Comprehensive Standard 3.3.1.1

CS 3.3  The Institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas:(Institutional Effectiveness)

3.3.1.1  educational programs, to include student learning outcomes

In Compliance

Shenandoah University embraces assessment as a means of continuous improvement across all educational programs. Evaluation of the internal University environment and the external forces affecting education is vital to the assessment process at the Institution. Assessment at Shenandoah stems from the University’s Mission, and includes a cyclical process where emphasis is placed on student learning outcomes and continuous improvement.

History of Assessment at Shenandoah

The assessment process at Shenandoah was modified in 2009 through the Program Review and Assessment Committee. At that time the institution established criteria for programs to align with institutional guidelines. In addition, the institution introduced new tools and software including the hiring of an Assessment Coordinator and the implementation of WEAVE online, which allowed better tracking and reporting regarding assessment across programs. During the last five years the responsibility for assessment has shifted as University personnel and offices have changed and matured. In 2014, the Office of Institutional Research and the Office of Academic Assessment were combined into a joint entity to further refine the process and increase the ability to use data for accurate reporting and decision-making. This has allowed for a more seamless process for gathering, analyzing, and reporting data that is used widely across the institution.

Process for Assessment of Education Programs

Assessment of educational programs at Shenandoah University follows the process outlined in the institutional Assessment Process manual. This process can be broken down into three components:

1. Academic Program Assessment
2. General Education Assessment
3. QEP/FYS AssessmentAcademic Program Assessment

Since 2009 the University has utilized WEAVE online as a tool to assist programs and administrators with program assessment. WEAVE provides a mechanism for programs to enter and maintain learning objectives, outcome measures, and action plans for continuous improvement. The institution supports this effort by providing workshops and individual meetings throughout the cycle to assist program personnel with the input and analysis of assessment data. All programs use a cyclical process that includes the establishment of goals and objectives, data gathering and analysis, and action plans that “close the loop” on the assessment process (Figure 1).

Figure 1 – Program Assessment

At the beginning of each academic year an audit is performed to ensure that all academic programs have stated goals, objectives and measures entered into WEAVE online. At this time the Assessment Coordinator works with various departments as needed to ensure the quality of data entered into the software system. In addition, monthly audits are conducted and shared with Deans and Directors. This allows the Institution to monitor the data more closely and address possible issues in a timely manner.

During the fall and spring semesters assessment data for the current year is gathered and analyzed while changes from the prior year are implemented. Data is gathered through a variety of means and entered into the WEAVE online system as available. Any changes that are implemented are also tracked in order to assess whether they resulted in changes in student learning.

Distance Learning Program Assessment

Shenandoah University only offers a few distance education programs at present and no correspondence programs. Currently, distance education programs are assessed using the same process as traditional programs. Program Directors and Administrators ensure that appropriate student learning outcomes are chosen and evaluated according to the intended population and delivery method. All programs follow the same reporting cycle and utilize the same tools for assessment and evaluation.

Training and Support

All faculty members have the opportunity to attend training sessions or workshops offered by the Assessment Coordinator throughout the cycle. At the conclusion of the spring semester all data that is relevant to measures within the WEAVE system are entered, including analysis and interpretation. In addition, programs take this time to review all measures and determine action plans for the following cycle. An audit of the WEAVE system is performed to ensure all data has been entered and action plans have been created. The Assessment Coordinator works with programs as necessary to complete the cycle. Action plans for each program show how they intend to “close the loop” on the assessment process and how the data gathered will be used for continuous improvement.

Full Reports for all Programs and Rationale for Representative Examples

The cyclical assessment process has resulted in many improvements across the institution. The following are twenty-five examples that demonstrate the process of continuous improvement. Examples for three reporting cycles are provided from each School at the Institution and each degree level with those schools. This allows for a representative sample and shows how the assessment process has affected programs across the Institution.

In addition to these examples, links to full reports for each academic program over the last three years can be found in the table (Table 1) following the charts. These reports include objectives, measures, outcomes, and action plans over each of the various cycles. Each year the Office of Institutional Research and Assessment works with Program Directors and Deans to refine and improve measures for the various majors.

College of Arts and Sciences

The following charts represent examples of programmatic assessment results for the College of Arts and Science. The programs included here are Biology, BS; History, BS; Psychology, BS; and Sociology, BS. Three reporting cycles in WEAVE have been captured and findings for specific learning objectives are included.  Changes made within academic programs as a result of key findings demonstrate the process of closing the assessment loop.  For example, in 2013-2014, Psychology, BS reports meeting all eight- achievement targets for the first time in several years.  Even though targets were met, faculty lobbied for increasing admission standards for Psychology students.  Using prior assessment results, faculty chose to no longer administer the ETS standardized exam to freshman because an accurate baseline for this group has already been established.

