the bsit undergraduate program assessment plan · 2. faculty directed review and analysis of the...
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School of Entrepreneurship College of Business and Public Administration
The BSIT Undergraduate Program Assessment Plan
Contact Person
Dr. Dave Yearwood
Assessment Coordinator
701-777-3061
Original adopted August 30, 2006
Updated November 4, 2006
Updated September 27, 2009
Updated March 24, 2011
Updated October 5, 2012
Updated October 16, 2013
Updated February 25, 2015
Introduction
The BSIT program within the School of Entrepreneurship, in the College of Business and Public
Administration, offers two undergraduate programs, a Bachelor of Science in Industrial Technology (BSIT) and
a Bachelor of Science in Graphic Design Technology (BSGDT). The BSIT is accredited by the Association of
Technology, Management, and Applied Engineering, and includes Minors in Manufacturing, Electronics and
Control, and Technical Design. The BSGDT is not accredited and includes a Minor in Graphic Design
Technology.
Essential Elements The Assessment Plan for the BSIT degree meets the requirements of the School of Entrepreneurship, the
University of North Dakota, the College of Business and Public Administration, and the Association of
Technology, Management, and Applied Engineering (ATMAE) accrediting agency. It includes the following
essential elements:
1. A statement of the mission of the department/program (ATMAE Standard 6.16 [1]).
2. A statement of the desired student learning goals of the academic program.
3. A statement of program outcomes/student competencies, which further characterize each of the goals
and state obtainable and documentable outcomes contributing specifically to the attainment of each goal
(ATMAE Standard 6.16 [2]).
4. Evidence that the program incorporates these outcomes/student competencies, i.e. that they are linked
with the courses and experiences in which outcomes are to be attained (ATMAE Standard 6.16 [3]).
5. Descriptions of the assessment measures used to evaluate student mastery of the student competencies
stated, i.e. whether goals for student learning have been met (ATMAE Standard 6.16 [4]).
6. Compilation of the results including a statement of the timeline along which assessment data will be
collected, analyzed, interpreted and documented, and identification of who will be responsible for
collecting, analyzing, interpreting and documenting the results of assessment (ATMAE Standard 6.16
[5]).
7. A description of the process that will be implemented to document and communicate that the results of
assessment have been used to improve the program (ATMAE Standard 6.16 [6]).
Mission Statements
University of North Dakota The University of North Dakota, as a member of the North Dakota University System, serves the state,
the country and the world community through teaching, research, creative activities, and service. State-assisted,
the University's work depends also on federal, private, and corporate sources. With other research universities,
the University shares a distinctive responsibility for the discovery, development, preservation and dissemination
of knowledge. Through its sponsorship and encouragement of basic and applied research, scholarship, and
creative endeavor, the University contributes to the public well-being.
The University maintains its legislatively enacted missions in liberal arts, business, education, law,
medicine, engineering and mines; and has also developed special missions in nursing, fine arts, aerospace,
energy, human resources and international studies. UND provides a wide range of challenging academic
programs for undergraduate, professional, and graduate students through the doctoral level. The University
encourages students to make informed choices, to communicate effectively, to be intellectually curious and
creative, to commit themselves to lifelong learning and the service of others, and to share responsibility both for
their own communities and for the world. The University promotes cultural diversity among its students, staff,
and faculty. In addition to its on-campus instructional and research programs, the University of North Dakota
separately and cooperatively provides extensive continuing education and public service programs for all areas
of the state and region.
College of Business and Public Administration The College of Business and Public Administration is committed to being a preeminent center of
learning amongst regional universities, preparing and developing leaders of business, government, and society in
a global setting. Challenging learning environments provide quality undergraduate and graduate education
programs that are interdisciplinary and employ appropriate technological tools. Through the complementary
activities of teaching, research, and service, the faculty strives to enhance its position in the scholarly
community while fostering the dissemination of a diverse body of knowledge to stakeholders. The elements of
distinction in the College of Business and Public Administration are:
a. Instilling practical knowledge and skills through experiences that integrate theory and practice.
b. Encouraging a balanced mix of instructional, applied, and basic research.
c. Engaging in innovative teaching, research, and outreach activities that accentuate the complementary
and converging aspects of business and government.
d. Nurturing partnerships with a diverse set of entities, both internal and external to the College.
The Mission and Vision of the School of Entrepreneurship
Mission
Not yet fully developed
Vision
Not yet fully developed
Goals for Student Learning Consistent with a Revised Version of Bloom’s Taxonomy
1. Critical thinking: Analyze, evaluate, synthesize, and reflect on content or problems to come to well-
reasoned conclusions and/or solutions.
2. Design Thinking: Discovery, interpretation, ideation, experimentation, and evolution. (IDEO
definition)
3. Theoretical principles: Know and comprehend the theories of the profession.
4. Technology applications: Identify, select, and use (apply) appropriate technologies solve problems.
5. Written and oral communication: Write and speak in civic, academic, and professional settings with a
sense of purpose and audience.
6. Visual communication: Communicate ideas and information by creating visual aids that express
messages in two- or three-dimensional formats.
7. Collaboration: Work with another person or group to identify and solve problems.
Objectives and Desired Learning Outcomes The School of Entrepreneurship is committed to meaningful assessment that is used to enhance student
learning and improve the quality of our programs. All of the program’s courses are mapped to the program’s
goals and a course assessment template is used to collect data that helps determine to what extent the program’s
goals are met. One significant development in plan was the 2004 initiation of our Senior Capstone course
(TECH 450, now TECH 498 (1 credit) and 499 (3 credits)) that measures specific goals not fully assessed by
other course goals. Students in the Senior Capstone course generate a portfolio that includes oral, written, and
visual data that serves our Program Assessment Plan. The Capstone course also represents a culminating
experience that asks students to reflect on their undergraduate careers, to synthesize the big ideas and
perspectives of the interdisciplinary field of technology, to demonstrate their growth as learners, and to
articulate their potential as professionals in the field of Technology.
The Senior Capstone course serves as a primary way of understanding how our courses, advising,
experiential learning opportunities, and overall School, college and university activities have contributed to
student knowledge. The Capstone course also provides students with an important opportunity to collaborate
and to apply what they have learned to design, produce, and promote an end product. In sum, TECH 498 and
499 are designed to integrate knowledge obtained throughout a student’s experience at UND, specifically those
within the Technology program. The senior capstone courses are offered every fall and spring semester.
The Senior Capstone course is a required course for all senior students who major in the BSIT program
offered in the School of Entrepreneurship. The objectives of the course includes assisting students in the
synthesis and integration of specific theoretical principles and technology applications, helping students prepare
for the transition to post-college life, and challenging students to observe, reflect on, and document their growth
from their college experience(s). Various requirements of the course include:
a. A career exploration exercise in which students research potential job opportunities in different
industry sectors, determine the requirement for different positions through example job descriptions, and
understand the career field within the context of the student’s interests and career aspirations;
b. A course analysis in which students map their courses, analyze experiences and thinking critically to
identify relationships between achievements and course products throughout their entire undergraduate
experience;
c. A self-reflective SWOT analysis in which students recognize their individual strength, weakness,
opportunities, and threats by comparing the job market requirement with individuals’ education and
professional experiences;
d. A problem-based project that demonstrate students’ ability to collaborate with others of different
background, think critically and systematically, while utilizing theoretical principles to solve complex
problems in innovative ways;
e. Developing prototypes that demonstrate students’ ability to use appropriate technology tools to create
quick-and-dirty yet functional prototypes for proof-of-concept, and to deliver professional grade final
products suitable for customer appreciation and marketing purpose;
f. Giving marketplace presentations, milestone reports, and graduation exposition whereby students
demonstrate their understanding of the theories, principles, ethics, and practices of their professions, and
their ability to communicate effectively;
g. Taking an ATMAE certification exam in which students take at the end of the Senior Capstone course
to demonstrate their knowledge and skill sets as the professionals in the field of Industrial Technology.
h. (FOR GDT, plus point a. to f.) A portfolio in which students deliver at the end of the Senior Capstone
course to demonstrate their knowledge and skill sets as the professionals in the field of Graphic Design
Technology.
Assessment Methods The BSIT program in the School of Entrepreneurship employs several assessment methods to evaluate
learning outcomes from each of the program goals outlined above. Assumptions guiding the collection of
evidence about student learning are these: that assessment should be conducted systematically and over time;
that multiple measures using multiple sources of information are needed to analyze results; that both qualitative
and quantitative methods are of value; that direct measures are insufficient without indirect methods; and that
results should be useful for program improvement.
Two significant direct assessment methods in the School of Entrepreneurship are:
1. Faculty review and analysis of student learning in individual courses taught and the extent to which they
meet identified program goals.
2. Faculty directed review and analysis of the Senior Capstone course, in which an integrative project—a
comprehensive project, presentations, reports, critical essays, and a portfolio, among other things—are
required.
One of the chief context of program assessment is the Senior Capstone course. By regarding the
Capstone course as an opportunity to identify patterns of strengths or weaknesses among students in that
particular year’s course, faculty are able to analyze specific areas as we plan our courses for the future. We
believe that the outcomes of the Senior Capstone course when taken in the context of the overall findings of the
program’s courses represent the best evidence of student learning and level of achievement. Students work
products from the Senior Capstone course (Table 1) are evaluated by a Senior Capstone assessment team
comprised of a minimum of three faculty with one of those faculty a representative from the student’s area of
emphasis.
Curriculum Mapping vs. Student Learning Goal (see figure 1 below)
1. The IT course and program assessment will be reset; data collection of assessment will start from
Academic Year 2014-2015.
