most


action by agency



(5) One performance


program



effective advocate for his program and to continue to be able to meet the minimum number of faculty required for AUPHA certification. At this time, despite the clear excellence of the two Program faculty members, there are too few health services administration faculty to grow a graduate program. To do so would jeopardize the quality of the undergraduate program.

Work with your faculty, Dean and others to develop a plan for increasing the number of tenure track faculty in the Program, parallel with rising enrollments.

The Program must have formal

mechanisms for involving practicing health services managers in the academic program. It is recommended that the Program establish a Health Services Administration Advisory Board formally involve practitioners in the curriculum and in program evaluation.

It is recommended that the Program Include more Medical Economics materials in the HSCV 137.

It is recommended that the

Program reconsider its position of the use of portfolios and that they modify the portfolio requirements already in place for their sister major (Health Education) to reflect the well‐

Preliminary

conversations with the Dean regarding a third HSA position but this has been placed on hold due to budget situation.

Increased

involvement with American College of Healthcare Executives Northern California Chapter’s Higher Education Network.

HCSV 333 (Medical

Economics) has been reinstated in the HSA curriculum.

We have developed a

portfolio which is required for all students as part of HCSV 490 (Internship Seminar)

NA NA NA NA



program



this program

(3) Date of most


action by agency



(5) One performance


program



articulated learning objectives and the key competencies for graduates of the Health Services Administration option.

It is recommended that another alumni survey be conducted in the near future. The program may need to secure more responses in future alumni surveys.

It is recommended that as programmatic evaluation revision and improvement occur, the Program should document each step of the process and continues improvement in this area.

Not yet done Ongoing

NA NA

Journalism (BA) Accrediting Council on Education in Journalism and Mass Communications (ACEJMC)

2003 Recruit for student diversity Increase multi‐platform writing

skills Increase interdisciplinary

partnerships.

Writing skills achieved at near 100% level. We consider this our most important indicator of success.

Surveys, internship evaluations and portfolio data indicate consistent achievement in writing skills above the 95 percent level.

Manufacturing Technology (BS) National Association of Industrial Technology (NAIT)

November 2002 Faculty number, qualifications, work‐loads Contact with alumni Industrial Advisory Board Educational innovation

Pass rate on Fundamentals of Manufacturing Exam administered by the Society of Manufacturing Engineers

Pass rates

Spring 2005 52% Spring 2006 95% Spring 2007 N/A% Spring 2008 79%

Mechanical Engineering (BS) Accreditation Board for Engineering and Technology (ABET)

2004 None Programming assignment in MECA 380, a required course, which assesses ability to use a modern engineering tool

Pass rates

Spring 2006 97% Spring 2007 100% Spring 2008 93%

Mechantronic Engineering (BS) Accreditation Board for Engineering and Technology (ABET)

2004 None Programming assignment in MECA 380, a required course, which assesses ability to use a modern engineering tool

Pass rates

Spring 2006 100% Spring 2007 83% Spring 2008 100%

Music (BA) Music (MA) National Association of July 8, 1998 The Commision voted to accept the NA NA



program



this program

(3) Date of most


action by agency



(5) One performance


program



Schools of Music response and continue the institution in good standing with the following degree listed: Master of Arts in Music

Musical Industry & Technology (BA) Musical Theatre (BA) NAST In application

process

Nursing (BS) California Board of Registered Nursing (BRN) and the Commission on Collegiate Nursing Education (CCNE)

BRN: 9/2005 CCNE: 9/2008

BRN: Program evaluation‐‐they want

every faculty and every course evaluated every semester.

Curriculum‐‐review assessment and pharmacology course, and the integration of pharmacology throughout the curriculum. Evaluate curriculum for overlap/redundancy; number of written assignments, organization/currency of course materials; integration of Nurse practice act content.

Testing‐‐ensure application level questions in every exam; use alternate item format similar to NCLEX. Refine use of ATI testing to ensure student use for mastery.

CCNE: Compliance concern‐‐adequacy

of fiscal/physical resources (especially re simulation center)

BRN: NCLEX pass rates CCNE: NCLEX pass rates; attrition; student satisfaction

NCLEX pass rates

YEAR Number of 1st time takers

Number Passing

Percent Passing

2007 45 39 86.6%

2006 55 55 100%

2005 70 51 72.9%

2004 56 53 89.8%

Average for similar programs

86‐88%

Nursing (MS) Commission on Collegiate Nursing Education

April 2008 Sherry Fox (School of Nursing Director) has this original information. Our only compliance concern in the review was the potential budget problems in California that may impact our ability to carry out our program. Key Element IIA in the CCNE requirements: Fiscal and

Sherry Fox has the full report in electronic form (I do not have the whole final report). She would be a better source for this information. I recommend that an electronic form of the report would be

This information is kept by Sherry Fox .



program



this program

(3) Date of most


action by agency



(5) One performance


program



physical resources are sufficient to enable the program to fulfill its mission, goals and expected outcomes. These resources are reviewed, revised and improved as needed.

useful.