Biology Assessment Examples
History Assessment Examples
Psychology Assessment Examples
Sociology Assessment Examples

School of Education and Human Development

The following charts include examples of the programmatic assessment process for the School of Education and Human Development. These are Administrative Leadership, Ed.D.; Organizational Leadership, MSOL; Education Administration, MSED; Special Education, MSED; and Teaching, individual Focus, MSED. Three reporting cycles in WEAVE have been captured with findings for specific learning objectives included.  Changes made as a result of key findings demonstrate the process of closing the assessment loop.  For example, in spring 2012, faculty within Special Education, MSED reported that it was difficult scoring e-Portfolios because too many criteria were listed in the scoring rubric.  Therefore, faculty met and designed a new rubric to better meet the needs of the program. Fall 2012, an increase of 8% from spring 2012 is noted after revising new rubric and scoring e-Portfolios.

Administrative Leadership Assessment Examples
Organizational Leadership Assessment Examples
Education Administration Assessment Examples
Special Education Assessment Examples
Teaching – Individual Focus Assessment Examples

School of Nursing

The following charts include assessment results for a representative sample from School of Nursing programs. This includes Nursing, BSN; Family Nurse Practitioner, MSN; and Nursing, DNP.  Learning objectives, assessment tools, key findings, and changes made to help improve programs are included.  For example, in 2011-2012, Family Nurse Practitioner, MSN, reported that 90% of students met objective one, students will synthesize knowledge associated with the advanced nursing practice and advancement of nursing.  In order to help increase target pass rate to 100%, faculty implemented a review course prior to examination. In 2012-2013, the pass rate increased from 90% to 91.67%.  Faculty is pleased with the review course and will continue to offer this course to students.

Nursing – BSN Assessment Examples
Family Nurse Practitioner MSN Assessment Examples
Nursing – DNP  Assessment Examples

School of Health Professions

The School of Health Professions continues to make changes to academic programs as a result of reviewing key findings from various reporting cycles in WEAVE.  The following charts include examples of learning objectives and assessment tools from these programs: Physical Therapy Non-Traditional, DPT; Physical Therapy Traditional, DPT; Physicians Assistant Studies, MS; Respiratory Care, BS; and Athletic Training, MS. In 2011-2012, Respiratory Care, BS, noted that response rate for the graduate survey was low (87%).  After deciding to use social networking as a means for improving this rate, findings in 2012-2013 reveal a 100% response rate for the graduate survey. Additionally, Athletic Training, MS, found that in 2012-2013, students were not choosing Shenandoah University as one of their clinical sites.  Faculty decided to meeting with clinical preceptors to get them more engaged in the didactic portion of the program to see is this would carry into their being more vested as clinical instructors. 2013-2014 findings indicate the more students chose Shenandoah University for their clinical sites. 

Athletic Training Assessment Examples
Physical Therapy – Traditional Assessment Examples
Physical Therapy – Non-Traditional Assessment Examples
Physician Assistant Studies Assessment Examples
Respiratory Care Assessment Examples

School of Business

The following charts include assessment results for the School of Business.  Learning objectives, assessment tools, key findings, and changes made to help make improvements to the BBA and the MBA are included.  In 2011, the assessment committee met and revised learning outcomes, reducing the number from 100 to 12 that were comprehensive of the program and align with ASCB.  Assessment methods include case studies and embedded assignments in core courses.  In 2012-2013, The Bachelors of Administration program reported that 86% of students were able to identify and describe elements of global and domestic businesses. Thus only partially meeting objective one as the target was 90%.   Faculty met and determined that some students did not understand the case questions and determined that instructors should spend more time discussing case questions.  In 2013-2014, findings indicate that 91% of students were able to provide appropriate answers to the case questions since they had been discussing this during the semester. Faculty note that additional time spent in class discussions helped students better understand questions found within the case study. 

BBA Assessment Examples
MBA Assessment Examples

School of Pharmacy

The following chart includes assessment results for the Doctor of Pharmacy program. This chart provides a sample of learning objectives, assessment tools, key findings, and changes made improve program.  In 2012, the program indicated that student recruitment and advising were issues.  In fact, the PCAT goal for incoming students and the number of advising visits both fell short of established goals.  To help address these issues a Dean of Assessment was hired and a Recruitment Task Force was created, members include Assistant Dean of Student Affairs and several faculty members.  These members revised the interview process to help identify potential students with desirable qualities for the program.  They also created an Advising Task Force Committee that established a framework for advising as well as creating new advising activities for faculty and students. 

Pharmacy Assessment Examples

The Conservatory

Following the 2010-2011 reporting cycle, the Conservatory began a complete revision of the undergraduate curriculum within the school. As such, after consultation with  Southern Association of Colleges and Schools Commission on Colleges staff, university administration allowed the Conservatory to abstain from submission of assessment results for the 2012-2013 reporting cycle. This allowed faculty additional time to focus on the curriculum revision while continuing to attend to student needs. It also allowed the Conservatory time to formulate new objectives, measures, and outcomes based on the revised curriculum. The Conservatory worked hard to depart from using course grades (2011-2012 reporting cycle) to using improved assessment tools such as jury rubrics to measure the success of students. These new objectives, measures, and assessment tools began to be integrated into the assessment cycle during the 2013-2014 academic year. The new curriculum continues to be implemented across the Conservatory and objectives and measures will continue to be refined through the 2014-2015 reporting cycle.  The following charts include assessment results for five programs in the Conservatory: the Bachelor of Music in Composition; the Bachelor of Music in Music Production and Recording; the Master of Music Therapy; the DMA in Music Education; and the Master of Music in Performance.  A sample of learning objectives, assessment tools, and changes made due to key findings are included in the charts. Graduate programs will be revised in 2015.

