PREPARING A SELF
STUDY FOR COSMA
ACCREDITATION
FOCUS ON CONTENT AND
FORMAT
Benefits of
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Degree has value
Accreditation
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Public confidence
Benefits to students: employment, aid,
transferring credits
Assures reliable information
Promotes accountability
Identifies successful improvement efforts
Effective mechanism for continuous
improvement
Mechanism for program advocacy
Benefits of Writing a Self
Study
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Both a process and a status
Program improvement
Efficiency
Setting the bar higher
Thorough understanding of strengths and
weaknesses
Mechanism for strategic planning
Self Study/Documentation of
Accreditation Principles
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Outcomes Assessment
Strategic Planning
Curriculum
Faculty
Scholarly & Professional Activities
Resources
Internal & External Relationships
Educational Innovation
Self Study Organization
Volume 1 – Narrative and Tables
 Title Page
 Table of Contents
 Background information
 Documentation of Accreditation Principles
Volume 2 - Appendices
 Catalog (online URL okay)
 Abbreviated Syllabi
 Faculty CVs (full- and part-time)
 Outcomes Assessment Plan, Results, and Actions
 Strategic Plan
 Faculty Handbook (can be separate document)
Self Study Organization –
part 2
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Answer all questions in order from the
principles document
Indicate where a response is N/A
Use page numbering
References to Appendices should match
Make the information easy to find
Can submit electronically or paper copies
Meet the Panel
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Dr.
Dr.
Dr.
Dr.
Dr.
Clay Stoldt, Wichita State University
Vicky Martin, Liberty University
Christina Martin, Troy University
Robertha Abney, Slippery Rock University
Eric Schwarz, Saint Leo University
Challenges Associated
With Developing the
Self-Study
Dr. Clay Stoldt
Chair and Professor
Department of Sport Management
Wichita State University
Collecting Information
Strong research skills required
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Comprehensive report
Challenge assumptions
Search and verify
Leadership / Collaboration
One person coordinates; many contribute
Do not simply delegate
Unit support
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Must buy in
Have input
Be apprised of updates
University leadership support also critical
Impact on Faculty Role
Not just another service assignment
Understand likely impact on teaching and
research
Additional support
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Course release(s)
Graduate assistant support
Other?
Personal Impact
• Implications for professional reputation
• Difficult to leave at the office
• Recommendations
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Plan process with some cushion
Define boundaries
Organization of the Self
Study: What to Include
and What to Omit
Dr. Vicky Martin
Chair, Associate Professor
Department of Sport Management
Liberty University
Comprehensive Evaluation of
Requirements
1. Thorough evaluation of the Manual
focusing on the principles, as well as
highlighting areas that involved other
departments
2. Conducted a SWOT analysis
3. Focused on quality and institutional
improvement
Process
1. Process: encouraged wide participation and
adopted a time line – 4 to 6 months
2. Determined when we needed information
from various departments
3. Sent out an email, letting everyone know
the reasons for pursing accreditation.
4. Planned backwards – site visit, completion
of principles, etc.
Challenges
1. Directions for charts unclear
2. Constant communication with departments
- time consuming and challenging
3. Outdated faculty handbook
4. Consultant
5. Clarity and explanation of Assessment Data
Collection tool
Self Study Submission
Electronic or Paper Submission
- Electronic submission too large
to send through email
- Paper submission - cost of
paper, mailing costs.
Outcomes Assessment
Dr. Christina Martin
Assistant Professor, Coordinator of Assessments
Department of Sport and Fitness Management
Troy University
Principle 1: Outcomes Assessment
• Overview of Principle 1
• Handout 1: Sample Outcomes Assessment Plan
• Focus of this discussion
• Student learning outcomes (SLOs), appropriate
measures, benchmarks, action plans, cycle of
assessment
Principle 1: Outcomes Assessment
Core:
Mission
Broad Based
Goals
Programmatic
Student
Learning
Outcomes
Principle 1: Outcomes Assessment
•Defining Student Learning Outcome
- “the knowledge, skills and abilities that a student has
attained at the end (or as a result) of his or her engagement
in a particular set of higher education experiences” (CHEA,
2012).
•The COSMA evaluates SLOs at the program level.
•Its basis is on expectations of the student at the time of
program completion
•It reviews information on representative samples of
students
Measures, Direct: Methods used to assess the extent of student achievement of intended learning outcomes. The measures provide direct evidence to determine w
Measures, Indirect: Methods used to assess students’ or external bodies’ perceptions, thoughts, or opinions pertaining to the educational experiences of students.
Principle 1: Outcomes Assessment
•Student Learning Outcome
•Handout 2: How to write a SLO
Principle 1: Outcomes Assessment
• Sample Broad Based Goal, Objective and SLO
• Program Goal: The Sport Management program aims to
provide students seeking sport marketing, management,
and administrative skills a sport and fitness perspective
through an advanced curriculum which focuses on current
industry practices, enhancing communication and people
skills, and developing successful managers and
administrators.
• Objective 1: To provide Sport Management students with
the necessary knowledge to make sound, informed
managerial decisions.
Principle 1: Outcomes Assessment
Objective 1: To provide Sport Management students with the
necessary knowledge to make sound, informed managerial
decisions.
