STRATEGIC PLANNING OUTCOME #2 REPORT
FOR YEAR 2005
DRAFT – 9/6/05
Committee Chair(s): Dorothy Ige-Spg & Sum. 2005; Margaret Skurka beginning Fall
(Sept.-Dec.) 2005
Support: Anna Rominger
Other Committee Members: Arlene Adler, George Assibey-Mensah, Sharese Dudley,
John Gibson, Stephen McShane, & Scooter Pegram
Contributing Members: Cabinet, Deans Council/Directors, Faculty Organization
Executive Committee, Students, External Constituents (Employers)
Outcome #2 – (Yr. 2005) Academic programs and relevant support
programs have identified criteria to assess student preparation for lifelong
learning, ethical practices, developing successful careers, and effective
citizenship.
(Yr. 2006) Academic programs and relevant support programs have assessed student preparation for
lifelong learning, ethical practices, developing successful careers, and effective citizenship to collect
baseline data.
(Yr. 2010) All academic programs and relevant support programs have implemented teaching and
learning experiences that ensure they will prepare their 2014 graduates for lifelong learning, ethical
practices, developing successful careers, and effective citizenship.
(Shared Vision Phrase) - “Our graduates are prepared for life-long learning, ethical practices,
successful careers, and effective citizenship.”
DELIVERABLE PRODUCT:
Criteria to measure student preparedness on the four student outcomes by academic program and
relevant support program.
DEFINITIONS OF PROGRAMS:
ACADEMIC PROGRAM
Definition - (Credit Bearing and Non Credit Bearing) – An academic or degree-granting program, academic
center or institute or one largely headed by faculty to advance academic disciplines. Examples include
Master in Business Administration or Center for Cultural Discovery and Learning.
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SUPPORT PROGRAM
Definition - Any campus unit that is not an academic program.
RELEVANT SUPPORT PROGRAM
Definition - Functional or co-curricular units at IUN that offer specific expertise or contribute to students’
development and preparation for lifelong learning, ethical practices, developing successful careers, and
effective citizenship. Examples of Relevant Support Programs are: Career Services, Assessment Center,
etc.
DEFINITIONS OF STRATEGIC PLANNING 2 STUDENT OUTCOMES:
LIFELONG LEARNING
Definition - Life long learning is continued professional development, the pursuit of a course of study,
and/or other experiences that promote personal growth.
Operational Definition (measurement) - To be prepared for lifelong learning, students are given the
opportunity to engage in learning activities and are provided learning strategies that inspire the ability and
willingness to learn throughout their lives.
ETHICAL PRACTICES
Definition – Ethical practices are behaviors that are aligned with organization codes of conduct that stress
honesty, responsibility, accountability, and reliability.
Operational Definition (measurement) - To be prepared to use ethical practices, students are given
opportunities to gain knowledge and engage in learning activities that enable them to develop awareness
and concern for how their actions affect other people.
SUCCESSFUL CAREERS
Definition - A successful career is a person’s progress within an occupation or series of occupations.
However, a career is more than just a job, working, or one’s occupation. It includes professional and
personal progress and development in vocational areas of life.
Operational Definition (measurement) -To be prepared for a successful career, students are offered degree
programs and career support services that prepare them for employment, and enable them to pursue
continuing professional development.
EFFECTIVE CITIZENSHIP
Definition - Effective citizenship is engagement in the community through volunteerism or public service.
Operational Definition (measurement) - To be prepared for effective citizenship, students are provided
opportunities to become active citizens in their community, through volunteerism or public service.
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CRITERIA TO ASSESS STUDENT PREPARATION
Improving undergraduate and graduate education is avidly sought after. The four
Student Outcomes are measured through the criteria that follows. The criteria represent
ability-based measurements to develop the whole person. The criteria are derived from a
combination of literature review (especially works such as Marcia Mentkowski at
Alverno College and Trudy Banta at Indiana University-Purdue University) and survey
findings of what has previously been used as measuement criteria at Indiana University
Northwest.
************
ACADEMIC PROGRAMS
ALL ACADEMIC PROGRAMS SHOULD USE CRITERIA BELOW TO MEASURE
STUDENT PREPARATION FOR LIFELONG LEARNING, ETHICAL PRACTICES,
DEVELOPING SUCCESSFUL CAREERS, AND EFFECTIVE CITIZENSHIP.