Composition BM Assessment Examples
Music Production Recording Assessment Samples
Music Therapy MMT Assessment Examples
Music Ed DMA Assessment Examples
Performance MM Assessment Examples

Table 1 – WEAVE Assessment Reports for Academic Programs

College of Arts and Sciences:

School of Business:

Conservatory:

School of Education:

School of Health Professions:

School of Nursing:

School of Pharmacy:

Achievement Summary Analysis Reports

To further our assessment efforts, beginning in 2012, all academic programs provide answers to three questions found in WEAVE.  These questions encourage reflection and promote continued interpretation of data to help facilitate closing the assessment loop.

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?
• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?
• How will you make continuous improvement?

Examples of Achievement Summary Analysis Reports:

Achievement Summary Analysis Report

Biology, BS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

For the 2013-2014 academic year, the Biology department met assessment targets for metrics 1, 4, and 5.  We partly met our targets in metrics 2 and 3.  Metric 2 continues to show yearly variation in the particular courses which dip below our target level.  In metric 3, only lab grades from spring courses of BIO 121 and 122 were below our target.  This is similar to our results last year. 

Our Action Plans for metric 1 over the last two years to improve the accuracy of this tool have been very successful, and as a result we have been able to document that our students’ performance on the ETS Biology Exam is much higher than in previous years, and is now comparable to (and this year even slightly above) that of the national institutional average.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

We have implemented a major change in our Biology curriculum by requiring students to take more 300 level or above electives for their Biology major; we hope this change will have a positive effect on metric 1 in the content area of Organismal biology, and possibly metric 5 as well.  However, we do not expect to show any results from this change for another three years, at which point all graduating students will be subject to the new requirement. We are starting to see a possible long term trend emerge from our assessment data; it appears that the 100 and 200 level courses show more variation in metric 2 and 3, and a greater tendency to drop below our assessment targets than the upper level courses.  The 100 and 200 level courses are strongly subject to variation in the academic skills and background of incoming freshmen students from year to year. After students have taken a year or two of coursework, and have gained better study and critical thinking skills, they tend to do better in upper level courses.  This is reflected in less fluctuation in our assessment of upper level courses.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

Achievement Summary Analysis Report

Criminal Justice, BS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

The criminal justice program has experienced many successes during 2013-2014.  First, the addition of a new faculty member will enable the program to address the topic of race and crime.  The new faculty member has experience teaching in this area and will be able to teach a course as it relates to the race and crime rates.  Another success is the 85 openings for internships as identified by the Director of the program.  The Director visited places in VA, MD and PA to locate places that would be willing to take SU students who are majoring in criminal justice.  Another positive aspect that happened in 2013-2014 was the amount of collaboration taking place between faculty members from various programs. For example, a current faculty member in the CJ program is talking with a faculty member in the ES program on ways to start at GIS component.  We are also hoping to teach a forensics course in the fall which will address some of the questions found on the ETS exam.  This will give more exposure to students during coursework.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

The assessment process continues to evolve in the CJ program.  While we have used research projects in the past to evaluate competency, we are moving to the standardized test approach. While this is a positive element, we believe that our assessment process needs to be monitored throughout the year.  We want to make sure we are using a variety of methods to help track student progress. Using a standardized test is one approach, we plan to use other methods as well.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

The program will continue to monitor critical thinking through course discussions as well as looking at questions on the ETS exam that relate to critical thinking.  It is also important to continue to monitor students’ overall knowledge of the criminal justice system. This includes the ethical component of being in law enforcement. Hiring an additional faculty meeting will allow the program to offer a course that focuses on this area.  2014-2015 findings will allow us to determine how students responded to participating in the ethics course.

Achievement Summary Analysis Report

Athletic Training, MS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Student exit surveys, and employer surveys indicate that students meet program goals in instruction of mergence care, orthopedic assessment, therapeutic exercise, sports nutrition, organization and administration.
First time board passage rate has been >95% across last three years.     

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Student exit surveys pinpointed a program weakness in sequence of a pharmacology and clinical medicine course. Students noted difficulty in understanding how drug interactions worked without having first studied the system diseases in the body. 

• Reflecting on questions 1 and 2, how will you make continuous improvement? 

Achievement Summary Analysis Report

Psychology, BS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

For the first time, all 8 achievement targets were met this year. In particular, the following two improvements were shown from last year’s assessment:

1) For the first time, the psychology department achieved the achievement target of surpassing the comparison sample mean for the standardized assessment exam for graduating seniors administered by the Educational Testing Service (ETS).

