Assessment Report
College of Education and Human Services, Department of Leadership Studies
July 1, 2011-June 30, 2012
PROGRAMS ASSESSED:
Organizational Leadership, B.S.; Leadership Development, M.S.; Student Affairs in Higher Education,
M.Ed./M.A.
(See Educator Preparation Programs Assessment Report for programs in Career & Technical Education;
Educational Technology; Curriculum, Instruction, and Professional Development; Library/Media;
Principal; Superintendent; and Teacher Leader.)
ASSESSMENT COORDINATOR: Jill Lindsey, Chair; Tammy Kahrig, Director of Assessment and
Accreditation
ASSESSMENT MEASURES EMPLOYED
The Organizational Leadership and Leadership Development programs are aligned with the International
Leadership Association’s (ILA) Guidelines for Leadership Education Programs. The Student Affairs in
Higher Education program is aligned with the Council for the Advancement of Standards in Higher
Education (CAS) standards for masters level student affairs professional preparation programs.
The Leaderships programs and the Student Affairs program employ a number of direct and indirect
measures to assess student learning and ensure that students attain the competencies necessary for
meeting the national standards for the profession.
Direct Measures include:
a. Key assessments in the program
b. Thesis for students in the M.A. program
c. Practicum/Internship Evaluations
Indirect Measures include:
a. Program Completer Survey
b. Alumni Interviews/Surveys
c. Site Supervisor Surveys
d. Employer feedback
All faculty in the college receive a USB drive that contains data for their program that is compiled in the
CEHS Dean’s Office (e.g. program completer survey, portfolio if using the electronic portfolio system,
Tk20). Faculty are encouraged to review and discuss assessment data with other faculty in their
program to determine actions. Program directors are asked to complete an annual assessment report in
which they reflect on their assessment findings and identify actions to be taken based on assessment
findings as well as any changes they plan to make in their assessment process (e.g. modifications in
rubrics, changes in key assessments, modifications to transition points/gateways, changes in portfolio,
etc.).
ASSESSMENT FINDINGS
Student learning outcomes. All programs in the college use and continually assess the student learning
outcomes listed below.
Candidates for professional roles:
a. Are knowledgeable in their chosen fields.
b. Demonstrate appropriate pedagogical/professional content knowledge to help all
students/clients learn or achieve goals.
c. Are knowledgeable, competent, and sensitive in working with diverse populations and in diverse
settings.
d. Apply appropriate technology to add value to the learning/leadership process.
e. Understand and demonstrate the qualities and dispositions of professionals.
f. Demonstrate emotional intelligence and are cognizant of its significance as a positive disposition
in teaching, learning, leading, and adjusting in life.
The Student Affairs in Higher Education program uses the CAS student learning goals to further define
and add levels of specificity to the student learning outcomes above, including knowledge, skills, and
abilities in the following areas:
 The inherent values of the student affairs profession.
 A code of ethics sanctioned by a recognized professional association in the field.
 The use of student development theory in promoting student learning and development.
 How learning is affected by learner characteristics and environment conditions.
 Educational program design and evaluation.
 Leadership, organizational, and management practices that help institutions achieve their
purposes.
 Ability to critique the soundness of research or evaluation studies and design sound research,
assessment, and program evaluation studies.
Select Findings
1. The Program Completer/Alumni survey indicates that students perceive that they have acquired
the key content knowledge, pedagogical content knowledge, technology, emotional intelligence,
professionalism, and diversity competencies for their program (the majority rate each as
“strong” or “adequate”).
2. Data from the site supervisor and feedback from employers indicate that site supervisors and
employers perceive that students/graduates are achieving satisfactory levels of competency in
the key knowledge, skills, and abilities for their program.
ACTIONS/RESPONSE TO ASSESSMENT FINDINGS
Based on the annual review of the data for their program, faculty directors identified a number of areas
of improvement. Below are select examples of actions that were taken or planned by program faculty:
 The conversion from quarters to semesters provided faculty an opportunity to critically review
all courses in their programs. Extensive revision of courses and program occurred across the
college.
 Concern conferences were held with students identified as needing additional
attention/development and plans were made to help students achieve higher levels of
performance.
ASSESSMENT ACTIVITIES FOR COMING YEAR
This year we plan to conduct a thorough review of assessment practices and processes across the
college to identify opportunities for improving and supporting meaningful assessment. We plan to
review and potentially revise the CEHS Program Completer Survey, the CEHS Summary of Program
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Review of Assessment Data form, and CEHS Employer Survey. We also plan to reformulate the college’s
Unit Assessment Committee to further the aim of assessment as a means to improve student learning.
UNIVERSITY LEARNING OUTCOMES ASSESSMENT
We are tentatively planning to assess university learning outcomes 1, 3, 5, 6, or 7 in OL 4950 Leadership
Skills Application.
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