RELEVANT SUPPORT PROGRAMS THAT SHOULD COLLECT, SHARE, AND
USE CRITERIA BELOW TO MEASURE STUDENT PREPARATION FOR
LIFELONG LEARNING, ETHICAL PRACTICES, DEVELOPING SUCCESSFUL
CAREERS, AND EFFECTIVE CITIZENSHIP INCLUDE:
Alumni Office
Assessment Center
Career Services
Institutional Research Office
Leadership Institute
Student Services Administration
(See separate list for the names of all Academic Programs and Support Programs)
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LIFELONG
LEARNING
CRITERIA
MEASUREMENT
DATA COLLECTION &
METHODS
FREQUENCY OF
ASSESSMENT
Percentage of students/alumni
engaged in adult education
Data about Professional
development of
Alumni/Graduates
Method - Alumni/graduate/exit
surveys of Alumni Office,
Continuing Studies & Leadership
Institute
Usually annually. Unit
determined. Depending on
purpose (AQIP, NSSE,
accreditation requirements,
disciplines’ or units’ national
association recommendations,
course requirements, etc.)
Percentage of students/alumni
engaged in academic study
Data about Alumni/Graduates
Continuing their Education
Method- Alumni/graduate/exit
surveys of Alumni Office,
Leadership Institute and Deans’
Annual Reports
Data about Enrollment of
students/alumni/graduates in
Further or other Degrees or
Certificates
Method - Alumni/graduate/exit
surveys; students’ electronic
portfolios evaluated through
capstone courses or exit
interviews; surveys of Alumni
Office, Leadership Institute and
Deans’ Annual Reports
Data about students/alumni/
graduates engaged in experiences
that promote individual growth
Percentage of students/alumni
engaged in professional
development
Percentage of students/alumni
engaged in activities that enhance
their lifelong learning
(As noted above)
(As noted above)
(As noted above)
Method - Alumni/graduate/exit
surveys; students’ electronic or
traditional portfolios evaluated
through capstone courses or exit
interviews
ETHICAL
PRACTICES
CRITERIA
MEASUREMENT
DATA COLLECTION &
METHODS
FREQUENCY OF
ASSESSMENT
Percentage of students
completing and earning a “C”
grade or better in course work in
ethics.
Data about grades students earned
in ethics courses
Usually annually. Unit
determined. Depending on
purpose (AQIP, NSSE,
accreditation requirements,
disciplines’ or units’ national
association recommendations,
course requirements, etc.)
Method - Students grades
reported by Faculty/Deans in
Annual Reports
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Percentage of students meeting
ethics learning outcomes
embedded in other courses
Data about students’ performance on
ethics learning outcomes embedded
in other courses, clinical/field
placements, etc.
Method - Dean/Faculty Annual
Reports on clinical/field placement
behavior, ethics self-assessment
surveys/units in courses, etc
Percentage of students charged
with ethics complaints
Data about number of ethics
complaints on students
(As noted above)
(As noted above)
Method – Annual Report of VC of
Student Services Administration
Student engagement in activities
that promote ethical behavior or
development
Data about students’ engagement
in activities that promote ethical
behavior or development
(As noted above)
Method - Student Services
Administration surveys and
Annual Reports, and
Faculty/Dean’s Annual Reports;
students’ electronic portfolios
Utilization of services to students
that promote ethical behavior or
development
Data about the number and kinds
of services provided for students
that promote ethical behavior and
development
(As noted above)
Method - Student Services
Administration surveys and
Annual Reports; students’
electronic portfolios; student
exchange programs
DEVELOPING
SUCCESSFUL
CAREERS
CRITERIA
MEASUREMENT
Level of Alumni salaries
DATA COLLECTION &
METHODS
FREQUENCY OF
ASSESSMENT
Data about salaries of alumni
Usually annually. Unit
determined. Depending on
purpose (AQIP, NSSE,
accreditation requirements,
disciplines’ or units’ national
association recommendations,
course requirements, etc.)
