Undergraduate Program Assessment Plan

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					           Department of Technology
   College of Business and Public Administration




Undergraduate Program Assessment Plan
                      2009-2010




                   Contact Person

               Dr. Lynda Kenney
             Assessment Coordinator
                  1.701.777.2197
             Lynda.Kenney@und.edu




            Original adopted August 30, 2006

              Updated November 4, 2006

              Updated September 27, 2009
Introduction
      The Department of Technology has a program accredited by the National
Association of Industrial Technology and offers two 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)
and Graphic Design Technology (BSGDT). 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, 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]).




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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



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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;
      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



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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 produce and promote an end product. The course is designed to
integrate knowledge obtained throughout the students’ experience at UND, specifically
those within the Technology programs and is offered during 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 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. 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,
          and 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.




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        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
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                               solving, and performance and teamwork skills—minimum of 5).



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.



2
 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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                Table 1. Relationship of Program Goals to Assessment Methods
                                          in Senior Capstone Course


                    Goals                                                               Assessment Methods
1. Think critically and creatively;                                              Production Project
                                                                                 Philosophical Statement
Definition: Critical thinking is analyzing, evaluating, synthesizing, and
                                                                                 Critical Self Reflective Essays
reflecting on content related to issues or problems to come to a well-reasoned
                                                                                 Self Evaluative Essay
conclusion and/or solution. Creative thinking is exploring issues or
                                                                                 Portfolio
problems in an imaginative way to discover alternate perspectives. Critical
                                                                                 Alumni Survey, Exit Survey
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;                      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                   Production Project
                                                                                 Portfolio
technical problems;
                                                                                 Artifacts from various courses
                                                                                 Alumni Survey, Exit Survey
4. 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,                  Production Project
innovate to solve problems, and manage unpredictable                             Project Report and Presentation
environments.                                                                    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.




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Table 2. Example of Course Assessment Methods & Tools Correlated to Program Goals


         Goals                         Assessment Methods                      Assessment Tools
At the completion of a major in     Individual Course             Individual Course Assessment Tools
Technology, students should be      Assessment Methods
able to demonstrate that they can                                 Course #   Assignment Title
1. Think critically and             Course projects that assess   212        Logo Design
                                    student competencies          302        Storyboarding & Flowcharting
creatively;
                                                                  322        Architecture
                                                                  497        Concept and Development
                                    Course Exams                  212        Midterm Exam
                                                                  322        Exams #1 and #2
2. Understand the theoretical       Course projects that assess   212        Principles of Graphic Design
                                    student competencies          302        Elements of Page Design
principles of the profession;
                                                                  322        Elements of Composition

3. Understand and apply             Course projects that assess   212        Introduction to Adobe InDesign
                                    student competencies          302        Becoming familiar with Adobe
relevant technology in the
                                                                             Photoshop
solution of technical problems;                                   322        Basic Camera Settings
                                                                  497        Advanced Adobe Illustrator

4. Develop an appreciation for      Course projects that assess   212        Poster Design project
                                    student competencies          302        Best/Worst Web Sites assignment
ethical and professional
                                                                  322        Digital Photography & Ethics
practices;


5. Develop and refine oral,         Course projects that assess   122        Plot Plan
                                    student competencies          212        Packaging Design
written, and visual
                                                                  302        Digital Resume
communication skills;                                             322        Research Assignment
                                                                  497        Final Project Report Presentation

6. Understand management            Course projects that assess   122        Design Your Own
                                    student competencies          212        E-Portfolio project
issues in order to perform as
                                                                  302        Real Life Web Site
leaders, innovate to solve                                        322        Image Presentation
                                                                  497        Final Project Report
problems, and manage
unpredictable environments.


         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 National
Association of Industrial Technology certification test, and the Society of Manufacturing
Engineers certification test.



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       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 post-
graduate transitions are 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 2010.
       Another survey will be constructed and distributed in the spring of 2010 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, she compiles the data and communicates the
results to the Department of Technology faculty in the form of a Assessment Report and
during a half-day, all-faculty assessment meeting or workshop. During this retreat,
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.




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       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. A departmental
Assessment Coordinator is 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.




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