2) The rate that our alumni reported current employment in human services, current participation in graduate education, or future intentions to apply for graduate education increased from 66.6% (2012-2013) to 81.8% (2013-2014).

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Although this is the first year that the psychology department has achieved all 8 achievement targets, we feel that a longer pattern of assessment results is required in order to make any conclusions. With that said, our assessment data seem to suggest that our recent initiatives are moving the psychology department in the desired direction, specifically in terms of improving the objectives of research methodology and increasing students knowledge of the major principles and theories within the field of psychology.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

Even though the psychology department met all 8 achievement targets for the first time this academic year, we still have several initiatives to work towards informed by our long-term program assessment. These include the following:

Lobby for increased admission standards for psychology students. The current minimum qualifications for entering freshmen in psychology are 2.5 for GPA and 850 for SAT scores. The psychology department feels strongly that increasing admission standards for psychology students remains a top priority.

Review an item-by-item analysis for at least 1 cohort on the ETS senior assessment exam. The psychology department had hoped to pay for this report during the 2013 – 2014 academic year, but the departmental funds were not available. This is a result of the significant cost of our departmental assessment strategy. In order to adjust some of our assessment costs, the psychology department has decided to no longer administer the ETS assessment exam to our incoming freshman. We feel that we have established an accurate baseline of our incoming freshman and that further assessment of our incoming freshman would yield no new results at this time. Should the admission standards for incoming psychology students change, we may re-implement this procedure. For now, we have shown a consistent pre-post (freshman – senior) improvement in ETS test scores. The psychology department will plan to use these funds for purchasing an item-by-item analysis for the 2014-2015 senior cohort on the ETS assessment exam.

Achievement Summary Analysis Report

Chemistry, BS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Our department has successfully increased the quantity of data reported for lab exams, which was something we set out to do last year. From those increased data, we have learned that our labs are generally successful in teaching students how to use instruments and techniques; the labs that did not hit the benchmark were (almost) all quite close. In addition, we observed that we had a large number of graduates this year, and most of those who shared their plans with us indicated that they were following the path they wished to follow. In that regard, the department has successfully helped those students move forward in their career paths

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Our department needs to address two issues in the coming year. The first is the replacement of our research proposal that we used to indicate students’ ability to find, analyze, synthesize, and present information about chemistry. Those skills are still important and worth assessing, but our assessment tool will have to change. The second issue that needs to be addressed is the success of students in our upper level courses. These have been “partially met” the past two cycles, but with different courses met the target each time. Continued work here will be necessary to make these courses consistently strong.

• Reflecting on questions 1 and 2, how will you make continuous improvement? 

Achievement Summary Analysis Report

Doctor of Pharmacy

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Graduates continue to meet the NAPLEX and MPJE licensing exam first time pass rates.  Students have also exceeded the goal number of community outreach programs this year and the school continued to recognize students’ work through awards given to them throughout the year.  Faculty have proven that they can publish in scientific and peer reviewed journals and have exceeded expectations once again.  

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Student recruitment and advising continue to be an issue.  The PCAT goal for incoming students and the number of advising visits both fell short of their goals again.  

The PCAT goal was decreased to 60th percentile and this year the matriculating student average was slightly below this.  The continued thought is this is due to the opening of many more schools of pharmacy and more seats opening at existing schools.  In addition, press has reported that there is a glut of pharmacists in the market.  This combination means less applicants overall.  It also means matriculating students who previously would have been wait-listed or not accepted while at the same time trying to maintain a quality program producing pharmacy-ready qualified graduates.   For the 2014-1015 academic year, the Dean has put together a Recruitment Task Force consisting of the Asst. Dean of Student Affairs and several faculty members.  They are charged with the following:    

Using faculty and staff input, develop a list of desired qualities for a BJD graduate. 

Revise the interview process to help identify potential students with desired qualities for the program (e.g. Behavioral Interviewing)

Create a recruitment plan for attracting to SU and BJD students with a high potential for success.  Analyze demographic data available from the centralized application process, AACP and commercial sources to determine the most appropriate marketing strategy.

Design updated resources needed for a competitive edge in marketing, recruitment and acceptance packets. 

The advising program was supposed to be examined during the 2013-2014 academic year, but was never fully addressed.   For the 2014-2015 academic year, an Advising Task Force was formed with the following charge:  Devise a framework and determine activities, which will enhance the student advising process to help with academic performance, career planning, and CAPE Domain 4 outcomes.  This task force has begun their work and in addition to the charge will be addressing how advising can be used in the student portfolio process to ensure evidence of learning for some of the Student Learning Outcomes that were developed in the 2013-14 academic year. 

• Reflecting on questions 1 and 2, how will you make continuous improvement? 