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Student Learning Outcome 1: Sport Management graduates will
demonstrate knowledge that is necessary for success in the sport
industry.
• Measure 1: Comprehensive Exam (Direct Measure)
• Criteria 1: All sport management majors will score at least
85% on the comprehensive exam.
• Measure 2: Internship Supervisor Evaluation (Indirect
Measure)
• Criteria 2: All sport management majors will score 80%
or above on the Internship Supervisor Evaluation.
Identify Each
Intended
Outcomezz
Identify the
Assessment Tool
and Type of
Measure (Direct or
Indirect)
Assessment
Results: Total
Number of Students
Observed
Assessment
Results: Total
Number of Students
Meeting
Expectation
Assessment
Results: Percentage
of Students Meeting
Expectation
Assessment
Results:
1.DNM
2.ME
3.EE
4.CNBD
SLO 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry.
Measure 1: Graduates
will score 85% or
above
Comprehensive Exam
Measure 2: Graduates
will score 80% or
above
Internship Supervisor
Evaluation
100
85
85%
Met Expectation
100
60
60%
Does Not Meet
Expectation
Direct Measure
Indirect Measure
**Explanation of course action for intended outcomes not realized: Two measures were used to assess Student Learning Outcome 1.
Although 85% of students were able to demonstrate knowledge deemed necessary for success in the sport industry on a
comprehensive examination, it appears that many of them (60%) were not properly prepared to apply that knowledge in a sport
setting. As a result, the Sport Management faculty met on 5/25/12 and discussed implementing more experiential education courses
into the curriculum. Specifically, courses X, Y, and Z will incorporate practical experiences into the courses, so as to better prepare the
students to apply their learned knowledge
.
Principle 1: Outcomes Assessment
So What? ACTION, ACTION, WE WANT ACTION!
• Make informed decisions regarding curriculum and
program
• Action plans should be related to assessment results
• Action plans should be driven by the faculty
(curriculum committees); maintain meeting minutes,
etc.
• Create a culture of assessment and continuous
improvement!
• Handout 3: Sample Assessment Cycle
Documenting
Information Using
Tables and Charts
Dr. Robertha Abney
Associate Professor
Department of Sport Management
Slippery Rock University
Tables and Charts Introduction
Collaboration (Chair, Faculty)
Self Study
 Volume I: Narrative and Tables
 Volume II: Appendices
Keep It Simple!!
Tables and Charts
Principle 3: Curriculum
CPC Table
CPC (Core) Areas
Core Courses
Undergraduate
Program
Contact Hours
Tables 4, 5 &6 - Principle 4: Faculty
Teaching
Loads
Three
Versions
One Version
Campus and Community
Collaborations
Dr. Eric C. Schwarz
Chair and Associate Professor
Department of Sport Business and International
Tourism
Saint Leo University
Outcomes Assessment
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Created by faculty to measure the effectiveness of
the program
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Must be in alignment with:
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School or College Accreditation
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College or University Accreditation
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AACSB; IACBE
NEASC; NCA; NWCCU; SACS; WASC
Work with
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Office of Institutional Assessment and Research
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Designated School/College/University assessment specialists
Strategic Planning
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Created by faculty to articulate its strategy for moving
the programs forward
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Must be inclusive of the Outcomes Assessment Plan
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Must be in alignment with:
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School or College Strategic Plan
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College or University Strategic Plan
Work with:
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Designated School/College/University administrators
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Budget Director and/or Committees
Curriculum
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Program Courses
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General Education
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Faculty within the program
Academic Affairs
Curriculum Review and Improvement
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Internal Evaluation Process and Curriculum Development
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Affirmation by School or College Committee
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Affirmation by College or University Committee
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Affirmation by Academic Senate
Faculty, and Scholarly
and Professional Activities
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Faculty
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Most data collected/compiled internally
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Processes as governed by School/College/University
policies
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Some information obtained through Human Resources
Scholarly and Professional Activities
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Most data collected/compiled internally
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Some data available through promotion and tenure
portfolios held by Tenure and Promotion Committee, or
the VPAA/Provost Office
Resources
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Financial Resources
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Business Affairs/Budget Office
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Human Resources (for salary info)
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University Policies
Facilities
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Physical Plant/Plant Operations
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Technology Services
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Academic Affairs
Resources
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Learning Resources
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Library
Educational Technology and Support
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Technology Services
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Instructional Technology
Off-Campus Locations
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Varies based on facilities
Internal and External
Relationships
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Institutional Policies
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Admissions
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Institutional Assessment and Research
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Advisory Boards
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Internship/Experiential Learning Sites
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Internship Coordinator/Career Services
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Student Services/Student Organizations
Internal and External
Relationships
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Alumni Relations
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Outreach Programs
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Consortium Partners
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Articulation Partners
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Cooperative Partners
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International Partners
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Technology Services
Educational Innovation
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Individual Faculty
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Instructional Technology
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Any Education Innovation needs to be in alignment
with the Strategic Plan, and support the Outcomes
Assessment Plan for the program
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Technology for the sake of checking off a box is not
innovation
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Innovation is creativity in the delivery of programming
Questions/Conclusions
1.
2.
3.
4.
5.
Organization of the Self Study
Inter- and Intradepartmental collaborations
Documentation of 8 COSMA Principles
Completing Tables and Charts
Putting it all together