2. Student Learning Goals for different levels of courses are assigned.
3. Course assessment will be done using the newly developed template (faculty training on the template
took place Jan 27, 2015.
4. Program assessment will be done by evaluating the following curriculum map. If it is found that there is
an indication of deficiency in a specific course, faculty will be able to pinpoint the feeder courses,
determine the causes, and close the loop to reduce the correct this/these deficiency/ies in succeeding
courses.
Figure 1.
TECH
110, 122Capstone
100-level 200-level 300-level 400-level
I
II
4 1 2
7
1 2
5
6
4
3
7
43
3
4 5 6
1 2
7
3
4 5 6
1
Assessment Methods
Another significant aspect of direct assessment in the Department of Technology is the review, discussion, and
analysis of individual courses. Assessing student learning in each course over a two year cycle (Table 2)
provides faculty with another opportunity to identify patterns of strengths or weaknesses among the students in a
particular course.
Table 2. Courses Mapped to Program Assessment Goals (need to revisit these to make them consistent with
our map)
TECH Goal #1 Goal #2 Goal #3 Goal #4 Goal #5 Goal #6 Goal #7
BSIT Required Courses
110 X
122 X X
201 X X X
202 X X
203 X X
211 X X X
300 X X
330 X X X
332 X X X X
340 X X X
420 X X X
433 X X X
498 X X X
499 X X X
BSIT Electives
204 X X
213 X X
223 X X
302 X X X
311 X X X
341 X X X X
373 X
397 X X X X
403 X X X X X
451 X X X X
493 X X X
497 X X X
A modified version of Blooms taxonomy (an inverted model) has been designed to help identify where critical
aspects of cognitive processes will take place.
Knowledge
Comprehension
Application
Analysis Synthesis Evaluation
3. Theoretical Principles4. Technology Applications
1. Critical Thinking2. Design Thinking
5. W
ritt
en
an
d O
ral C
om
mu
nic
ati
on
6. V
isu
al C
om
mu
nic
ati
on
7. C
oll
ab
ora
tio
n
Several indirect methods of assessment have been implemented for the BSIT program, these include: 1
to 1 meetings; minute papers; muddiest point; memory dumps; focus groups; surveys.
The direct methods of assessment include: information about each course assignment; class average for
each assignment, project, presentation; examinations. Information about the Indirect and Direct measures are
recorded on the course assessment template. This data is then used to determine the extent to which students are
meeting course and program goals: Does not meet; Progressing; Fufills; or Exceeds. The threshold for the four
levels are: A: Exceed; B: Fulfill; C&D: Progressing; and F - Does not meet.
In addition, faculty review enrollment trends, retention, and graduation rates to identify patterns or
emerging issues. We review student awards, prizes, placements, and admissions into graduate school to
identify and build on strengths. Syllabi and assignments are reviewed by faculty to assess follow-through
with incorporation of goals and other courses of action identified by individual faculty. We also encourage
students to demonstrate their understanding of theoretical principles of the Technology profession by
participating in professional testing such as the Association of Technology, Management, and Applied
Engineering certification test, and the Society of Manufacturing Engineers certification test (three different class
of graduating senior regularly take the certification examinations)
A Student Exit Survey was constructed and is distributed during the Senior Capstone course to
determine student perceptions of their programs of study. Specifically, questions about experiential learning
opportunities, advising and mentoring, curriculum quality, capstone experiences, and emphasis skills and
postgraduate transitions are posed. Students are also asked about quality of instruction, quality of technology to
support learning, skills gained, academic advising, etc.
A similar survey based upon student competencies will be distributed to alumni to solicit comparable
and additional information about the program’s effectiveness. This Alumni Survey will be distributed two years
after graduation. Another survey will be distributed to employers of Technology graduates soliciting information
about program effectiveness. Specifically, questions about graduates’ abilities to demonstrate an overall
competency in the program goals will be asked. In the future, this survey will be distributed to employers one
year after a student has graduated, as an Employer Survey.
Timeline and Description of Assessment Process Within two weeks of the end of each semester faculty report the results of their individual course
assessments to the program Assessment Coordinator. The examination of the data will follow the same process
established earlier—once the Coordinator receives the individual course assessments, including the Senior
Capstone assessment results, the data is compiled and the results communicated to the faculty in the form of an
Assessment Report and during a faculty assessment meeting or workshop at the beginning of each fall semester.
During this meeting, faculty review program goals and course objectives, document assessment methods and
results, review recommendations and implement changes. This action not only provides faculty the opportunity
to review the curriculum, but also provides them with a sense of student strengths and weaknesses as they
proceeded through the courses, and to consider the department offerings and assessment process. In addition,
explicit discussion identifies which program goals, if any, are not being met and how weaknesses in the
upcoming course assignments and curricular planning can be addressed.
All assessment-related discussions are documented and filed with other assessment data in a centralized
file that is created for each year’s program assessment data, results, and process documentation. Observations
generated by all assessment methods contribute to on-going curriculum and course development for the BSIT
program. Any consideration of new courses or curricula will explicitly address how they will include the
program goals which are reviewed annually. The courses of action that may result from assessment include:
Additions, deletions, or modifications of individual courses
Modifications in curricular requirements
Development of specific areas of faculty competence
Shifts in resources for staffing sections, hiring, or equipment
Shifts in emphasis of goals and assignments
Raising standards of performance through assessment practices
Additionally, in-house assessment mini workshops will be conducted as needed to re-evaluate template and
rubrics and the results of the data analysis including how the data could be best used to close the loop.
Responsibility of Assessment All faculty are responsible for collecting, analyzing, interpreting, and documenting assessment data
from their individual courses. In addition, departmental faculty meet at an agreed time at the end of each
semester to share information about semester courses that were assessed and in particular, what was learned
from the data analyzed. Faculty are also expected to share information about how they will address areas of
concern related to individual courses they teach. A special meeting—assessment retreat to talk about closing the
loop—is scheduled at the beginning of each fall semester for faculty to discuss changes to be made to courses
and program, and the reason for any proposed changes. Faculty in the BSIT program area are responsible for
helping analyze and compiling data from individual course assessment results each semester and the compilation
of these reports will be shared as the assessment report for all programs.
P a g e | 1
School of Entrepreneurship Technology Area (Industrial Technology & Graphic Design Technology) Student Learning Goals (Revised and approved February 2015)
1. Critical thinking: Analyze, evaluate, synthesize, and reflect on content or problems to come to
well-reasoned conclusions and/or solutions.
2. Design Thinking: Discovery, interpretation, ideation, experimentation, and evolution. (IDEO
definition)
3. Theoretical principles: Apply theories to resolve problems.
4. Technology applications: Evaluate and use appropriate technologies to identify and solve
problems.
5. Written and oral communication: Write and speak in civic, academic, and professional settings
with a sense of purpose and audience.
6. Visual communication: Communicate ideas and information by creating visual aids that express
messages in two- or three-dimensional formats.
7. Collaboration: Work with another person or group to identify and solve problems.
Alignment of learning goals with the SENTR’s 3i model and the T-shaped Professional framework
Ideation Innovation Implementation
Collaboration
Critical
Thinking
Design
Thinking
Technology
Applications
Theoretical
Principles
Visual
Communication
Written/Oral
Communication
P a g e | 2
Deep in at
least One
DisciplineAnalytical
Thinking &
Problem
Solving
Deep in at
least One
SystemAnalytical
Thinking &
Problem
Solving
ME
Boundary Crossing CompetenciesCritical Thinking (1), Communication, Perspective (5, 6),
Global Understanding, Networks (7), Teamwork, Project Management (8), etc.
Many DisciplinesUnderstanding and Communicating
Many SystemsUnderstanding and Communicating
Theories vs. ApplicationsEmphasis (2, 3, 4)
Note: With the new learning goals, faculty members in Technology area agreed that:
1. The following maps would be used as a general guideline for different levels of courses. Due to
the nature of majors and job demands, IT and GDT faculty would focus on different goals at 200,
300, and 400 levels.
2. Responsible faculty member of courses across disciplines (TECH 122, TECH 300, and TECH 332)
will determine the appropriate learning goals, such as #1 critical thinking, #6 visual
communication, and #7 collaboration to design course activities.
Revised IT Curriculum Map
TECH
110, 122Capstone
100-level 200-level 300-level 400-level
I
II
4 1 2
5 7
1 4
5 6
1 2
5
6
4
3
7
43
P a g e | 3
Revised GDT Curriculum Map
TECH
102, 112Capstone
100-level 200-level 300-level 400-level
4 6 2 5 1 6
43 I
II
1 2
7
5
6
4
Department of Technology College of Business and Public Administration
Undergraduate Program Assessment Plan
Contact Person Dr. Dave Yearwood
Assessment Coordinator 701-777-3061
Original adopted August 30, 2006 Updated November 4, 2006
Updated September 27, 2009 Updated March 24, 2011 Updated October 5, 2012
Introduction The Department of Technology, which is in the College of Business and Public Administration, offers two undergraduate programs, a Bachelor of Science in Industrial Technology (BSIT) and a Bachelor of Science in Graphic Design Technology (BSGDT). The BSIT is accredited by the Association of Technology, Management, and Applied Engineering, and includes Minors in Manufacturing, Electronics and Control, and Technical Design. The BSGDT includes a Minor in Graphic Design Technology. Essential Elements The Department of Technology’s Program Assessment Plan meets the requirements of the University of North Dakota, the College of Business and Public Administration, and the Association of Technology, Management, and Applied Engineering (ATMAE) accrediting agency. It includes the following essential elements:
1. A statement of the mission of the department/program (ATMAE Standard 6.16 [1]). 2. A statement of the desired student learning goals of the academic program. 3. A statement of program outcomes/student competencies, which further characterize each of the goals
and state obtainable and documentable outcomes contributing specifically to the attainment of each goal (ATMAE Standard 6.16 [2]).
