Exit this survey

LSSU Program-Level Assessment Inventory

The Shared Governance Assessment Committee works to assist academic schools and departments as they review and assess student and program outcomes. This Program-level inventory of Educational Effectiveness Indicators is a student-focused faculty-led self-study process conducted by the academic schools and departments.

The HLC defines Six Fundamental Questions related to Course/Program Assessment. These concepts underlie all assessment activities:
1. How are your stated student learning outcomes appropriate to your mission, programs,
degrees, students, and other stakeholders?
2. What evidence do you have that students achieve your stated learning outcomes?
3. In what ways do you analyze and use evidence of student learning?
4. How do you ensure shared responsibility for student learning and assessment of student
learning?
5. How do you evaluate and improve the effectiveness of your efforts to assess and improve
student learning?
6. In what ways do you inform the public about what students learn—and how well they learn it?
Purpose and Process of Program Assessment:
The school/department assessment committee will be given a small sample of program outcome documents to review. The criteria for this review are based on the HLC Six Fundamental Questions. Information collected will be not be used for evaluation of individual faculty performance, but rather to aggregate and summarize across colleges or departments. Reports generated from this data might include the percent of programs from each college which have measurable student learning outcomes at the program level, or the percentage of programs which have curriculum maps linking program outcomes to specific courses or activities.

Before beginning this review we recommend you have access to: The Program Outcomes statement for the degree under consideration, any departmental program review plans or schedules, access to the course syllabi for required courses in the program.

Question Title

* 1. What was the approximate date when the program outcomes now under consideration were:

Date
Date

Question Title

* 2. Degree & Program Name

Question Title

* 3. Does the Program Outcomes document under review identify multiple, measurable and student-centered program learning outcomes (PLOs)?

Question Title

* 4. Where are the Program Learning Outcomes (PLOs) published? (select all that apply)

Question Title

* 5. Are Program Learning Outcomes (PLOs) aligned with accreditation standards or requirements?

Question Title

* 6. Are Program Learning Outcomes (PLOs) aligned with University Learning Outcomes (Mission/Vision)?

Question Title

* 7. Are specific Course Learning Outcomes aligned with Program Learning Outcomes?

Question Title

* 8. Other than GPA, what kind of evidence is used to demonstrate that graduates have achieve the Program Learning Outcomes? (select all that apply)

Question Title

* 9. Who interprets the evidence related to Program Learning Outcomes for the purpose of program improvement? (select all that apply)

Question Title

* 10. Is there a departmentally developed plan to assess student learning for all Program Learning Outcomes in one (multi-year) cycle of program review?

Question Title

* 11. Is the School/Department using an e-portfolio or an assessment management system?

Question Title

* 12. How are the program assessment findings used?

Question Title

* 13. As the individual completing the survey what is your role in School/Departmental assessment?

T