Achievement Summary Analysis Report

History, BS

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Our assessments showed that we are successful in our program goal of adequately preparing our majors for their capstone project, the history thesis. We changed our HIST 301 course, which is a class designed to prepare students for advanced research and writing, to a 200-level course, and feel that this is working better for more sophisticated theses. Although this is a recent change, we believe that preparing majors earlier for the rigors of 300-level courses and the capstone course will help them make steadier progress over a longer period of time.   Our department is also working toward streamlining the HIST 495 thesis course. Currently, the three professors work with thesis students mostly individually. We need to work together to establish consistent practices, expectations, and outcomes for our majors, and feel that we have made progress in this area by addressing this need.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Specifically, our assessments are showing more of the process of the research, critical thinking, and writing skills inherent in our major. In other words, we are striving toward understanding what the students are not learning (i.e., the difference between interpreting primary and secondary sources), and proceeding from that assessment. We will need to work together to comprehensively study our pedagogies and the types of assignments we are giving to be able to further track what the students are learning and what they aren’t learning. 

We also acknowledge the issues with poor writing with some of our majors and in our 100-level classes. Our assessments have revealed the need for some kind of remedial writing program or working with the writing center on campus.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

Achievement Summary Analysis Report

Special Education, MSED

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

The comprehensive case study assignment in SED 567: Special Education Instruction, Behavior Management and Assessment course, indicates that of the 21 students who completed the course in fall 2013, eighteen showed good or exemplary evidence that they can complete a behavior assessment and write a behavior intervention plan. Twenty of the twenty-one students showed good evidence or exemplary evidence that they can create an individual education program (IEP) and write a comprehensive assessment report for students with special needs in K-12 schools.

All 18 program completers earned A’s in their Management and Mentorship II courses (EDU 613/614) demonstrating that our field supervisors’ observation reports of candidates in their K-12 teaching placements and their review of our candidates’ teacher work samples show that our graduates demonstrated what is required as beginning teachers in the areas of Knowledge of Content, Pedagogical Knowledge, Skills and Effectiveness, Professional and Ethical Practice.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Regarding the e-Portfolios, we will do a careful review of candidates’ progress toward completing the narratives and adding artifacts earlier in the program. We have been doing the review each spring when candidates take SED 573. But a review of student progress will also be made each fall when candidates complete SED 567. This will help us earlier in the year to identify candidates who may need one-on-one attention to satisfactorily complete narratives or guidance in choosing artifacts to add and assistance will be provided.

Regarding the RVE, writing seems to be the weakest area for our students. We will add specific directed instruction of the writing process to SED 533. This is a course candidates take just prior to taking the RVE test for licensure. 

• Reflecting on questions 1 and 2, how will you make continuous improvement? 

We will continue to advise students to complete all program requirements (course work and university supervised teaching experiences) in order to provide mentoring and support for those entering the special education field. Providing structured feedback and sharing of experiences in the field (i.e. K-12 classrooms) through Discussion Board postings and live sharing sessions in classes will provide examples to all students about issues and accomplishments that are coming from the field of teaching.  We will continue to pair students with a “critical friend” (another student in course) to serve as a mentor.

Achievement Summary Analysis Report

Organizational Leadership, MSED

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Capstone options were found to be limiting to some who could not complete LST 678 (Practitioner Research 2) due to 1)  international student status (limiting access to research environments) and/or 2) restrictive employment settings (e.g., FBI and other secure environments) making execution of projects impossible.  Therefore the decision to substitute LST 693/694 Directed Studies 1 and 2 RST 679 Practitioner Research addressed these concerns.

Eliminated specific/prescribed program concentrations:  More substitutions were being made to prescribed program concentrations, demonstrating a limiting aspect to designated and delimited concentrations; increasing the flexibility to meet student academic and professional objectives was deemed more academically sound.  Such an approach is more consistent with the mission of the program.

Change instructional model to a cohort program with Spring Semester admission (effective Spring 2014):  Cohort models have proven successful in all other graduate programs in SEHD’s leadership studies department. The scope and sequencing of courses ensures learners have prerequisite skills to be successful in subsequent coursework, creating a “community of learners”, to meet goal of effective leveraging of experiences and perspectives.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Summer teaching by full-time faculty has not been minimized.  Most electives taught by full-time leadership studies faculty are taught during the Summer.  Dedicated pool of adjuncts committed to course offerings is adequate and continues to support the program (50% or core courses are taught by adjuncts; 50% of electives are taught by adjuncts or part-time faculty).
Efforts to enhance marketing to working professionals via website, direct mailings and career fairs on a yearly basis have been markedly unsuccessful.

• Reflecting on questions 1 and 2, how will you make continuous improvement? 

Achievement Summary Analysis Report

Music Therapy, BMT

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives? 

Faculty reviewed objectives related to experiential learning in the Music Therapy program. Students continue to pass Sophomore Screenings and excel in Practicum experiences.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

In reviewing program objectives, Music Therapy faculty noted under-valued courses and an abundance of one and two credit courses. In working to revise the Music Therapy program, faculty have created fewer courses (with higher credit values) and worked to streamline course sequence. Faculty also worked to realign content according to clinical training techniques rather than informational courses about clinical populations.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

Achievement Summary Analysis Report

Music Education, BM

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives?