4. Evidence that the program incorporates these outcomes/student competencies, i.e. that they are linked with the courses and experiences in which outcomes are to be attained (ATMAE Standard 6.16 [3]).
5. Descriptions of the assessment measures used to evaluate student mastery of the student competencies stated, i.e. whether goals for student learning have been met (ATMAE Standard 6.16 [4]).
6. Compilation of the results including a statement of the timeline along which assessment data will be collected, analyzed, interpreted and documented, and identification of who will be responsible for collecting, analyzing, interpreting and documenting the results of assessment (ATMAE Standard 6.16 [5]).
7. A description of the process that will be implemented to document and communicate that the results of assessment have been used to improve the program (ATMAE Standard 6.16 [6]).
Mission Statements University of North Dakota
The University of North Dakota, as a member of the North Dakota University System, serves the state, the country and the world community through teaching, research, creative activities, and service. State-assisted, the University's work depends also on federal, private, and corporate sources. With other research universities, the University shares a distinctive responsibility for the discovery, development, preservation and dissemination of knowledge. Through its sponsorship and encouragement of basic and applied research, scholarship, and creative endeavor, the University contributes to the public well-being.
The University maintains its legislatively enacted missions in liberal arts, business, education, law, medicine, engineering and mines; and has also developed special missions in nursing, fine arts, aerospace, energy, human resources and international studies. It provides a wide range of challenging academic programs for undergraduate, professional, and graduate students through the doctoral level. The University encourages students to make informed choices, to communicate effectively, to be intellectually curious and creative, to commit themselves to lifelong learning and the service of others, and to share responsibility both for their own communities and for the world. The University promotes cultural diversity among its students, staff, and faculty. In addition to its on-campus instructional and research programs, the University of North Dakota separately and cooperatively provides extensive continuing education and public service programs for all areas of the state and region. College of Business and Public Administration
The College of Business and Public Administration is committed to being a preeminent center of learning amongst regional universities, preparing and developing leaders of business, government, and society in a global setting. Challenging learning environments provide quality undergraduate and graduate education programs that are interdisciplinary and employ appropriate technological tools. Through the complementary activities of teaching, research, and service, the faculty strives to enhance its position in the scholarly
community while fostering the dissemination of a diverse body of knowledge to stakeholders. The elements of distinction in the College of Business and Public Administration are:
a. Instilling practical knowledge and skills through experiences that integrate theory and practice. b. Encouraging a balanced mix of instructional, applied, and basic research. c. Engaging in innovative teaching, research, and outreach activities that accentuate the complementary
and converging aspects of business and government. d. Nurturing partnerships with a diverse set of entities, both internal and external to the College.
Department of Technology Mission
To provide students with a diverse, comprehensive, experiential, and professional education that prepares them for careers in business, education, government, and industry where they can apply knowledge to advance technology for economic development and provide solutions to technical problems.
Vision
A place where students enter in the pursuit of knowledge and leave as critical thinkers, creative problem solvers, and leaders.
Goals for Student Learning
Technology is a field of study designed to prepare technical, technical management, and technical entrepreneurial professionals for employment in business, industry, education, and government. By graduation, Technology students should be able to:
1. Think critically and creatively; Definition: Critical thinking is analyzing, evaluating, synthesizing, and reflecting on content related to issues or problems to come to a well-reasoned conclusion and/or solution. Creative thinking is exploring issues or problems in an imaginative way to discover alternate perspectives. Critical and creative thinking occurs within or across subject fields in all those spaces where humans need to interact and make decisions, solve problems, and figure out what to believe and what to do.
2. Understand the theoretical principles of the profession; 3. Understand and apply relevant technology in the solution of technical problems; 4. Develop an appreciation for ethical and professional practices; 5. Develop and refine oral, written, and visual communication skills; 6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage
unpredictable environments. Definition: The management component of the curriculum is interdisciplinary, and includes principles and concepts related to the following issues: planning, organization, and management of human resources, materials, processes, products, and the environment. Specific components in the IT and GDT programs are: (1) creating and maintaining environments in which people can accomplish goals efficiently and effectively; (2) the process of achieving desired results through efficient utilization of human and material resources; (3) the process of reaching organizational goals by working with and through people and other organizational resources; (4) the process of planning, decision making, organizing, leading, and controlling an organization's human, financial, physical, and informational resources in an efficient and effective manner; 5) the process by which managers create, direct, maintain, and operate purposive organizations through coordinated, cooperative human effort; and 6) the process of acquiring and combining human, financial, informational, and physical resources to attain the organization's primary goal of producing a product or service desired by some segment of society.
Objectives and Desired Learning Outcomes The Department of Technology is committed to meaningful assessment that is used to enhance student
learning and improve the quality of our programs. One significant development in that plan was the 2004 initiation of our Senior Capstone course (TECH 450). The course was designed to be an on-going opportunity to assess the strengths and weaknesses of our undergraduate technology program. The Senior Capstone course generates a portfolio that includes oral, written, and visual data that serves our Program Assessment Plan. It also represents a culminating experience that asks students to reflect on their undergraduate careers, to synthesize the big ideas and perspectives of the interdisciplinary field of technology, to demonstrate their growth as learners, and to articulate their potential as professionals in the field of Technology.
The Senior Capstone course serves as a primary way of understanding how our courses, advising, experiential learning opportunities, and overall departmental, college and university activities have contributed to student knowledge. The Capstone course also provides students with an important opportunity to collaborate and to apply what they have learned to design, produce, and promote an end product. In sum, TECH 450 is designed to integrate knowledge obtained throughout the students’ experience at UND, specifically those within the Technology program and is offered every spring semester.
The Senior Capstone course is a formal course requirement for the senior student who majors in a Department of Technology program. Our objectives in the course include assisting students in the synthesis and integration of core concepts in Technology, helping students prepare for the transition to post-college life, and challenging students to observe, reflect on, and document their growth across their college career. Various requirements of the course include:
a. A philosophical statement on the major area of study where students demonstrate an understanding of the program and field within the context of the student’s interests and career aspirations;
b. A resume that is competence-based and stresses technical skills, academic and experiential experiences, and civic involvement achieved during the undergraduate years;
c. Critical and self-reflective essays in which students analyze experiences, relationships, achievements, and course products over their entire undergraduate career;
d. Presentations, reports, and portfolios whereby students demonstrate their understanding of the theories, principles, ethics, and practices of their professions, and their ability to communicate effectively;
e. Problem-based projects that demonstrate students’ ability to think critically and creatively while using specialized technology tools to solve complex problems in innovate ways;
f. A self-evaluative essay on personal and academic growth that articulates students’ potential as professionals in the field of Technology.
Assessment Methods
The Department of Technology employs several assessment methods to evaluate learning outcomes from each of the program goals outlined above. Assumptions guiding the collection of evidence about student learning are these: that assessment should be conducted systematically and over time, that multiple measures using multiple sources of information are needed to analyze results, that both qualitative and quantitative methods are of value, that direct measures are insufficient without indirect methods, and that results should be useful for program improvement. Two significant direct assessment methods in the Department of Technology are:
1. Faculty review and analysis of student learning in individual courses taught. 2. Faculty directed review and analysis of the Senior Capstone course, in which a comprehensive project, presentations, reports, critical essays, and a portfolio, among other things, are required.
The chief context of program assessment is the Senior Capstone course. By regarding the Capstone course as an opportunity to identify patterns of strengths or weaknesses among the students in that particular year’s course, faculty are able to analyze specific areas as we plan our courses for the future. We believe that the outcomes of the Senior Capstone course represent the best evidence of student learning and level of achievement, but these are not the sole evaluative tools we use. Student work products from the Senior Capstone course (Table 1) are evaluated by a Senior Capstone assessment team comprised of a minimum of three faculty with one of those faculty a representative from the student’s area of emphasis.
Table 1. Relationship of Program Goals to Assessment Methods in Senior Capstone Course Goals Assessment Methods 1. Think critically and creatively;
Definition: Critical thinking is analyzing, evaluating, synthesizing, and reflecting on content related to issues or problems to come to a well-reasoned conclusion and/or solution. Creative thinking is exploring issues or problems in an imaginative way to discover alternate perspectives. Critical and creative thinking occurs within or across subject fields in all those spaces where humans need to interact and make decisions, solve problems, and figure out what to believe and what to do. Production Project Philosophical Statement Critical Self Reflective Essays Self Evaluative Essay Portfolio Alumni Survey, Exit Survey
2. Understand the theoretical principles of the profession; Production Project Project Report and Presentation Philosophical Statement Critical Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Alumni Survey, Exit Survey
3. Understand and apply relevant technology in the solution of technical problems; Production Project Portfolio Artifacts from various courses Alumni Survey, Exit Survey Develop an appreciation for ethical and professional practices; Production Project Project Report and Presentation Philosophical Statement Critical Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Alumni Survey, Exit Survey
5. Develop and refine oral, written, and visual communication skills; Production Project Project Report and Presentation Philosophical Statement Critical Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Resume & Cover Letter Alumni Survey, Exit Survey
6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage unpredictable environments.