Nutrition & Food Sciences (BS) American Dietetic Association

Site visit: 3/2001 Interim report: 2/2007

Site visit: clinical nutrition courses were noted as needing improvement in areas of "multi‐disease critical care conditions and other critical care topics are not addressed in depth. Clinical courses need more application ‐ practice reading medical charts, and/or some element of field work in an acute care setting." Interim report: nothing identified; ADA noted that “ongoing monitoring of the program outcomes and goal achievement is an essential component of continuous quality improvement."

Pass rate on exam for Registered Dieticians.

The NFSC program consistently scores above the national average on the registration exam for RDs.

Year Pass Rate 2007 8 of 9 (88%) 2006 15 of 16 (94%) 2005 5 of 7 (71%) 2004 4 of 7 (57%) 2003 7 of 8 (88%)

5‐year average 39 of 47 (83%) national average is 70%

CSUC Dietetic Internship Program (associated with MS in Nutrition and Food Sciences)

American Dietetic Association

Site visit: Interim report: Spring 2004

Site visit: Interim report: nothing identified; ADA noted that “on going monitoring of program outcomes and goal achievement is an essential component of continuous quality improvement. Your efforts towards quality dietetics education are encouraged.”

Pass rate on exam for Registered Dietitians

2007 2006 2005 2004 2003

5‐year average national average is 70%

Psychology: MFT (MS) California Board of Behavioral Sciences

BBS (2/2008) No issues were identified by the BBS.

n/a n/a

Psychology: Pupil Personnel Services (MA) National Association of School Psychologists (NASP); National Council for Accreditation of Teacher Education (NCATE); California Commission on Teacher Credentialing

NASP (12/2007); NCATE & CCTC (Spring,2007)

continuing professional development opportunities;

student development in diversity & learning

continued professional development opportunities

Data not yet available



program



this program

(3) Date of most


action by agency



(5) One performance


program



(CCTC) Public Administration (MPA) Recreation Administration (BS) National Recreation and

Park Association/American Association for Leisure and Recreation (NRPA/AALR)

2006 None related to student outcomes Four writing assignments in the three class sections of RECR 400 (Sample size = 72)

2006‐07: 84% of students achieving (n = 75) 2007‐08: 95.8% of students achieving (n = 69)

Recreation Administration (MA) Social Work (BSW) Council on Social Work

Education October 10, 2008 “Site Visit Response” letter

More clearly tie SLO measures to specific program objectives

A clearer articulation of how

evaluation has been used to affirm and improve the program as tied to the program objectives

1. Apply critical thinking skills in all learning environments to multiple units of concern and levels of social work practice.

Data indicates that service learning is an effective means for introducing students to values and principles in action; however little difference in scores may be noted as the result of one course and one 10–hour service learning experience.

Social Work (MSW) Council on Social Work Education

October 10, 2008 “Site Visit Response” letter

More clearly tie SLO measures to specific program objectives

A more clear articulation of how

evaluation has been used to affirm and improve the program as tied to the program objectives

Prepare advanced social work practitioners who have the knowledge, understanding and respect for people from diverse backgrounds and who can provide culturally competent social work practice at multiple system levels, and promote culturally sensitive services for diverse client systems

MSW Objective Measured

N Mean (1‐5)

Median

Fall 05 Student Spring 06 Student Fall 05 Field Instructor Spring 06 Field Instructor

14 13 14 13

3.51 3.79 3.66 3.71

4.00 4.00 4.00 4.00

Fall 06 Student Spring 07 Student Fall 06 Field Instructor Spring 07 Field

19 21 19 20

4.03 4.26 3.86 4.22

4.00 4.00 4.00 4.00

Appendix I - 30

CSU, Chico Required Data Exhibits 7.1 and 8.1


program



this program

(3) Date of most


action by agency



(5) One performance


program



Instructor Fall 07 Student Spring 08 Student Fall 07 Field Instructor Spring 08 Field Instructor

18 25 18 30

4.06 4.20 4.06 4.37

4.00 4.00 4.00 4.00

Theatre Arts (BA) NAST In application

process

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