Graduate Program Assessment Plan - 2018

Program Learning Outcomes

For masters’ students:

1. Conduct research resulting in an original thesis or dissertation
2. Demonstrate mastery of subject content knowledge and research/critical inquiry methodology
3. Demonstrate effective written communication of substantive content
4. Demonstrate effective oral communication of substantive content
5. Be able to conduct scholarly or professional activities in an ethical manner

For doctoral students:

1. Produce and defend an original significant contribution to knowledge
2. Demonstrate mastery of subject content knowledge and research/critical inquiry methodology
3. Demonstrate excellence in written communication of substantive content
4. Demonstrate excellence in oral communication of substantive content
5. Be able to conduct scholarly and professional activities in an ethical manner
6. Demonstrate professionalization into the field of study as demonstrated through publications, presentations, funded fellowships, professional association activities, professional experience, etc.

Student Performance: Data Sources

Masters’ Programs with Thesis

Doctoral Programs

¹ Program will track thesis/dissertation defenses and calculate success rates.

² The rubrics for outcomes 1–4 are to be completed at the thesis/dissertation defense. If departments prefer, they may use comprehensive exams rather than the actual dissertation, thesis, or paper.  These rubrics will not be used to assess or evaluate individual students and will not inform the decision regarding whether a student passes a defense or course.  The data will be aggregated for all students in the program over a two-year period in order to assess the success of the program in meeting its program learning outcomes (see sample rubric attached).

³ The rubric for outcome 5 is the completion of some ethics training.

⁴ C.V.s of students will be collected as they complete their degrees.  The C.V. will be used to provide evidence of appropriate professional activities to the particular field of study (these may be published papers, research training, teaching development, presentations at conferences, etc. as is appropriate for your discipline or program and as was identified in learning outcome 6 above).

Response Threshold

All programs:

• At least 80% of students will be ranked at a 3–4 level in subject content knowledge, written communication, and oral communication.
• 100% of students will successfully complete ethics training
• At least 80% of students will complete their Program and Study and pass their master’s or doctoral defense on the first attempt

Doctoral programs:

• 100% will demonstrate professionalization in their field of study

Schedule of Assessment

• Assessment reports for all programs (M.S. and Ph.D.) will be submitted in September of odd-numbered years.

Process for Assessing the Data

1. Data are collected from identified sources.
2. The graduate assessment coordinator will tabulate the scores from the rubrics and the data on defenses/program completion. S/he will also prepare lists of students taking comprehensive/qualifying exams and the results (pass or fail) of such exams.  For doctoral programs, the coordinator will also identify, based on an analysis of C.V.s, the percent of students demonstrating acceptable professionalization into the field of study.
3. Scores will be presented to the faculty graduate advisors for assessment. The faculty will review the assessment results and make decisions about how to respond.

• If an acceptable performance threshold has not been met, a faculty response is required. It should include some strategy for addressing improving areas where the threshold has not been met. Possible responses include:
  • Gather additional data during the following review period to verify or refute the results.
  • Change something in the curriculum or program to try to improve performance.
  • Develop or select an alternative performance datum to assess outcome.
  • Change the acceptable performance threshold (must provide reasoning behind such a strategy).
• If faculty members identify new strategies for meeting the learning outcomes, they may respond to assessment results even if the acceptable performance threshold has been met.
• It is also acceptable to decide that changes are not needed when students are demonstrating proficiency with each learning outcome.

4. A summary of the year’s assessment activities and faculty decisions is reported to the Provost’s office in the Department’s annual Graduate Program Assessment Activities Report.

The assessment report due on September 15 must include the following:

1. A list of students taking comprehensive exams/qualifying exams and defending theses/dissertations or completing program requirements in the past two years.
2. The results of those examinations and defenses summarized into the numbers of passes and failures.
3. A list of the students who left their program without completing their degree.
4. A record of the completion of ethics training.
5. A statement on the assessment of the program indicating if the program outcomes are being met, and identifying any program changes needed to better prepare students to meet the program learning outcomes.