Definition: The management component of the curriculum is interdisciplinary, and includes principles and concepts related to the following issues: planning, organization, and management of human resources, materials, processes, products, and the environment. Specific components in the IT and GDT programs are: (1) creating and maintaining environments in which people can accomplish goals efficiently and effectively; (2) the process of achieving desired results through efficient utilization of human and material resources; (3) the process of reaching organizational goals by working with and through people and other organizational resources; (4) the process of planning, decision making, organizing, leading, and controlling an organization's human, financial, physical, and informational resources in an efficient and effective manner; 5) the process by which managers create, direct, maintain, and operate purposive organizations through coordinated, cooperative human effort; and 6) the process of acquiring and combining human, financial, informational, and physical resources to attain the organization's primary goal of producing a product or service desired by some segment of society.
Production Project Project Report and Presentation Critical Self Reflective Essays Self Evaluative Essay
Portfolio Artifacts from various courses Resume & Cover Letter Alumni Survey, Exit Survey
Another significant aspect of direct assessment in the Department of Technology is the review, discussion, and analysis of individual courses. Assessing student learning in each course (Table 2) provides faculty with another opportunity to identify patterns of strengths or weaknesses among the students in a particular course. Table 2. Courses Mapped to Program Assessment Goals IT, GDT Goal #1 Goal #2 Goal #3 Goal #4 Goal #5 Goal #6 110 X X 122 X X X X 201 X X X X 202 X X X 203 X X X 204 X X X X 211 X X X X 212 X X X X 213 X X X 223 X X X 300 X X X 302 X X X 311 X X X 322 X X X X 330 X X X X X 332 X X X X X X 340 X X X 341 X X X X 373 X X 396 X 397 X X 400 X X X 403 X X X X X X 411 X X X 420 X X X X X 422 X X X X 433 X X X X X 442 X X X X X 450 X X 451 X X X X 452 X X X X X 492 X X 493 X X X 497 X X X
Several indirect methods of assessment have been implemented in the Department of Technology.
Faculty review enrollment trends, retention, and graduation rates to identify patterns or emerging issues. We review student awards, prizes, placements, and admissions into graduate school to identify and build on strengths. The department reviews syllabi and assignments to assess follow-through with incorporation of goals and other courses of action identified by faculty. We also encourage students to demonstrate their understanding of theoretical principles of the Technology profession by participating in professional testing such as the Association of Technology, Management, and Applied Engineering certification test, and the Society of Manufacturing Engineers certification test (three different class of graduating senior took the certification examinations)
A Student Exit Survey was constructed and distributed during the spring of 2007 in the Senior Capstone course to determine student perceptions of their programs of study. Specifically, questions about
experiential learning opportunities, advising and mentoring, curriculum quality, capstone experiences, and emphasis skills and postgraduate transitions are posed. In Spring 2011 a revised survey was administered that asks about quality of instruction, quality of technology to support learning, skills gained, academic advising, etc.
A similar survey will be constructed based upon student competencies and distributed to alumni to solicit comparable and additional information about the Department of Technology’s program effectiveness. This Alumni Survey will be distributed two years after graduation beginning in the spring of 2012. Another survey will be constructed and distributed in the fall of 2013 to employers of Technology graduates soliciting information about program effectiveness. Specifically, questions about graduates’ abilities to demonstrate an overall competency in the program goals will be asked. In the future, this survey will be distributed to employers one year after a student has graduated, as an Employer Survey.
Timeline and Description of Assessment Process
Within two weeks of the end of each semester faculty report the results of their individual course assessments to the department’s Assessment Coordinator. Data for the past three years was collected on standardized assessment forms. This past semester, a template was developed and the data will be compiled and discussed at special meeting to be held prior to the beginning of the Fall 2013 semester where the data will be compiled by the Assessment coordinators and presented to the faculty. The examination of the data will follow the same process established earlier—once the Coordinator receives the individual course assessments, including the Senior Capstone assessment results, the data is compiled and the results communicated to the Department of Technology faculty in the form of an Assessment Report and during a faculty assessment meeting or workshop at the beginning of each fall semester. During this meeting, faculty review program goals and course objectives, document assessment methods and results, review recommendations and implement changes. This action not only provides faculty the opportunity to review the curriculum, but also provides them with a sense of student strengths and weaknesses as they have proceeded through the courses, and to consider the department offerings and assessment process. In addition, explicit discussion identifies which program goals, if any, are not being met adequately and how weaknesses in the upcoming course assignments and curricular planning can be addressed.
All assessment-related discussions are documented and filed with other assessment data in a centralized file that is created for each year’s program assessment data, results, and process documentation. Access to this file is restricted to faculty and staff, and is stored in a locked room.
Observations generated by all assessment methods contribute to on-going curriculum and course development in the Department of Technology. Any consideration of new courses or curricula will explicitly address how they will include the Department’s program goals. Those program goals are reviewed annually. The courses of action that may result from assessment include:
Additions, deletions, or modifications of individual courses Modifications in curricular requirements Development of specific areas of faculty competence Shifts in resources for staffing sections, hiring, or equipment Shifts in emphasis of goals and assignments Raising standards of performance through assessment practices
Special note: Since a new template is being piloted, it is expected that discussions to follow the collection and analysis of data from the new template may result in changes to the template. Additionally, in-house assessment mini workshops will be conducted to evaluate the template, the results of the data analysis, and how the date could be best used to close the loop. What was learned will be implemented the next time the class(es) is/are taught. At that time—academic year 2013/14—faculty will have focused conversations about how effectiveness of the action plans in closing the loop. Since the classes assessed are only taught annually or biennially, no data is yet available to determine how well the loop was closed. This information will be forthcoming along in the next annual report. Responsibility of Assessment
All faculty are responsible for collecting, analyzing, interpreting, and documenting assessment data from their individual courses. In addition, departmental faculty meet at an agreed time at the end of each
semester to share information about semester courses that were assessed and in particular, and what was learned from the data analyzed. Faculty are also expected to share information about how they will address areas of concern related to individual courses they teach. A special meeting—assessment retreat to talk about closing the loop—is scheduled at the beginning of each fall semester for faculty to discuss changes to be made to courses and program, and the reason for any proposed changes. The departmental assessment co-coordinators are responsible for compiling the individual course assessment results each semester and from the Senior Capstone course assessment results. The compilation of these reports is in the form of an assessment report.
Faculty/Adjunct Course Closing the LoopTech xxx Action Plan
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assess this course again to see the effects of the change made?
Review of Action Plan
Type of Indirect Methods
Content/Knowledge (category of assignments)
Critical Thinking (category of assignments)E.g. Outlin; critical analysis, presentations
Fall/Apring 20XX
# of Students
Category or specific assignment
Direct MethodCourse Average %
MeetingProgram Goals
Summative Course Assessment Template
E.g. Midter; final
List Types of Assignments
Program Goals forStudent Learning
Type of DirectMethods
Insert as many assignment categories as needed
Review of Action Plan: This section should provide some insight into how well what was attempted in the action plan worked or did not work.
Meeting Program Goals: Place an "X" to identify the extent to which students met or did not meet the identified course goals.
Direct Method Course Averages %: List the course averages for identified assignments. This should be expressed as the percentile for "X" assignment.
Type of Direct Methods: Place an "X" to identify the best fit for each assignment; e.g. Exams, Project, Designs, etc. and provide the information about each of the following:• The types of assignments for the class.• How well students performed on individual assignments and what they perhaps struggled with.• The extent to which students met the identified goals for the course
An example relative to one assignment: "The Outline, one of the first critical thinking activities, is an example of how students' struggled with critical writing/expression by virtue of the average class score of 77%. I believe,however, that the feedback provided was instrumental in improving the Critical Analysis assignment that students completed much later in the semester (average class score of 84%). The "Direct Methods Course Average %"
E.g. Minute paper; muddiest point;memory dump; one sentence summary;application cards, etc
Evaluate the effect of the changes made and explain how you will proceed.
Action plan: The action plan should outline what you plan on doing the next time the class is taught. Here is an example to consider: "Thoroughly review all major writing assignments with students well before they are due;work through an exercise in class with students where the rubric is applied to a submitted paper (will need student's permission to do this and redact their names); have students evaluate the submited work and talk about howI evaluate the same work. I believe that if I can get students to understand what I am looking for in all submitted work and get them to see the importance of taking/making the necessary time to work on all assignments thatthis will ultimately go a long way to improving the writing part of each assignment."
Program Goals for Student Learning (place an "X" to identify the program goals that are met by the course)1. Think critically and creatively;2. Understand the theoretical principles of the profession;3. Understand and apply relevant technology in the solution of technical problems;4. Develop an appreciation for ethical and professional practices5. Develop and refine oral, written, and visual communication skills; and6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage unpredictable environments.
Indirect Methods: Provide some discussion about the type of indirect methods:• What specifically you did with students, changes anticipated; etc.Here is an example: "Minute papers are generally given at various points in class and are directly related to the textual content covered. The same applies to memory dump--essentially, what do you recall, what is clear to you,and what is not (how do you understand factual information); One sentence summary is intended to force students to think critically about something and then to express that thought in a succinct manner--summarystatements usually indicates to me how well students understand content from the text or discussions.
Faculty/Adjunct Course Closing the LoopTech xxx Analysis: Strengths and Weaknesses
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tions What does the data tell you? Data from the analysis section should drive the
action plan
Action Plan: What you plan to do
Course Assessment Template
Category of Assignments
Program Goals forStudent Learning
Type of DirectMethods How goal aligns
Communications: Oral/Written
Critical Thinking
Fall/Spring 20XX
# of StudentsOutcomes# of Students
Meeting ProgramGoals
Department of Technology College of Business and Public Administration
Undergraduate Program Assessment Plan 2010-2011
Contact Person
Dr. Dave Yearwood
Assessment Coordinator
701-777-3061
Original adopted August 30, 2006
Updated November 4, 2006
Updated September 27, 2009
Updated March 24, 2011
Introduction
The Department of Technology, which is in the College of Business and Public Administration, offers two
undergraduate programs, a Bachelor of Science in Industrial Technology (BSIT) and a Graphic Design
Technology (BSGDT). The department also offers a graduate program leading to the Master of Science (MSIT)
degree (thesis and non-thesis options). The BSIT is accredited by the Association of Technology Management
and Applied Engineering including three Minors in Technology: Manufacturing, Electronics and Control, and
Graphic Communication are offered by the department.
