ASSESSMENT OF STUDENT LEARNING

Organizational Format for the Self-study Report

The Self-Study will include the following sections:1

  1. Title Page – Identifying information
  2. Table of Contents
  3. Introduction and General Program Information
    1. Brief history of the program
    2. Program (not departmental) goals2 and how each advances the missions of the program and the College
    3. Identify the faculty’s aspirations for the graduates of this major in terms of their knowledge, skills, and values
  4. Assessment of Student Learning 3
    1. List the student learning goals/outcomes for this major4
    2. Identify how each student learning goal/outcome is measured directly.5Examples include: exams and quizzes, field work, internships, performance, capstone projects, scores on specialize tests, supervisor and employer ratings of students’ performance.
    3. Identify any indirect measures of student learning, for example, analysis of information such as course evaluations, student, alumni, and/or employer surveys.
    4. How well are students in the major accomplishing each of the faculty-determined student learning goals/outcomes?
    5. Identify any course additions or deletions or other curriculum changes planned for the next 1-2 years as a result of information identified in item 4D.
  5. Consider at least the data provided on the Program Data Summary Table (Appendix B) when answering the following questions:
    1. Number of Majors for the past 5 years:
      1. What are the most significant aspects of the program enrollment trends in the past 5 years?
      2. How have program enrollment trends impacted the program’s goals?
      3. How have program enrollment trends impacted the quality of teaching?
      4. How have program enrollment trends impacted the quality and/or quantity of student learning?
      5. What enrollment trends are anticipated for the next 2-3 years? Why?
      6. What, if any, changes are planned that are expected to impact on the number of majors?
    2. Graduates
      1. Within 3 years of graduation, what do the graduates of this program do? (Please identify the source of this information.)
      2. If less than 100% of program seniors who apply for graduation receive clearance to graduate, what are the implications, if any, for the program?
      3. What, if any, changes are planned that are expected to impact on the numbers of students retained in and graduated from the program?
    3. Faculty
      1. Faculty accomplishments
        1. With respect to the curriculum, what are the five most significant accomplishments of the department in the past 3 years?
        2. How have the program’s goals been impacted by faculty accomplishments?
        3. How has student learning been impacted by faculty accomplishments?
        4. From the perspective of the program, what should faculty plan to accomplish in the next 2-3 years
      2. FTEs6
        1. What has been the impact of the number of FTE taught by faculty on program goals?
        2. What has been the impact of the number of FTE taught by faculty on the quality of teaching?
        3. What has been the impact of the number of FTE taught by faculty on the quality and/or quantity of student learning?
        4. What, if any changes are planned that are expected to impact on the number of FTE taught by faculty?
      3. Full and part time faculty assignments
        1. What has been the impact of the number of full and part-time faculty on program goals?
        2. What has been the impact of the number of full and part-time faculty on the quality of teaching?
        3. What has been the impact of the number of full and part-time faculty on the quality and/or quantity of student learning?
        4. What, if any changes are planned that are expected to impact on the number of full and part-time faculty assigned to the program?
    4. Resources
      1. Facilities
        1. What are the strengths and challenges relative to program facilities?
        2. How have the program’s facilities impacted the program’s goals?
        3. How have the program’s facilities impacted the quality of teaching?
        4. How have the program’s facilities impacted the quality and/or quantity of student learning?
        5. What resource changes are planned for the next 3-5 years?
      2. Budget and finance
        1. What are the strengths and challenges relative to the program’s budget?
        2. How has the program’s budget impacted the program’s goals?
        3. How has the program’s budget impacted the quality and/or quantity of student learning?
  6. Use of technology in teaching and learning
    1. How is technology used to support teaching and learning?
    2. How do teaching and learning benefit from using technology in these ways?
    3. What changes in the use of technology are planned for the next 2-3 years?
  7. Benchmarking7
    1. Identify three institutions in the US that offer quality programs for this major.
    2. For each of the three institutions, identify how Oneonta’s curriculum for the major compares to that of the benchmark institution.
  8. Program’s response to the report of the external reviewers
  9. Appendices
    1. SUNY Assessment of Student Learning Outcomes in the Major – Summary Report
    2. SUNY Program Data Summary Table [This should be completed in consultation with the Associate Vice President for Finance (x3024) and the Senior Staff Associate (x3592)]
    3. Report of the external reviewers

1The College has developed an Academic Assessment website.
2Program goals are distinct from the goals/outcomes for student learning.
3It is assumed that the assessment of the program’s student learning outcomes has been on-going since the late nineties and that it draws upon information about student learning that occurs in courses included in the major.
4 Items 4 A-D may be presented in table format.
5Refer to the Section of these Guidelines on “Direct” and “Indirect” assessment
6College and department data may be reviewed at http://www.oneonta.edu/admin/research/ by clicking on links located near the bottom left of the page.
7Refer to the “Benchmarking” section of these Guidelines as needed.
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