Assessment pieces from 1992 Report by division:
Communication Arts and Social Science
An on-going departmental review systematically monitors texts and computer
software for the freshman English sequence. Major and minor curricula are
regularly modified to meet changing needs and standards. A recent change
requires all students pursuing departmental majors or minors to maintain a 2.5
Grade Point Average in the Foundation Studies courses and in all departmental
courses. This requirement substantiates the Department's commitment to quality.
Instructors regularly review their individual courses with an eye to their
improvement. Faculty development plans and self-assessment forms document
the process. Master course outlines and course syllabi are, per standard
University procedure, filed in the offices of the Division chair and the vice
president for Academic Affairs, and are reviewed and revised as needed.
The Department regularly compares average grades for departmental courses with
the grading patterns across the University to monitor departmental grading for
discrepancies or for grade inflation. Faculty in the Department supervise student
teachers and review the evaluation forms for student teachers completed by the
cooperating teachers in their assigned schools. The faculty also review the
placement reports of their graduates and the Pre-Professional Skills Test scores of
students entering teacher preparation in order to determine any changes or
emphases necessary to improve the quality of teacher preparation in the
Department's areas. The placement record of departmental graduates is excellent,
with virtually all students placed in employment suitable to their education.
The course offerings and curricula meet North Dakota State Program Standards.
The programs were reviewed by a state evaluation team in connection with the
NCATE review in October, 1990. All departmental programs were reviewed in
preparation for the NCATE visit. External consultants were used in two instances
since the most recent North Central Association review. The reports are available
for examination in the office of the Division Chair and the vice president of
Academic Affairs.
Business Division
In an effort to develop a comprehensive assessment program, the Division of
Business designed and mailed survey instruments to former students, current
students and regional employers. The responses are summarized as follows:
Alumni:
Ninety former students (37.5%) returned surveys out of an initial mailing of 240.
Sixty-nine indicated that they are employed and ten responded that they are retired.
Eighty respondents reported that course work in the Division of Business met or
exceeded their expectations. Two-thirds noted that finding employment was "very
easy" or "relatively easy." Almost one-half of the alumni respondents reported that
it took them fewer than thirty days to find employment after leaving the
University.
Some of the positions held by alumni include owners or managers of retail
businesses, superintendent of schools, travel agent, chamber of commerce
economic development director, superintendent of schools, and computer
manager. Some specific individuals are a vice president of Norwest Banks, an
Associate Dean of Business Administration at Central Michigan University, and
Office of Education department chair in the Fargo Public Schools.
The respondents were asked to list courses not required at VCSU which might
have provided better preparation for their current positions. Eighteen out of the
thirty-eight responses to this question indicated a need for more computer courses.
Oral and written communication were mentioned on nine of the surveys.
A final question asked the former students to share any other observations about
the preparation they received at VCSU. Comments were generally very positive
with the following as examples:
"I thought the classes were perfect size and it was easy to get one-on-one
help."
"I feel VCSU offered excellent preparation for a career in Business
Education."
"I feel that VCSU is a very good college, better than I have attended since."
Current Students:
One hundred and forty-four currently-enrolled students received survey
instruments designed to assess their perceptions of the Division. The responses
with respect to seven characteristics are summarized as follows:
Excellent Good
Opinion
Fair
Poor
No
Quality of Instruction
27.1%
Availability of Courses
8.3
52.8
28.5
9.0
1.4
Helpfulness of Instructors
37.5
47.2
13.2
0.0
1.4
10.4
67.4
16.
0.1
Assessment of Student Learning
66.7%
4.9%
0.0%
1.4%
Counseling/Advising
17.4
54.2
18.8
2.8
6.9
Library Materials
18.8
56.3
16.7
2.1
6.3
Computer Resources
27.8
52.8
13.9
0.1
4.9
Asked to indicate their motivation for taking Business classes, 104 students (72%)
selected "Preparation for entry into a career."
When asked to assess the difficulty of courses in the Division of Business, 118
students (81.9%) indicated that course difficulty was "About what I expected." 21
students (14.6%) indicated that the courses were "Harder than I expected." 123
students (85.4%) indicated that their grades accurately reflected their performance.
A final open-ended question asked for suggestions to improve instruction in the
Division. The most common themes in the responses were the need for more
frequent offering of the courses and increased access to the computer laboratories.