Essential Elements The Department of Technology’s Program Assessment Plan (undergraduate and
graduate programs) meets the requirements of the University of North Dakota, the College of Business and Public
Administration, and the Association of Technology, Management, and Applied Engineering (ATMAE)
accrediting agency. It includes the following essential elements:
1. A statement of the mission of the department/program (ATMAE Standard 6.16 [1]).
2. A statement of the desired student learning goals of the academic program.
3. A statement of program outcomes/student competencies, which further characterize each of the goals
and state obtainable and documentable outcomes contributing specifically to the attainment of each goal
(ATMAE Standard 6.16 [2]).
4. Evidence that the program incorporates these outcomes/student competencies, i.e. that they are linked
with the courses and experiences in which outcomes are to be attained (ATMAE Standard 6.16 [3]).
5. Descriptions of the assessment measures used to evaluate student mastery of the student competencies
stated, i.e. whether goals for student learning have been met (ATMAE Standard 6.16 [4]).
6. Compilation of the results including a statement of the timeline along which assessment data will be
collected, analyzed, interpreted and documented, and identification of who will be responsible for
collecting, analyzing, interpreting and documenting the results of assessment (ATMAE Standard 6.16
[5]).
7. A description of the process that will be implemented to document and communicate that the results of
assessment have been used to improve the program (ATMAE Standard 6.16 [6]).
Mission Statements
University of North Dakota
The University of North Dakota, as a member of the North Dakota University System, serves the state,
the country and the world community through teaching, research, creative activities, and service. State-assisted,
the University's work depends also on federal, private, and corporate sources. With other research universities,
the University shares a distinctive responsibility for the discovery, development, preservation and dissemination
of knowledge. Through its sponsorship and encouragement of basic and applied research, scholarship, and
creative endeavor, the University contributes to the public well-being.
The University maintains its legislatively enacted missions in liberal arts, business, education, law,
medicine, engineering and mines; and has also developed special missions in nursing, fine arts, aerospace,
energy, human resources and international studies. It provides a wide range of challenging academic programs
for undergraduate, professional, and graduate students through the doctoral level. The University encourages
students to make informed choices, to communicate effectively, to be intellectually curious and creative, to
commit themselves to lifelong learning and the service of others, and to share responsibility both for their own
communities and for the world. The University promotes cultural diversity among its students, staff, and faculty.
In addition to its on-campus instructional and research programs, the University of North Dakota
separately and cooperatively provides extensive continuing education and public service programs for all areas
of the state and region.
College of Business and Public Administration
The College of Business and Public Administration is committed to being a preeminent center of
learning amongst regional universities, preparing and developing leaders of business, government, and society in
a global setting. Challenging learning environments provide quality undergraduate and graduate education
programs that are interdisciplinary and employ appropriate technological tools. Through the complementary
activities of teaching, research, and service, the faculty strives to enhance its position in the scholarly
community while fostering the dissemination of a diverse body of knowledge to stakeholders. The elements of
distinction in the College of Business and Public Administration are:
a. Instilling practical knowledge and skills through experiences that integrate theory and practice.
b. Encouraging a balanced mix of instructional, applied, and basic research.
c. Engaging in innovative teaching, research, and outreach activities that accentuate the complementary
and converging aspects of business and government.
d. Nurturing partnerships with a diverse set of entities, both internal and external to the College.
Department of Technology
Mission
To provide students with a diverse, comprehensive, experiential, and professional education
that prepares them for careers in business, education, government, and industry where they can
apply knowledge to advance technology for economic development and provide solutions to
technical problems.
Vision
A place where students enter in the pursuit of knowledge and leave as critical thinkers, creative
problem solvers, and leaders.
Goals for Student Learning Technology is a field of study designed to prepare technical, technical management, and technical
entrepreneurial professionals for employment in business, industry, education, and government. By graduation,
Technology students should be able to:
1. Think critically and creatively;
Definition: Critical thinking is analyzing, evaluating, synthesizing, and reflecting on content related
to issues or problems to come to a well-reasoned conclusion and/or solution. Creative thinking is
exploring issues or problems in an imaginative way to discover alternate perspectives. Critical and
creative thinking occurs within or across subject fields in all those spaces where humans need to
interact and make decisions, solve problems, and figure out what to believe and what to do.
2. Understand the theoretical principles of the profession;
3. Understand and apply relevant technology in the solution of technical problems;
4. Develop an appreciation for ethical and professional practices;
5. Develop and refine oral, written, and visual communication skills;
6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage
unpredictable environments.
Objectives and Desired Learning Outcomes The Department of Technology is committed to meaningful assessment that is used to enhance student
learning and improve the quality of our programs. One significant development in that plan was the 2004
initiation of our Senior Capstone course (Tech 450). The course was designed to be an on-going opportunity to
assess the strengths and weaknesses of our undergraduate technology program. The Capstone course generates a
portfolio that includes oral, written, and visual data that serve our Program Assessment Plan. It also represents a
culminating experience that asks students to reflect on their undergraduate careers, to synthesize the big ideas
and perspectives of the interdisciplinary field of technology, to demonstrate their growth as learners, and to
articulate their potential as professionals in the field of Technology.
The Senior Capstone course serves as a primary way of understanding how our courses, advising,
experiential learning opportunities, and overall departmental, college and university activities have contributed
to student knowledge. The Capstone course also provides students with an important opportunity to collaborate
and to apply what they have learned to design, produce, and promote an end product. In sum, Tech 450 is
designed to integrate knowledge obtained throughout the students’ experience at UND, specifically those within
the Technology programs and is offered every spring semester.1
The Senior Capstone course is a formal course requirement for the senior major in the Department of
Technology. Our objectives in the course include assisting students in the synthesis and integration of core
concepts in Technology, helping students prepare for the transition to post-college life, and challenging students
to observe, reflect on, and document their growth across their college career. Various requirements of the course
portfolio include:
a. A philosophical statement on the major area of study where students demonstrate an understanding of
the program and field within the context of the student’s interests and career aspirations;
b. A resume that is competence-based and stresses technical skills, academic and experiential experiences,
and civic involvement achieved during the undergraduate years;
c. Critical, self-reflective essays in which students analyze experiences, relationships, achievements, and
course products over the entire undergraduate career;
d. A significant self-evaluative essay on personal and academic growth that articulates students’ potential
as professionals in the field of Technology.
__________________ 1 The Senior Capstone course is coordinated by two faculty members who develop a syllabus and course materials to be addressed. They provide both the
production and promotion expertise that is required in the course.
e. A minimum of 24 artifacts that demonstrate
Competency of the unit objectives in the students’ emphasis area
(Knowledge of Theories, Processes, Methods and Techniques—minimum of 6)
Competency of the unit objectives in the remaining emphasis areas of technology (Knowledge of
Subject Matter—minimum of 3)
Experiential learning (Experiences in Co-operative Education, Internship, Employment, Extra-
Curricular—minimum of 2)
Communication, which includes written, oral, and visual expression (Technical reports, journals,
term papers, videotaped presentations—minimum of 5)
Technology understanding and utilization (Application of Technology—minimum of 3)
Student development as a learner (Application of critical thinking, problem solving, and
performance and teamwork skills—minimum of 5)2
Assessment Methods The Department of Technology employs several assessment methods to evaluate learning outcomes
from each of the program goals outlined above. Assumptions guiding the collection of evidence about student
learning are these: that assessment should be conducted systematically and over time, that multiple measures
using multiple sources of information are needed to analyze results, that both qualitative and quantitative
methods are of value, that direct measures are insufficient without indirect methods, and that results should be
useful for program improvement.
Two significant direct assessment methods in the Department of Technology are:
1. Faculty review and analysis of student learning in individual courses taught.
2. Faculty directed review and analysis of the Senior Capstone course, in which a comprehensive project,
presentation, and portfolio, among other things, is required.
The chief context of program assessment is the Senior Capstone course. By regarding the Capstone
course as an opportunity to identify patterns of strengths or weaknesses among the students in that particular
year’s course, faculty are able to modify/place emphasis on specific areas as we plan our courses for the future.
We believe that the outcomes of the Capstone course represent the best evidence of student learning and level of
achievement, but these are not the sole evaluative tools we use. Student work products from the Senior Capstone
course (Table 1) are evaluated by a Senior Capstone assessment team comprised of a minimum of three faculty
with one of those faculty a representative from the student’s area of emphasis.
__________________________________________ 2Students present their portfolios to a panel of a minimum of three faculty, one of which is from the student’s area of emphasis. Students are required to satisfactorily pass the Senior Capstone course in order to graduate.
Table 1. Relationship of Program Goals to Assessment Methods in Senior Capstone Course Goals Assessment Methods
1. Think critically and creatively;
Definition: Critical thinking is analyzing, evaluating, synthesizing, and reflecting on content related to issues or problems to come
to a well-reasoned conclusion and/or solution. Creative thinking is exploring issues or problems in an imaginative way to discover
alternate perspectives. Critical and creative thinking occurs within or across subject fields in all those spaces where humans need to
interact and make decisions, solve problems, and figure out what to believe and what to do.