Students in music education continue to meet targets related to content, pedagogy and caring skill in music teaching and learning.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Music education faculty will continue to monitor objectives related to the practice of music teaching. First-year and sophomore coursework sequences are designed to provide foundational knowledge and skills.  Program faculty will work to implement practical components prior to the Sophomore Screening to allow for assessment of teaching skill in addition to teaching knowledge.

• Reflecting on questions 1 and 2, how will you make continuous improvement?

Achievement Summary Analysis Report

Dance BFA

• What specifically did your assessments show regarding proven strengths or progress you made on outcomes/objectives? 

In reviewing program objectives, dance faculty were pleased to see that BFA in Dance students continue to meet targets in the area of technical training. Students met all targets in technique and instruction was balanced stylistically between ballet, modern, and jazz.

• What specifically did your assessments show regarding any outcomes/objectives that will require continued attention?

Dance faculty sequenced coursework to begin work in contact improv and partnering earlier in their program experience. In doing so, we hope to enhance career readiness.

• Reflecting on questions 1 and 2, how will you make continuous improvement?  

Process for General Education Assessment

General Education at Shenandoah University is intended to provide students with the knowledge and skills to be successful. The general education program is framed around seven domains, each of which has established learning objectives:

Domain 1:  Effective Communication

Learning Objectives:
Written Communication

• Adapt written presentations through analysis to fit an audience
• Use evidence ethically and appropriately to inform, investigate, or persuade
• Use the composing process (brainstorming, drafting, revising, and editing) in developing texts/presentations
• Distill a primary purpose into a single central idea
• Develop major points in a reasonable, organized, and convincing manner based on a central idea
• Present ideas using standard conventions of grammar, usage, and mechanics

Oral Communication

• Understand how to construct an oral presentation for a specific audience or situation according to appropriate conventions of a discipline or profession
• Present their ideas in a clearly organized and well-developed manner, using effective verbal delivery skills related to the context
• Identify the appropriate use of information and sources in the construct and delivery of their presentation
• Demonstrate the effective use of instructor/audience feedback in the development and delivery of their presentations

Domain 2:  Artistic Expression

Learning Objectives:

• Understand a single medium of art which will function to introduce students to the arts as a whole
• Understand the historic and social circumstances that effect art
• Understand the traditions of artistic form and genre
• Articulate clearly the terminology of the medium they study
• Recognize major themes

Domain 3: Quantitative Literacy

Learning Objectives:

• Apply mathematical methods to solve problems
• Analyze information with an appropriate mathematical model and interpret the results
• Organize mathematical information using multiple representations and understand the applicability of each

Domain 4: Scientific Literacy

Learning Objectives:

• Students will be able to describe how scientific knowledge is acquired through the active interplay between conceptual knowledge and scientific investigation processes. They will also demonstrate an understanding of the core concepts of a discipline within the natural sciences (e.g. biology, chemistry, environmental science, earth science or physics).
• Students will integrate their scientific knowledge and critical thinking skills in order to pose scientific questions, make and record observations, interpret data and form valid conclusions.
• Students will integrate their scientific knowledge and critical thinking skills in order to apply them to novel scientific questions and data sets, and/or to evaluate claims made in scientific articles from the popular press.

Domain 5: Moral Reasoning

Learning Objectives:

• Identify the moral relevance of specific behaviors, policies, and/or issues
• Identify the way different religious and philosophical or cultural perspectives shape moral perceptions and discernment
• Articulate reasons for a course of action consistent with one’s personal moral values
• Analyze and explain a moral perspective different from one’s own and provide reasoned responses to it

Domain 6: The Individual in our Society

Learning Objectives:

• Identify the biological, physiological, historical and/or social underpinnings of human behavior
• Understand how individuals and/or society develops physically, cognitively, historically, and/or politically
• Articulate and apply appropriate theoretical/historical frameworks for understanding the human experience
• Assess how social situations affect human/societal behavior

Domain 7:  The Individual in the World

Learning Objectives:

• Describe a cultural viewpoint different from their own and discuss the advantages of a different cultural viewpoint
• Provide an example of interdependence and discuss a global issue from an interactive and interdependent perspective
• Articulate the importance of developing a global perspective and identify resource options available for use in developing such a perspective.

All general education courses at Shenandoah are identified as falling within one of the seven domains. In addition, each course has as part of its syllabus the objectives from each domain that are covered within the course. At the conclusion of each semester all faculty teaching a general education course must complete an on-line evaluation that describes the methods used to assess the general education objectives and the percentage of the students within the course that meet those objectives (Sample Form 1; Sample Form 2; Sample Form 3; Sample Form 4; Sample Form 5; Sample Form 6; Sample Form 7) The results of the assessments are monitored by the Office of Institutional Research and Assessment to ensure that all courses are represented. A comprehensive report is then distributed to the Director of General Education and the Director of Institutional Research and Assessment.  Areas that do not meet stated objectives are addressed through additional teaching support and resources to ensure that all students are meeting the general education outcomes. All new course proposals are reviewed by the General Education Committee to ensure they are connected to one of the seven general education domains. In addition, the committee reviews all general education courses on a five-year rotation cycle to ensure they continue to meet the standards set by the Institution.