Employers
Eighty-seven survey instruments were mailed to a sample of regional businesses in
mid-June, 1991. As of the end of June, twenty-four were returned. The initial
question asked the respondents to rate typical graduates of the Division of
Business on ten characteristics. Fifty-six percent of the responses rated the VCSU
graduates "better than expected" in terms of work attendance, willingness to
assume responsibility, ability to work with minimal supervision, and cooperation
with other employees.
When asked to rate the overall quality of Business courses at VCSU, 83% of the
respondents indicated that the institution provides quality instruction at reasonable
cost. Fifty-three percent of those responding indicated that VCSU does "very
well" or "above average" in providing instruction which enables people to learn
new job skills or advance in their present jobs. In rating the University's
cooperation with local business and other agencies to meet community needs, 83%
selected "very well" or "above average."
4.9
The most common response to an open-ended final question requesting
suggestions centered on the desire for more evening classes to meet the needs of
people who are employed full-time during the day.
The general assessment of the Division's programs and resources leads to the
following summary of perceived strengths and issues of concern:
Division of Education and Psychology
The Division of Education and Psychology has received positive response to external
evaluations in recent visits. During the fall of 1990, the Teacher Education program was
visited and reaccredited by the National Council for the Accreditation of Teacher
Education (NCATE). As a part of the same review, the programs met all of the
requirements of a North Dakota State Program Standards approval evaluation. Formal
evaluation documents for these reviews are available for inspection by the NCA
Consultant-Evaluator team.
The preparedness of students entering the teacher education program is determined
through a comprehensive evaluation system. The admission requirements as listed below
are published in the 1990-1992 University Bulletin, and the VCSU Teacher Education
Program Handbook.
A student intending to pursue a curriculum in teacher education must apply to the
Teacher Education Committee through the chair of the Division of Education and
Psychology, and receive the Committee's approval. The application requires the student
to furnish pertinent biographical information and his or her reasons for considering
teaching as a career. A student must meet the following specific criteria to be considered
for admission:
1. Have achieved sophomore standing or higher with a minimum cumulative
grade point average of 2.50.
2. Have recorded satisfactory academic performance in ENG 111, 112, and 113;
and have successfully completed a speech screening test.
3. Possess a record of good conduct and evidence of good physical and mental
health. Recommendations are required from the academic adviser, the Dean of
Students, and the instructor in EDUC 200 or 205, Introduction to Education.
Further evaluations may be requested from the University Nurse or other
appropriate professionals.
4. Attain the institutionally-required scores on the Pre-Professional Skills Test
(PPST). The currently required minimum PPST scores are: Reading, 167;
MATH, 165; and Writing, 167. Students are responsible for paying the
testing fee.
At the completion of the program and before graduates are recommended to the North
Dakota Department of Public Instruction for initial teacher certification, they must
complete the Professional Knowledge Test of the National Teachers Examination (NTE)
and receive a passing score of 642. They must also have maintained all of the
requirements for good standing in the program.
Another measure used to ensure quality in the teacher education program is the
evaluation of graduates after entry into the profession. Near the end of the first year of
teaching, all teacher education graduates are mailed a questionnaire to complete and
return. A similar form is sent to their administrative supervisors. The questionnaire for
the first-year teachers has two parts. The first part lists topics relating to perceived
teaching knowledge and ability. The second part deals with an evaluation of specific
University courses and their applicability or usefulness in teaching. An annual
questionnaire study of third year teachers was commenced in the spring of 1990. The
format of the questionnaire is very similar to that used with first year graduates. The
results of the surveys are available in the document exhibits.
Division of Fine Arts
Program quality is measured by internal evaluation at the departmental level and by
comparison with state program standards. The Department meets all requirements in
teacher preparation established by the State Department of Public Instruction and
NCATE.
Strengths
The following items are cited as strengths of the Department:
1. Collectively, the average GPA of Music majors graduating in 1991 was 3.53. In
1982, the average for Departmental majors was 3.18 and in 1985 it was 3.26.
These figures indicate consistently improving quality.
2. Music graduates of Valley City State University have enjoyed a high measure of
placement success. During the nine years between 1982 and 1991, 39 Music
Education majors were placed in teaching positions, and one was employed in a
non-teaching position while pursuing graduate performance study. He has since
completed the doctoral degree in Music Composition from Northwestern
University.