Production Project
Philosophical Statement
Critical Self Reflective Essays
Self Evaluative Essay
Portfolio
Alumni Survey, Exit Survey
2. Understand the theoretical principles of the profession;
Production Project
Project Report and Presentation
Philosophical Statement
Critical Self Reflective Essays
Self Evaluative Essay
Portfolio
Artifacts from various courses
Alumni Survey, Exit Survey
3. Understand and apply relevant technology in the solution of technical problems;
Production Project
Portfolio
Artifacts from various courses
Alumni Survey, Exit Survey
Develop an appreciation for ethical and professional practices;
Production Project
Project Report and Presentation
Philosophical Statement
Critical Self Reflective Essays
Self Evaluative Essay
Portfolio
Artifacts from various courses
Alumni Survey, Exit Survey
5. Develop and refine oral, written, and visual communication skills;
Production Project
Project Report and Presentation
Philosophical Statement
Critical Self Reflective Essays
Self Evaluative Essay
Portfolio
Artifacts from various courses
Resume
Alumni Survey, Exit Survey
6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage unpredictable
environments.
Production Project
Project Report and Presentation
Critical Self Reflective Essays
Self Evaluative Essay
Portfolio
Artifacts from various courses
Resume & Cover Letter
Alumni Survey, Exit Survey
Another significant aspect of direct assessment in the Department of Technology is the review, discussion, and
analysis of individual courses. Assessing student learning in each course (Tables 2 and 3) provides faculty with
another opportunity to identify patterns of strengths or weaknesses among the students in a particular course.
Table 2. Courses Mapped to Program Assessment Goals Need a table of courses mapped to program goals IT, GDT, Goal #1 Goal #2 Goal #3 Goal #4 Goal #5 Goal #6
110 X X
122 X X X X
201 X X X X
202 X X X
203 X X X
204 X X X X
211 X X X X
212 X X X X
213 X X X
223 X X X
300 X X X
302 X X X
311 X X X
322 X X X X
330 X X X X X
332 X X X X X X
340 X X X
341 X X X X
373 X X
397 X X
400 X X X
403 X X X X X X
411 X X X
420 X X X X X
422 X X X X
433 X X X X X
442 X X X X X
450 X X
451 X X X X
452 X X X X X
493 X X X
497 X X X
OSEH Goal #1 Goal #2 Goal #3 Goal #4 Goal #5 Goal #6
226 X X
305 X X X
325 X
345 X X
355 X X X X
365 X X X
375 X X X
385 X X X
395 X X X X
405 X X X X
425 X X X
435 X X X
440 X X
465 X X X
Several indirect methods of assessment have been implemented in the Department of Technology.
Faculty review enrollment trends, retention, and graduation rates to identify patterns or emerging issues. We
review student awards, prizes, placements, and admissions into graduate school to identify and build on
strengths. The department reviews syllabi and assignments to assess follow-through with incorporation of
goals and other courses of action identified by faculty. We also encourage students to demonstrate their
understanding of theoretical principles of the Technology profession by participating in professional testing
such as the Association of Technology Management and Applied Engineering certification test, and the Society
of Manufacturing Engineers certification test.
A Student Exit Survey was constructed and distributed during the spring of 2007 in the Senior
Capstone course to determine student perceptions of their programs of study. Specifically, questions about
experiential learning opportunities, advising and mentoring, curriculum quality, capstone experiences, and
emphasis skills and postgraduate transitions are posed. Starting spring 2011 a revised survey will be
administered that asks about quality of instruction, quality of technology to support learning, skills gained,
academic advising, etc.
A similar survey will be constructed based upon student competencies and distributed to alumni to
solicit comparable and additional information about the Department of Technology’s program effectiveness.
This Alumni Survey will be distributed two years after graduation beginning in the spring of 2011.
Another survey will be constructed and distributed in the fall of 2011 to employers of Technology
graduates soliciting information about program effectiveness. Specifically, questions about graduates’ abilities
to demonstrate an overall competency in the program goals will be asked. In the future, this survey will be
distributed to employers one year after a student has graduated, as an Employer Survey.
Timeline and Description of Assessment Process Within two weeks of the end of each semester faculty report the results of their individual course
assessments to the department’s Assessment Coordinator. In addition, at the end of each Senior Capstone course
(in early May), faculty evaluate student portfolios, which include a philosophical statement, resume, self-
reflective essay, and numerous artifacts from various courses, to determine if program outcomes and student
competencies have been achieved. Data is collected on standardized assessment forms.
Once the Coordinator receives the individual course assessments and the Senior Capstone portfolio
assessment results, the data will be compiled and the results communicated to the Department of Technology
faculty in the form of a Assessment Report and during a faculty assessment meeting or workshop at the
beginning of each the fall semester. During this meeting, faculty review program goals and course objectives,
document assessment methods and results, review recommendations and implement changes. This action not
only provides faculty the opportunity to review the curriculum, but also provides them with a sense of student
strengths and weaknesses as they have proceeded through the courses, and to consider the department offerings
and assessment process. In addition, explicit discussion identifies which program goals, if any, are not being met
adequately and how weaknesses in the upcoming course assignments and curricular planning can be addressed.
All assessment-related discussions are documented and filed with other assessment data in a centralized
file that is created for each year’s program assessment data, results, and process documentation. Access to this
file is restricted to faculty and staff, and is stored in a locked room.
Observations generated by all assessment methods contribute to on-going curriculum and course
development in the Department of Technology. Any consideration of new courses or curricula will explicitly
address how they will include the Department’s program goals. Those program goals are reviewed annually.
The courses of action that may result from assessment include:
Additions, deletions, or modifications of individual courses
Modifications in curricular requirements
Development of specific areas of faculty competence
Shifts in resources for staffing sections, hiring, or equipment
Shifts in emphasis of goals and assignments
Raising standards of performance through assessment practices
Responsibility of Assessment All faculty are responsible for collecting, analyzing, interpreting, and documenting assessment data
from their individual courses. In addition, departmental faculty meet at an agreed time at the end of each
semester to share information about semester courses that were assessed and in particular, what was learned
from the data analyzed. Faculty are also expected to share information about how they will address areas of
concern related to individual courses they teach. A special meeting—assessment retreat to talk about closing the
loop—will be scheduled at the beginning of the fall semester for faculty to discuss changes to be made to
courses and program and the reason for any proposed changes. A departmental Assessment Coordinator is
responsible for compiling the individual course assessment results each semester and from the Senior Capstone
course assessment results. The compilation of these reports will be in the form of an assessment report.
Course Assessment Checklist Goal Not Well Met Well Met Not Applicable
#1 Think critically and
creatively.
#2 Understand the
theoretical principles of the
profession.
#3 Understand and apply
relevant technology in the
solution of technical
problems.
#4 Develop an appreciation
for ethical and professional
practices.
#5 Develop and refine oral,
written, and visual
communication skills.
#6 Understand management
issues in order to perform
as leaders, innovate to solve
problems, and manage
unpredictable
environments.
Date:
Course:
Faculty:
Department of Technology
Individual Course Assessment Form
1. Semester _____________________ Course Number/Section _________________________
2. Course Name ________________________________________________________________
3. Course Credits ____________ Number of students enrolled _____________________
4. Instructor ____________________________________________________________________
5. Goals for Student Learning this course is designed to meet and evidence supports:
1. Think critically and creatively; Definition: Critical thinking is analyzing, synthesizing, evaluating and reflecting on content related to issues or problems to come to a well-reasoned conclusion and/or solution. Creative thinking is exploring issues or problems in an imaginative way to discover alternate perspectives. Critical and creative thinking occurs within or across subject fields in all those spaces where humans need to interact and make decisions, solve problems, and figure out what to believe and what to do.
2. Understand the theoretical principles of the profession; 3. Understand and apply relevant technology in the solution of technical problems; 4. Develop an appreciation for ethical and professional practices; 5. Develop and refine oral, written, and visual communication skills;
6. Understand management issues in order to perform as leaders, innovate to solve problems, and manage unpredictable environments.
Definition: The management component of the curriculum is interdisciplinary, and includes principles and concepts related to the following issues: planning, organization, and management of human resources, materials, processes, products, and the environment. Specific components in the IT and GDT programs are: (1) creating and maintaining environments in which people can accomplish goals efficiently and effectively; (2) the process of achieving desired results through efficient utilization of human and material resources; (3) the process of reaching organizational goals by working with and through people and other organizational resources; (4) the process of planning, decision making, organizing, leading, and controlling an organization's human, financial, physical, and informational resources in an efficient and effective manner; 5) the process by which managers create, direct, maintain, and operate purposive organizations through coordinated, cooperative human effort; and 6) the process of acquiring and combining human, financial, informational, and physical resources to attain the organization's primary goal of producing a product or service desired by some segment of society.
