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BETHUNE-COOKMAN UNIVERSITY Name of Program 2014-15 ANNUAL PLANNING & ASSESSMENT REPORT for Academic Programs Department Chair [Select date from the calendar] Bethune-Cookman University Description of the Program [Enter program description] Mission [Enter mission] Program Student Learning Outcomes (PSLOs) [List the Program Student learning Outcomes] Curriculum Map Program Curriculum Map Course 7 Course 6 Course 5 Course 4 Course 3 Course 2 Course 1 Program Name_______________________________________________________________________ PSLO 1 PSLO 2 PSLO 3 PSLO 4 PSLO 5 Bethune-Cookman University Page 1 Assessment Map Program Assessment Map Assessment 7 Assessment 6 Assessment 5 Assessment 4 Assessment 3 Assessment 2 Assessment 1 Program Name_________________________________________________________________________ PSLO 1 PSLO 2 PSLO 3 PSLO 4 PSLO 5 Bethune-Cookman University Page 2 Annual Planning, Budgeting, and Assessment 2014-15 (Analysis Grid) B-CU’s Mission Statement: The mission of Bethune-Cookman University is to develop global leaders committed to service, lifelong learning and diversity by providing a faith-based environment of academic excellence and transformative experiences. Targeted Strategic Goal(s): Enhance Academic Enterprise, Promote Student Success Targeted Academic Affairs Key Performance Indicators: Institutional Student Learning Outcome(s) addressed: Student Learning Outcomes (PSLOs) Expected Level of Achievement Bethune-Cookman University Measure/Tool Results Use of Results (to include analysis and Action Plan) Met Not Met Budgetary Considerations Page 3 Other Programmatic Outcomes Expected Level of Achievement Bethune-Cookman University Measure/Tool Results Use of Results Met Not Met Budgetary Considerations Page 4 Annual Planning and Assessment for 2015-16 B-CU’s Mission Statement: The mission of Bethune-Cookman University is to develop global leaders committed to service, life-long learning and diversity by providing a faith-based environment of academic excellence and transformative experiences. Targeted Strategic Goal(s): Enhance Academic Enterprise, Promote Student Success Targeted Academic Affairs Key Performance Indicators: Institutional Student Learning Outcome(s) addressed: Student Learning Outcomes (PSLOs) Expected Level of Achievement Measure/Tool Other Programmatic Outcomes Expected Level of Achievement Measure/Tool Bethune-Cookman University Page 5 Assessment Plan (Methods and Procedures) [Describe the methods and procedures used to assess the program.] Program Data Collection Data Requested Name of 5 peer institutions used for program comparison Who What is remarkable about this institution? 1 2 3 4 5 Percentage of courses taught by full-time faculty Percentage of courses taught by part-time faculty Bethune-Cookman University Page 5 Rubric for Assessing Annual Assessment Report Implementation Assessment Planning (Each academic and non-academic unit is required to submit an annual plan/assessment report. The reports include assessments of students learning and other programmatic improvements) Criteria Excellent (3) Basic (2) Needs Improvement (1) Outcome (S.M.A.R.T.) specific, measurable, attainable, relevant, time bound The outcome statement clearly focuses on what students know, are able to do and/or identifies attitudes developed. The outcome uses action verbs and is relevant to the program and attainable in the timeframe specified (usually one year). Expected Level of Achievement Appropriate (not too high not too low) The expected level of achievement is appropriate and aligned with best practices – other institutions. At least two measures are identified and the measures match the outcomes. Measure/Tool Multiple assessments (at least two for each PSLO) The assessment must match the outcome Results Data must be linked to the outcome Data must be collected using the measure/tool identified Each outcome is rated Met, Partially met or Unmet Closing the Loop Use of Results The data must drive program improvement – clearly articulate what the data tell you and what actions the data prompt you to take. Analysis Action Plan Bethune-Cookman University The outcome statement attempts to focus on what students know are able to do, and/or attitudes developed; however, it is clouded by the lack of action verbs. In addition, the outcome lacks focus because it is “bundled.” The expected level of achievement is either too low or too high. One measure is identified and the measure is not clearly matching the outcome. Not all data are collected, or not enough detail is provided; however, where data are collected measures proposed are used. The outcome statement lacks focus and/ or is unrelated to the program. In addition, action verbs are not used and the unit has no control over the attainment of the outcome. A detailed plan for how data will be used to drive programmatic improvement is provided. A plan is provided articulating how data will be used to drive improvement; however, that plan lacks detail. The plan is inadequate to drive programmatic improvement. Rich detail and examples are provided as to how results of assessment are used to make programmatic improvement or improvement to student learning. The discussion is focused on curriculum – scoping and sequencing, deletion, addition of courses, course development, addition /deletion of programs. An action plan is provided for each outcome that is Met, Partially met or Unmet. Discussion includes how results of assessment are used to make programmatic improvement or improvement to student learning. The discussion is not detailed, nor are examples provided. The discussion is poorly developed and does not clearly address how results of assessment are used to make programmatic improvement or improvement to student learning. An action plan is not provided for each target. Data are clearly identified and collected using the measures proposed. An action plan is provided for each outcome that is Met, Partially met or Unmet; however, the plan is not specific. The expected level of achievement is not identified. No measures are identified. Data is missing or insufficient. Page 6