3. An aggressive recruiting campaign by the Department of Music faculty during the
1990-1991 academic year resulted in a substantial increase in the number of new
Music majors and minors. The 1991 fall enrollment identifies 22 students
pursuing Music majors and 18 working toward the minor. The quality of students
entering the program is indicated by their average ACT Composite score of 19.8.
4. The Department requires that students pass three standard examinations. These
include a Functional Piano proficiency examination required of all Music
Education majors, an Upper-Level Applied Lesson proficiency examination
required of all composite majors for advancement to upper-level applied lessons,
and a Student Teaching Proficiency examination required of all Music Education
majors prior to student teaching placement. The Department has developed an
entrance placement examination which was implemented in the fall of the 199192 academic year. This examination is given to freshman Music majors and
minors to identify students needing remedial work in music fundamentals.
5. In the October, 1990, NCATE evaluation, the Department of Music met all of the
applicable standards for teacher preparation with no deficiencies reported in either
state or national standards.
6. The facilities are adequate, although storage space is becoming a problem. The
Department has well-maintained equipment necessary for teaching all of the
traditional music classes, except for certain deficiencies noted below.
7. The Department has the equipment needed for a one-station MIDI laboratory. A
cooperative arrangement with the Technology Department allows for the use of
the Macintosh laboratory for a summer MIDI-assisted scoring and arranging
workshop.
8. The Department has a large library of computer software, video recording
equipment, an electronic piano laboratory, and an exemplary recital hall.
Division of HPER
Strengths
The following are cited as strengths of the Division and its programs:
1. In response to the societal emphasis on lifetime fitness, the Division is making
every effort to remain current with trends and interests. A fitness center is being
developed to meet the needs of students and faculty.
2. Faculty members are dedicated, industrious and cooperative with one another.
The fact that almost all of the faculty both teach and coach maximizes the
student-teacher contact which is important to student success. Evaluations of
faculty by peers and students, in both teaching and coaching roles, have been
consistently positive. Faculty members pursue their professional development by
regularly participating in sports clinics, workshops and professional conventions.
3. The comprehensive nature of the athletic program provides increased opportunity
for student participation. This is consistent with the philosophy of an integrated
academic and athletic program. The addition to the course offerings of the
Coaching Practicum, PE 490, has provided access to the Coaching curricula for
students who are unable, for some reason, to participate in the varsity athletic
programs. Many states other than North Dakota require a practicum experience
in coaching for certification.
4. All Physical Education majors are prepared to teach physical education at both
the elementary and secondary school levels. This adds to their options in the job
market and makes them attractive to small school districts. Placement records
indicate that HPE majors are finding employment in their field. Placement
records are available for inspection.
5. Community and alumni relations and voluntary financial support for
intercollegiate athletics have been enhanced by the formation of the Viking
Booster Club Board of Directors and the Alumni Letterwinners' Club and its
Board of Directors. In 1986 when the clubs were established $28,875 from
voluntarily-donated sources was allocated for scholarships. By 1991, the figure
had grown to $53, 084.
Division of Math Science & Technology
The first measure of quality of the programs is the quality of the students they attract.
The average ACT Composite Score of the graduating majors in Mathematics/CIS
curricula in 1990 was 23.9. In 1986 the corresponding score was 23.5. 1986 was chosen
as the base year for comparison since it was the first year that there were CIS graduates.
The corresponding ACT Mathematics scores were 25.7 in 1990 and 24.9 in 1986.
A second measure of quality is the Grade Point Average of the graduates. The student's
GPA reflects the collective judgement of all the faculty members in all disciplines who
have had class contact with the individual. In 1990 the average GPA for departmental
majors was 3.53. In 1986, the average GPA was 3.42. These measurements indicate a
consistent quality of student performance.
A final measure of quality is the success of graduates in job placement. During the five
years from 1986 to 1990, 29 of 37 Mathematics Education majors were placed in
teaching positions, three were employed in non-teaching positions, one entered graduate
study, and four were unable to secure professional employment within six months of
graduation. During the same period, there were 23 CIS graduates, 14 of whom found
employment in their field, one was self-employed, one was in graduate school and seven
were unable to secure professional employment within six months of graduation.