6a. Direct assessment methods used (place number of student learning goals each method
documents)
__________ Exam/quiz questions __________ Writing assignment
__________ Project __________ Oral presentation
______________________________________________ Other (please explain)
6b. Direct assessment data, including final grades and raw percentages based on course expectations
7a. Indirect assessment methods used (place number of student learning goals each method documents)
__________ Course evaluations __________ Surveys
__________ Assessment techniques __________ Other (please explain)
7b. Indirect assessment data 8. Strength of the course based on indentified student learning goals
9. Summary of evidence presented to document student learning and progress toward achievement of goals
10. Accomplishments achieved since that last review of the course
11. Gaps and concern(s) – what is lacking in the course – as evidenced by direct assessment and indirect assessment
12. Closing the Loop—how you plan to change/improve the course through your teaching to enhance student learning
13. Date of next review
Instructor signature__________________________________________ Date ______________ Approved by Technology Department faculty on October 25, 2010
Department of Technology College of Business and Public Administration
Undergraduate Program Assessment Plan 2006-2007
Contact Person
Dr. Lynda Kenney Assessment Coordinator
1.701.777.2197 [email protected]
2
Adopted August 30, 2006
Updated November 4, 2006
Introduction
The Department of Technology has a program accredited by the National
Association of Industrial Technology and offers 4 four-year undergraduate Bachelor of
Science (BS) degree programs and a graduate program leading to the Master of Science
(MSIT) degree (thesis and non-thesis options). The undergraduate degree programs offered
through the College of Business and Public Administration are in Industrial Technology
(BSIT) Industrial Management, Industrial Technology (BSIT) with Teacher Certification,
Occupational Safety and Environmental Health (BSOSEH), and Graphic Design
Technology (GDT). Minors in Technology (Manufacturing, Electronics and Control, and
Graphic Communication) are an integral part of the department’s offerings.
Essential Elements The Department of Technology’s Program Assessment Plan (undergraduate and
graduate programs) meets the requirements of the University of North Dakota and the
National Association of Industrial Technology (NAIT) accrediting agency, and includes
the following essential elements:
1. A statement of the mission of the department/program (NAIT Standard 6.16.1 [1]).
2. A statement of the desired student learning goals of the academic program.
3. A statement of objectives, which further characterize each of the goals and state
obtainable and documentable outcomes contributing specifically to the attainment
of each goal (NAIT Standard 6.16.1 [2]).
4. A description of how desired learning outcomes are linked with the courses and
experiences in which outcomes are to be attained (NAIT Standard 6.16.1 [3]).
5. Descriptions of the specific assessment methods to be used to assess each
learning outcome, including a description of criteria that will be used to determine
whether goals for student learning have been met (NAIT Standard 6.16.1 [4]).
6. A statement of the timeline along which assessment data will be collected,
analyzed, interpreted and documented.
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7. Identification of who will be responsible for collecting, analyzing, interpreting
and documenting the results of assessment (NAIT Standard 6.16.1 [5]).
8. A description of the process that will be implemented to document and
communicate that the results of assessment have been used to inform instructional
and curricular improvement (NAIT Standard 6.16.1 [6]).
Mission Statements
University of North Dakota
The University of North Dakota, as a member of the North Dakota University
System, serves the state, the country and the world community through teaching,
research, creative activities, and service. State-assisted, the University's work depends
also on federal, private, and corporate sources. With other research universities, the
University shares a distinctive responsibility for the discovery,
development, preservation and dissemination of knowledge. Through its sponsorship
and encouragement of basic and applied research, scholarship, and creative endeavor,
the University contributes to the public well-being.
The University maintains its legislatively enacted missions in liberal arts,
business, education, law, medicine, engineering and mines; and has also developed
special missions in nursing, fine arts, aerospace, energy, human resources and
international studies. It provides a wide range of challenging academic programs for
undergraduate, professional, and graduate students through the doctoral level. The
University encourages students to make informed choices, to communicate effectively,
to be intellectually curious and creative, to commit themselves to lifelong learning and
the service of others, and to share responsibility both for their own communities and for
the world. The University promotes cultural diversity among its students, staff, and
faculty.
In addition to its on-campus instructional and research programs, the University
of North Dakota separately and cooperatively provides extensive continuing education
and public service programs for all areas of the state and region.
College of Business and Public Administration
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The College of Business and Public Administration is committed to being a
preeminent center of learning amongst regional universities, preparing and developing
leaders of business, government, and society in a global setting. Challenging learning
environments provide quality undergraduate and graduate education programs that are
interdisciplinary and employ appropriate technological tools. Through the
complementary activities of teaching, research, and service, the faculty strives to
enhance its position in the scholarly community while fostering the dissemination of a
diverse body of knowledge to stakeholders. The elements of distinction in the College of
Business and Public Administration are:
a. Instilling practical knowledge and skills through experiences that integrate
theory and practice.
b. Encouraging a balanced mix of instructional, applied, and basic research.
c. Engaging in innovative teaching, research, and outreach activities that accentuate the
complementary and converging aspects of business and government.
d. Nurturing partnerships with a diverse set of entities, both internal and external to the
College.
Department of Technology
The purpose of the Department of Technology shall be to contribute to the mission
of the University of North Dakota as an accredited professional program of study
offering undergraduate and graduate degrees that:
a. Provide a diverse, comprehensive, and professional education to prepare graduates
for careers in technology education and industry.
b. Preserve, create, demonstrate, and disseminate knowledge applicable to Electronics
and Control Systems, Manufacturing, Graphic Communication, Industrial Technology
Education and Occupational Safety and Environmental Health.
c. Contribute to the interdisciplinary studies within the University.
d. Advance technology transfer for economic development through educational and
industrial partnerships.1
1 The Department’s faculty and adjunct faculty represent the emphasis areas of Manufacturing, Electronics and Control Systems, Graphic Communication, Industrial Technology Education, and Occupational Safety and Environmental Health.
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Goals for Student Learning
Technology (Industrial Technology, Graphic Design Technology, Teacher
Education, and OSEH) is a field of study designed to prepare technical, technical
management, and technical entrepreneurial professionals for employment in business,
industry, education, and government. By graduation, Technology students should be
able to:
1. Think critically and creatively;
2. Understand the theoretical principles of the profession;
3. Understand and apply relevant technology in the solution of technical problems;
4. Develop an appreciation for ethical and professional practices;
5. Develop and refine oral, written, and visual communication skills;
6. Demonstrate an overall competency in the program objectives.
Objectives and Desired Learning Outcomes
The Department of Technology is committed to meaningful assessment that is
used to enhance student learning and improve the quality of our programs. One
significant development in that plan was the 2004 initiation of our Senior Capstone
course. The course was designed to be an on-going opportunity to assess the strengths
and weaknesses of our undergraduate technology program. The Capstone course
generates a portfolio that includes oral, written, and visual data that serve our Program
Assessment Plan. It also represents a culminating experience that asks students to
reflect on their undergraduate careers, to synthesize the big ideas and perspectives of
the interdisciplinary field of technology, to demonstrate their growth as learners, and to
articulate their potential as professionals in the field of Technology.
The Senior Capstone course serves as a primary way of understanding how our
courses, advising, experiential learning opportunities, and overall departmental, college
and university activities have contributed to student knowledge. The Capstone course
also provides students with an important opportunity to collaborate and to apply what
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they have learned to produce and promote an end product. The course is designed to
integrate coursework covered throughout the students’ experience at UND, specifically
those within the Technology programs and is offered during every spring semester. 2
The Senior Capstone course is a formal course requirement for the senior major in
the Department of Technology. Our objectives in the course include assisting students
in the synthesis and integration of core concepts in Technology, helping students
prepare for the transition to post-college life, and challenging students to observe, reflect
on, and document their growth across their college career. Various requirements of the
course portfolio include:
a. A philosophical statement on major area of study where student demonstrates
understanding of program and field within the context of the student’s interests
and career aspirations;
b. A resume that is competence-based and stresses technical skills, academic and
experiential experiences, and civic involvement achieved during the
undergraduate years;
c. Self-reflective essays in which students analyze experiences, relationships,
achievements, and course products over the entire undergraduate career;
d. A significant self-evaluative essay on personal and academic growth,
and that articulates students’ potential as professionals in the field of
Technology.
e. A minimum of 23 artifacts that demonstrate
• Competency of the unit objectives in the students’ emphasis area (Knowledge of Theories, Processes, Methods and Techniques—minimum of 5)
• Competency of the unit objectives in the remaining emphasis areas of technology (Knowledge of Subject Matter—minimum of 3)
• Experiential learning (Experiences in Co-operative Education, Internship, Employment, Extra-Curricular—minimum of 2)
• Communication, which includes two written and one oral expression (Technical reports, journals, term papers, videotaped presentations—minimum of 5)
2 The Senior Capstone course is coordinated by two faculty members who develop a syllabus and course materials to be
addressed. They provide both the production and promotion expertise that is required in the course.
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• Technology understanding and utilization (Application of Technology—minimum of 3)
• Student development as a learner (Application of critical thinking, problem
solving, and performance and teamwork skills—minimum of 5).3 Assessment Methods
The Department of Technology employs several assessment methods to evaluate
learning outcomes from each of the program goals outlined above. Assumptions
guiding the collection of evidence about student learning are these: that assessment
should be conducted systematically and over time, that multiple measures using
multiple sources of information are needed to analyze results, that both qualitative and
quantitative methods are of value, that direct measures are insufficient without indirect
methods, and that results should be useful for program improvement.
Two significant direct assessment methods in the Department of Technology are:
1. Faculty review and analysis of student learning in individual courses taught.
2. Faculty directed review and analysis of the Senior Capstone course, in which
a portfolio, among other things, is required.
The chief context of program assessment is the Senior Capstone course and
portfolio. By regarding the Capstone course as an opportunity to identify patterns of
strengths or weaknesses among the students in that particular year’s course, we may be
able to modify/place emphasis on some areas as we plan our courses for the next year.
We believe that the products of the Capstone course and the presentation of the student
portfolio represent the best material evidence of student learning and level of
achievement, but these are not the sole evaluative tools we use. Student work products
from the Senior Capstone course (Table 1) are evaluated by a Senior Capstone
assessment team comprised of a minimum of three faculty with one of those faculty a
representative from the student’s area of emphasis.