Below are some examples of how this process has resulted in changes across the curriculum and improvements in the general education outcomes across the University:

Domain Three Example: Quantitative Reasoning:

There was a drop in the percentage of students meeting objectives from spring 2011 to fall 2011. See graph below.   The Director of General Education met with faculty in domain 3 to discuss curriculum alignment. The faculty discussed the competence of incoming students and expressed their concerns regarding students not being prepared to take math courses upon entering first year.  The faculty made the decision to include a math placement test for fall 2012.  Assessment results were not reported in spring 2012. Since that time, steady improvements have been made, culminating in spring 2014.  Faculty continues to meet and discuss possible strategies for making improvements. A Math Lab has been created and will open fall 2015. This includes hiring a new faculty member that will oversee this lab while providing tutoring services for struggling students.  Assessment results will continue to be monitored.

Domain Four Example:  Scientific Reasoning:

Spring 2011 assessment results revealed an issue with domain 4 objectives.  There were 6 objectives for domain 4. In spring 2011, 80%-85% of instructors reported that objectives 3,4,5, and 6 were not applicable to their courses.  Moreover, only 23%-27% of students were meeting the objectives for Domain 4.  The Director of General Education met with representatives from domain 4 to discuss revising objectives by incorporating more Blooms Taxonomy into objectives; these objectives were put into place for the 2012-13 academic year. Spring 2013 results improved.  Assessment results showed that 53% of students met objective 1, 65% of students met objective 2, and 76% of students met objective 3.  Faculty were still concerned about the percentage of students meeting objective 1.  The University discussed methods for addressing students’ abilities to describe how scientific knowledge is acquired through the active interplay between conceptual knowledge and scientific investigation processes. Faculty decided to dedicate time during class discussions to address this issue.  The fall 2013 assessment report showed that improvement was made.  Sixty-five percent of students met objective 1, an increase from spring 2013 when 53% of students met objective 1.  Faculty are pleased with the trend showing increased percentages of students meeting revised objectives for domain 4.

Domain 7 Example: Individual in the World: 

The 2011-2012 assessment results indicated that Foreign Language classes failed to meet domain objectives (62% with a target of 70%). Foreign Language faculty met with General Education Director and Assessment Coordinator to identify relevant issues and revised Foreign Language Gen Ed curriculum across-the-board, creating specific assignments to meet the domain 7 objectives.  The 2012-2013 assessment results showed improvement (95% with a target of 70%) as these classes were able to now meet domain 7 objectives. 

The Teagle Grant and General Education

The University was awarded a Teagle Planning Grant in 2014 to expand aspects of the QEP initiative within the General Education Curriculum. The “Individual in the World” domain will be one of the first developed where current FYS Global co-curricular programming will expand and become integrated into all the courses offered in this domain.  The one area where the QEP has not made an impact, the area of religious tolerance, will be addressed further within the General Education curriculum, specifically the “Moral Reasoning” domain where many of our religion courses are offered. Co-curricular programming specifically addressing religious tolerance will be embedded within the General Education Moral Reasoning domain. 

Process for Assessment of the QEP/FYS

The third section of academic assessment at Shenandoah University involves the Quality Enhancement Plan (QEP). In 2009 Shenandoah University embarked on a project entitled Going Global: First Year Seminar. The goal of this project was to broaden the perspective of students and provide them with a basis for functioning in a global society. The project encompasses both direct and indirect measures of assessment to allow for continuous improvement across multiple academic cycles. Assessment methods include scores on the Global Perspective Inventory, Signature Journal Assignment responses, changes in scores on the National Survey of Student Engagement, and participation in the institution’s Global Citizenship Project. Results in each area have been positive. Detailed results and additional information regarding this project can be found in Part V of this report under the QEP impact report.

Supporting Documentation

Assessment Process manual
QEP impact report
Syllabus
Sample Form 1; Sample Form 2; Sample Form 3; Sample Form 4; Sample Form 5; Sample Form 6; Sample Form 7
Comprehensive report

Representative Program Assessments

Biology Assessment Examples
History Assessment Examples
Psychology Assessment Examples
Sociology Assessment Examples
Administrative Leadership Assessment Examples
Organizational Leadership Assessment Examples
Education Administration Assessment Examples
Special Education Assessment Examples
Teaching – Individual Focus Assessment Examples
Nursing – BSN Assessment Examples
Family Nurse Practitioner MSN Assessment Examples
Nursing – DNP Assessment Examples
Athletic Training Assessment Examples
Physical Therapy – Traditional Assessment Examples
Physical Therapy – Non-Traditional Assessment Examples
Physician Assistant Studies Assessment Examples
Respiratory Care Assessment Examples
BBA Assessment Examples
MBA Assessment Examples
Pharmacy Assessment Examples
Composition BM Assessment Examples
Music Production Recording Assessment Samples
Music Therapy MMT Assessment Examples
Music Ed DMA Assessment Examples
Performance MM Assessment Examples

