Dr. Timothy S. BrophyDirector of Institutional AssessmentUniversity of Florida

GRADUATE AND PROFESSIONAL

PROGRAM ASSESSMENT PLANS

Describe and explain SACS accreditation expectations for academic program assessment

Describe and explain the sections of the Graduate and Professional Programs Assessment Plan

Answer questions

TODAY’S GOALS

SACS-COC = the Southern Association of Colleges and Schools’ Commission on Colleges

SACS is the Federally-approved accrediting body for southern region of the US

SACS develops policies and standards that operationalize Federal Regulations

Eligibility for Federal funding (includes NSF, NIH) is tied to our reaffi rmation – without accreditation we lose this important funding source

WHAT IS SACS AND WHY IS IT IMPORTANT TO BE ACCREDITED?

US DOE & Office of Postsecondary Education - “Most institutions attain eligibility for federal funds by holding accredited or pre-accredited status with one of the accrediting agencies recognized by the Secretary, in addition to fulfilling other eligibility requirements.” Council for Higher Education Accreditation (CHEA) - “For USDOE recognition, accreditation from the organization is used by an institution or program to establish eligibility to participate in federal student aid or other federal programs.”

FEDERAL FUNDING ELIGIBILITY:UF MUST BE RECOGNIZED BY THE USDOE

SCOPE OF THE SACS PRINCIPLES

12 Core Requirement

s

35 subcompone

nts

14 Comprehensi

ve Standards

73 subcompone

nts

9 Federal Requirement

s

3.3.1 - The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness)

3.3.1.1 educational programs, to include student learning outcomes

SACS STANDARD 3.3.1.1

An educational program is a coherent set of courses leading to a

credential (degree, diploma, or certificate) awarded by the

institution.

HOW SACS DEFINES EDUCATIONAL PROGRAMS

There is a clear expectation that an institution be able to

demonstrate institutional effectiveness for all its diplomas, certificates, and undergraduate

and graduate educational degree programs.The expectation is that the

institution will engage in ongoing planning and

assessment to ensure that for each academic program, the

institution develops and assesses student learning

outcomes.

EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT

Methods for assessing the extent to which students achieve these outcomes are appropriate to the nature of the discipline, and consistent over time to enable the institution to evaluate cohorts of students who complete courses or a program.

At appropriate intervals, program and learning outcomes and assessment methods are evaluated and revised.

EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT

Shared widely within and across programs, the results of this assessment can affi rm the institution’s success at achieving its mission and can be used to inform decisions about curricular and programmatic revisions.

(SACSCOC 2012, Resource Manual, http://sacscoc.org/pdf/Resource%20Manual.pdf)

EXPECTATIONS FOR ACADEMIC PROGRAM ASSESSMENT

Completion of at least one complete

educational program

assessment cycle

Documented evidence that

the “improvement

cycle” is complete

Evidence and documentation of compliance

with all requirements and standards

WHAT SACS EXPECTS

Institutional Effectiveness

Establish Goals and Outcomes

Assessment Planning

Implement the Plan and Gather Data

Interpret and Evaluate the

Data

Modify and Improve

THE UF ASSESSMENT PROCESS

Assessment

UF

MIS

SION

Graduate /Profession

al program

Assessment Plan

Mission Alignment

Student Learnin

g Outcom

es

Research

Assessment Timeline

Assessment Cycle

Methods and

Procedures

Assessment Oversight

GRADUATE AND PROFESSIONAL PROGRAM ASSESSMENT PLAN

SECTIONS OF THE PLAN

Describe briefly the program’s mission, and how the program meets the department, college, and university missions. For example:

The mission of the<enter name> program is to <enter text>. This aligns with the department mission by <enter text.> It also supports the college mission to <enter text>. It supports the university mission by <enter text>.

MISSION

These have been provided in the templates you received in September

The complete file is on the Institutional Assessment website

Graduate SLO categories are Content, Skills, and Professional Behaviors

Online resources: “Writing Measurable Student Learning

Outcomes” PowerPoint“Guide to Writing Student Learning

Outcomes”

STUDENT LEARNING OUTCOMES

What are the research expectations for students in your program?

Briefly describe the research expectations for students in the degree program.

How does your program prepare the students to become researchers in the discipline?

If the degree is NOT a research degree, briefly state this, and include a brief description of any research-related activities that students complete in the program.

RESEARCH

The Assessment Timeline is a matrix that shows when the SLOs assessed and measured in the program

It should be clear to a student when an assessment occurs, and the type of assessment that is planned (assignment, project, paper, performance, presentation, etc.)

ASSESSMENT TIMELINE

Assessment  SLOs

Assessment 1

Assessment 2

Assessment 3

Enter more as needed

Content Knowledge        

#1        

#2        

Skills        

#3        

#4        

Professional Behavior

       

#5        

#6        

ASSESSMENT TIMELINE

Program_____________________________________ College ____________________________________

Assessment SLOs

Assessment 1 Assessment 2

Knowledge    

Theory and Research Methods

Dissertation Proposal Dissertation Defense

Theory and Research Methods/Classes

Upon completion of each advanced-level class

Annual Evaluation

Skills    Completion of

conference papers/publications

Upon completion of each advanced-level class

Annual Evaluation

Professional Behavior    

Ethics/diversity appreciation

Upon completion of MMC 6929 Communication

Colloquium  

Service/leadership Annual Evaluation  

TIMELINE SAMPLE – PH.D. IN MASS COMMUNICATIONS

Program: Ph.D. in Mass Communication College of Journalism and Communications

YearSLOs

11-12 12-13 13-14 14-15 15-16

Content Knowledge          

#1          

#2          Critical Thinking (Undergrad)Skills (Grad/Prof)

         

#3          

#4          Communication (Undergrad)Professional Behavior (Grad/Prof)

         

#5          

#6          

ASSESSMENT CYCLE

Program College _Analysis and Interpretation: [Enter date or time frame here]Improvement Actions: Completed by [Enter date here]Dissemination: Completed by [Enter date here]

YearSLOs

12-13 13-14 14-15 15-16

Knowledge        

Theory and Research Methods X X X X

Theory and Research Methods/Classes X X X X

Skills        

Completion of conference papers/publications

X X X X

Professional Behavior        

Ethics/diversity appreciation X X X X

Service/leadership X X X X

ASSESSMENT CYCLE SAMPLE – PH.D. IN MASS COMMUNICATIONS

Program: Ph.D. in Mass Communication College of Journalism and CommunicationsAnalysis and Interpretation: May-JuneProgram Modifications: Completed by August 31Dissemination: Completed by September 30

Note: Data collection for these assessments will begin in the 2012-13 academic year. We did not collect data in prior years.

Each unit employs various methods and procedures to assess and collect data on student learning.

In this section of the plan, units provide information on their specific methods and procedures for the SLO assessments they identify in Assessment Timelines.

Include a sample grading rubric.

It’s OK to sample your total student population – see the recommended sample size chart on the Institutional Assessment website

METHODS AND PROCEDURES

These are the

individuals who are

responsible for

managing the

assessment work in your

unit

List everyone and their contact

information

The first person on

the list should be the lead contact

Purpose: ongoing

communication

ASSESSMENT OVERSIGHT

Timothy S. Brophy, Ph.D.Director, Institutional Assessment

235 Tigert HallOffi ce of the Provost

Email: tbrophy@aa.ufl .eduPhone: 273-4476

QUESTIONS