Table 1. Relationship of Program Goals to Assessment Methods
in Senior Capstone Course
3 Students present their portfolios to a panel of a minimum of three faculty, one of which is from the student’s area of emphasis. Students are required to satisfactorily pass the Senior Capstone course in order to graduate.
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Goals Assessment Methods
1. Think critically and creatively;
Production Project Philosophical Statement Self Reflective Essays Self Evaluative Essay Portfolio Alumni Survey, Exit Survey
2. Understand the theoretical principles of the profession;
Production Project Philosophical Statement Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Alumni Survey, Exit Survey
3. Understand and apply relevant technology in the solution of
technical problems;
Production Project Portfolio Artifacts from various courses Alumni Survey, Exit Survey
4. Develop an appreciation for ethical and professional practices;
Production Project Philosophical Statement Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Alumni Survey, Exit Survey
5. Develop and refine oral, written, and visual communication skills;
Production Project Philosophical Statement Self Reflective Essays Self Evaluative Essay Portfolio Artifacts from various courses Resume Alumni Survey, Exit Survey
6. Demonstrate an overall competency in the program objectives. Production Project Philosophical Statement Self Reflective Essays Self Evaluative Essay Portfolio & Artifacts Resume Alumni Survey, Exit Survey
Another significant aspect of direct assessment in the Department of Technology
is the review and analysis of individual courses. Assessing student learning in each
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course (Tables 2 and 3) provides the department with another opportunity to identify
patterns of strengths or weaknesses among the students in a particular course.
Table 2. Sample Course Assessment Methods & Tools Correlated to Program Goals
Goals Assessment Methods Assessment Tools
At the completion of a major in Technology, students should be able to demonstrate that they can
Individual Course Assessment Methods
Individual Course Assessment Tools Course # Assignment Title
1. Think critically and
creatively;
Course projects that assess student performance Course Exams
212 Logo Design 302 Storyboarding & Flowcharting 322 Architecture 497 Concept and Development 212 Midterm Exam 322 Exams #1 and #2
2. Understand the theoretical
principles of the profession;
Course projects that assess student performance
212 Principles of Graphic Design 302 Elements of Page Design 322 Elements of Composition
3. Understand and apply
relevant technology in the
solution of technical problems;
Course projects that assess student performance
212 Introduction to Adobe InDesign 302 Becoming familiar with Adobe Photoshop 322 Basic Camera Settings 497 Advanced Adobe Illustrator
4. Develop an appreciation for
ethical and professional
practices;
Course projects that assess student performance
212 Poster Design project 302 Best/Worst Web Sites assignment 322 Digital Photography & Ethics
5. Develop and refine oral,
written, and visual
communication skills;
Course projects that assess student performance
122 Plot Plan 212 Packaging Design 302 Digital Resume 322 Research Assignment 497 Final Project Report Presentation
6. Demonstrate an overall
competency in the program
objectives.
Course projects that assess student performance
122 Design Your Own 212 E-Portfolio project 302 Real Life Web Site 322 Image Presentation 497 Final Project Report
Several indirect methods of assessment have been and will be implemented in the
Department of Technology. The department currently reviews enrollment trends,
retention, and graduation rates to identify patterns or emerging issues. We review
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student awards, prizes, placements, and admissions into graduate school to identify
and build on strengths. The department reviews syllabi and assignments to assess
follow-through with incorporation of goals and other courses of action identified by
faculty. We also encourage students to demonstrate their understanding of theoretical
principles of the Technology profession by participating in professional testing such as
the National Association of Industrial Technology certification test, and the Society of
Manufacturing Engineers certification test.
Beginning in the spring of 2007, a Student Exit Survey will be constructed and
distributed in the Senior Capstone course to determine student perceptions of their
programs of study. Specifically, questions about experiential learning opportunities,
advising and mentoring, curriculum quality, capstone experiences, and emphasis skills
and post-graduate transitions will be posed.
A similar survey will be constructed and distributed to alumni to solicit
comparable and additional information about the Department of Technology’s program
effectiveness. This Alumni Survey will be distributed two years after graduation
beginning in the spring of 2007.
Another survey will be constructed and distributed in the spring of 2007 to
employers of Technology graduates soliciting information about program effectiveness.
Specifically, questions about graduates’ abilities to demonstrate an overall competency
in the program goals will be asked. This survey will be distributed to employers one
year after a student has graduated, as an Employer Survey.
In addition, we will begin in the fall of 2006 publication of an electronic alumni
newsletter and distribute it to hundreds of alum and friends of our department. This
publication will serve to maintain a connection between the department and our alum.
It will assist in our efforts to regularly invite alumni back to our department to speak to
our students about their careers and accomplishments, and the relevance of Technology
in their lives and work. In this way we receive rich feedback about the value and
relevance of our program.
Timeline and Description of Assessment Process
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Within two weeks of the end of each semester, faculty will send an electronic
document (Table 3) communicating the results of their individual course assessments to
the department’s Assessment Coordinator.
Table 3. Sample Individual Course Direct Assessment
Course Number, Section and Semester, Course Credits, Course Name, Enrollment, and Course Instructor
Program and Student Learning Goals and Objectives
Direct Assessment Methods
Direct Assessment Tools
GPA Criteria
Direct Assessment Results
Use of Assessment Results
212-1 F06 3 credits Principles of Graphic Design and Print Production 20 Dr. Lynda Kenney
Goal 1. Think critically and creatively. Objective 1.1 Students will demonstrate an ability to analyze and interpret data, identify assumptions, recognize strong versus weak arguments, and evaluate opposing arguments. Objective 1.2 Students will demonstrate a broad knowledge of concepts,
Course examinations Course projects that assess student performance
Midterm Exam Interpretive analysis technical reports Self-evaluations Logo Design Final Reflection paper Oral Presentations
70% 88% satisfactorily pass exams 75% write effectively 85% satisfactorily produce creative and meaningful artifacts 100% demonstrate learning growth
This course continues to prove valuable to the education of our students teaching them to think critically and creatively in the production of meaningful artifacts. A significant change was made to the 212 course this semester. The course was offered during an 8-week session instead of 16 weeks. This meant an in-class commitment of 5 hours per week was expected of the students instead of 2.5 hours. The out-of-class commitment from students also increased. Student feedback about this change was extremely positive, i.e. students were able to enroll in another part-semester course in the department (122) which enhanced their collective and integrated learning experiences in graphic communication. The recommendation is to continue with this course,
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issues, facts, and theories derived from the principles of graphic design.
but to include additional writing assignments giving students the opportunity to write more (practice makes perfect).
In addition, at the end of each Senior Capstone course (in early May), the portfolio,
which includes a philosophical statement, resume, self-reflective essays, self-evaluative
essay, and numerous artifacts from various courses, will be evaluated by at least three
faculty members to determine if program goals have been achieved. Data will be
collected on standardized department forms titled “Portfolio Assessment Rubric” that
consider the adequacy of the demonstration of each goal. The Portfolio Assessment
Rubric form requires the student’s name and contact information, their emphasis area, a
content checklist to establish that they have included a table of contents, philosophical
statement, resume, cover sheets (which include self-reflective essays), self-evaluative essay, and
a minimum of 21 artifacts. In addition, the form includes a rubric that reflects the
portfolio assessment criterion (Table 4).
Table 4. Portfolio Assessment Rubric
Criterion S U Faculty Comment
All requirements in Content Checklist are present.
Philosophical statement demonstrates an understanding of the program and field within the context of the student’s interests and career aspirations.
Resume is competence-based and stresses skills, academic and experiential experiences, and civic involvement achieved during the undergraduate years.
Rationales for choices of artifacts articulates understanding of program goals and course objectives/competencies.
Self-reflective essays demonstrate ability to analyze experiences, relationships, achievements, and course artifacts over the entire undergraduate career.
Presentation and interview responses demonstrate an understanding of the theories, processes, methods, and techniques as they apply to the student’s
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emphasis area. Self-evaluative essay and interview articulates student’s growth as a learner and their potential as a professional in the field of Technology.
Portfolio demonstrates an overall competency in program goals and objectives, and professionalism.
Once the Coordinator receives the individual course assessments and the Senior
Capstone portfolio assessment results, she will compile the data and communicate the
results to the Department of Technology faculty during a half-day, all-faculty retreat.
During this retreat, faculty will review program goals and course objectives, document
assessment methods and results, review recommendations and implement changes.
This action not only provides faculty the opportunity to review the curriculum, but also
provides them with a sense of student strengths and weaknesses as they have proceeded
through the courses, and to consider the department offerings and assessment process.
In addition, explicit discussion will identify which program goals, if any, are not being
met adequately and how weaknesses in the upcoming course assignments and
curricular planning can be addressed.
All assessment-related discussions will be documented and filed with other
assessment data in a centralized file that will be created for each year’s program
assessment data, results, and process documentation. Access to this file will be restricted
to faculty and staff.
Observations generated by all assessment methods will contribute to on-going
curriculum and course development in the Department of Technology in the coming
years. Any consideration of new courses or curricula will explicitly address how they
will include our program goals. The Department’s program goals will be reviewed
annually. The courses of action that may result from assessment include:
• Additions, deletions, or modifications of individual courses
• Modifications in curricular requirements
• Development of specific areas of faculty competence
• Shifts in resources for staffing sections, hiring, or equipment
• Shifts in emphasis of goals and assignments
• Raising standards of performance through assessment practices
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Responsibility of Assessment
All faculty are responsible for collecting, analyzing, interpreting, and
documenting assessment data from their individual courses. A departmental
Assessment Coordinator will be responsible for compiling the individual course
assessment results and Senior Capstone portfolio assessment results, and presenting
information to the department in the form of an annual assessment report.