WEAVEonline Assessment Reports

College of Arts and Sciences
Biology 11-12
Biology 12-13
Biology 13-14
Chemistry 11-12
Chemistry 12-13
Chemistry 13-14
Criminal Justice 11-12
Criminal Justice 12-13
Criminal Justice 13-14
English 11-12
English 12-13
English 13-14
Environmental Studies 11-12
Environmental Studies 12-13
Environmental Studies 13-14
History 11-12
History 12-13
History 13-14
Kinesiology 11-12
Kinesiology 12-13
Kinesiology 13-14
Mass Communications 11-12
Mass Communications 12-13
Mass Communications 13-14
Mathematics 11-12
Mathematics 12-13
Mathematics 13-14
Political Science 11-12
Political Science 12-13
Political Science 13-14
Psychology 11-12
Psychology 12-13
Psychology 13-14
Public Health 12-13
Public Health 13-14
Religion 11-12
Religion 12-13
Religion 13-14
Sociology 11-12
Sociology 12-13
Sociology 13-14
Spanish 11-12
Spanish 12-13
Spanish 13-14

School of Education and Human Development
Education Admin MSED 11-12
Education Admin MSED 12-13
Education Admin MSED 13-14
Educational Leadership EDD 11-12
Educational Leadership EDD 12-13
Educational Leadership EDD 13-14
Individual Focus MSED 11-12
Individual Focus MSED 12-13
Individual Focus MSED 13-14
Org Leadership Dprof 11-12
Org Leadership Dprof 12-13
Org Leadership Dprof 13-14
Org Leadership MS 11-12
Org Leadership MS 12-13
Org Leadership MS 13-14
Special Ed 11-12
Special Ed 12-13
Special Ed 13-14
Teaching MSED 11-12
Teaching MSED 12-13
Teaching MSED 13-14

School of Business
BBA 11-12
BBA 12-13
BBA 13-14
MBA 11-12
MBA 12-13
MBA 13-14

School Of Health Professions
Athletic Training 11-12
Athletic Training 12-13
Athletic Training 13-14
Occupational Therapy 11-12
Occupational Therapy 12-13
Occupational Therapy 13-14
Physician Assistant 11-12
Physician Assistant 12-13
Physician Assistant 13-14
Physical Therapy-Non-trad 11-12
Physical Therapy-Non-trad 12-13
Physical Therapy-Non-trad 13-14
Physical Therapy-Traditional 11-12
Physical Therapy-Traditional 12-13
Physical Therapy-Traditional 13-14

School of Pharmacy
Pharmacy 11-12
Pharmacy 12-13
Pharmacy 13-14

School of Nursing
Family Nurse Practitioner 11-12
Family Nurse Practitioner 12-13
Family Nurse Practitioner 13-14
Health Systems Management 11-12
Health Systems Management 12-13
Health Systems Management 13-14
Nurse Midwifery 11-12
Nurse Midwifery 12-13
Nurse Midwifery 13-14
Nursing DNP 11-12
Nursing DNP 12-13 
Nursing DNP 13-14
Nursing RNtoBSN 11-12
Nursing RNtoBSN 12-13
Nursing RNtoBSN 13-14
Nursing BSN 11-12
Nursing BSN 12-13
Nursing BSN 13-14
Psychiatric Mental Health Nurse 11-12
Psychiatric Mental Health Nurse 12-13
Psychiatric Mental Health Nurse 13-14
Respiratory Care 11-12
Respiratory Care 12-13
Respiratory Care 13-14

Conservatory
Acting BFA 11-12
Acting BFA 13-14
Arts Management 11-12
Arts Management 13-14
Church Music MM 11-12
Church Music MM 13-14
Church Music BM 11-12
Church Music BM 13-14
Collaborative Piano BM 11-12
Collaborative Piano BM 13-14
Collaborative Piano MM 11-12
Collaborative Piano MM 13-14
Composition MM 11-12
Composition MM 13-14
Conducting MM 11-12
Conducting MM 13-14
Dance BA 11-12
Dance BA 13-14
Dance BFA 11-12
Dance BFA 13-14
Jazz Studies 11-12
Jazz Studies 13-14
Music Education BM 11-12
Music Education BM 13-14
Music Education DMA 11-12
Music Education DMA 13-14
Music Education MME 11-12
Music Education MME 13-14
Music Production Recording 11-12
Music Production Recording 13-14
Music Theatre BFA 11-12
Music Theatre BFA 13-14
Music Theatre Accompanying 11-12
Music Theatre Accompanying 13-14
Music Therapy BMT 11-12
Music Therapy BMT 13-14
Music Therapy MMT 11-12
Music Therapy MMT 13-14
Pedagogy MM 11-12
Pedagogy MM 13-14
Performance BM 11-12
Performance BM 13-14
Performance DMA 11-12
Performance DMA 13-14
Performance MM 11-12
Performance MM 13-14
Performing Arts Leadership MS 13-14