Method – Alumni Office &
Career Services surveys of
alumni and employers, and
academic unit follow up letters to
graduates in Major; Deans’
Annual Reports
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Alumni job position and rank
Job placement percentages for
graduates
Data about job positions/ranks of
alumni
Method – Alumni Office and
Career Services surveys of
alumni and employers, and
academic unit follow up letters to
graduates in Major; Deans’
Annual Reports
Data about job placement upon
graduation
(As noted above)
(As noted above)
Method – Alumni Office and
Career Services surveys of
alumni and employers, and
academic unit follow up letters to
graduates in Major; Deans’
Annual Reports
Percentage of Graduates pursuing
professional development
Time period taken to secure
employment
Data about Enrollment of
students/alumni/graduates in
further or other Degrees or
Certificates
Method - Alumni/graduate
surveys; academic unit survey
results in Deans’ Annual Reports;
students’ electronic or traditional
portfolios
Data about beginning
employment
(As noted above)
(As noted above)
Alumni Office and Career
Services surveys of alumni and
employers, and academic unit
follow up letters to graduates in
Major; Deans’ Annual Reports
Percentage of Graduates
employed upon graduation
Data about employment of
graduates
(As noted above)
Method - Alumni Office and
Career Services surveys of
alumni and employers, and
academic unit follow up letters to
graduates in Major; Deans’
Annual Reports
Percentage of Students engaged
in Internships
Data about the success of
internships and service learning
Method – Deans’ Annual Reports
of enrollment in internships;
students’ electronic portfolios
evaluated through capstone
courses or exit interviews
(As noted above)
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Student engagement activities
that prepare students for success
in their career or vocations
Utilization of services to students
that prepare students for
successful careers or vocations
Data about the success of
internships and data about student
engagement in activities that
prepare tem for successful careers
or vocational development
Method – Sr. Projects and Shows,
clinical/practicum/capstones;
students’ electronic or traditional
portfolio evaluations;
Graduate/Alumni surveys, and
graduate class enrollment;
Summarized in Annual Reports
of Faculty/Deans/Career
Services/ Student Services
Data about the number, type, or
kind of services provided for
students that prepare them for
successful careers or vocational
development
(As noted above)
(As noted above)
Method – students’ electronic or
traditional portfolios evaluated
through Career Services and
Student Services Administration
EFFECTIVE
CITIZENSHIP
CRITERIA
MEASUREMENT
DATA COLLECTION &
METHODS
Percentage of students/alumni
engaging in volunteer activities
Data about student/alumni
volunteerism
Method – Alumni Office, Career
Services and Student Services
Admin. Surveys; students’
electronic or traditional portfolios
Percentage of students/alumni
engaging in civic or public
activity
Data about students/alumni
engagement in civic or public service
FREQUENCY OF
ASSESSMENT
Usually annually. Unit
determined. Depending on
purpose (AQIP, NSSE,
accreditation requirements,
disciplines’ or units’ national
association recommendations,
course requirements, etc.)
(As noted above)
Method – Surveys of: Alumni Office,
Career Services, Ctr. for Cult.
Discov. & Learning, Leadership
Institute, Student Services Admin.,
students’ electronic or traditional
portfolios, international student
exchanges, students in American
Democracy and Global Citizenship
projects, etc.
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Percentage of students engaging
in service learning
Data about students/alumni
engaging in service learning
(As noted above)
Method – Academic unit and
surveys through Faculty and
Deans’ Annual Reports; students’
electronic or traditional
portfolios, international student
exchanges, etc.
Percentage or numbers of
students involved in student life
including clubs, organizations, or
other activities that support the
campus
Data about student involvement
in campus life/activities and/or
Co-curricular student clubs
(As noted above)
Method –. Student Services
Admin. Surveys; Academic unit
and surveys through Faculty and
Deans’ Annual Reports; students’
electronic or traditional portfolios
Recommendations:

The criteria recommended should be considered for implementation

Outcome 2 for the year 2006 should be completed—“Academic programs and
relevant support programs have assessed student preparation for lifelong learning,
ethical practices, developing successful careers, and effective citizenship to
collect baseline data.”

The data, report of results, and recommendations from this IUN Outcome 2 study
should be considered for use in other strategic campus initiatives such as the
Academic Quality Improvement Process (AQIP), Lilly Grant, Strategic
Outcomes 1 and 6, and the General Education initiative. Appropriate Vice
Chancellors and Deans/Directors should work to merge criteria into existing
evaluation mechanisms such as Faculty and Divisional Annual Reports, AQIP,
NSSE, etc.

Further development of the IUN Assessment Center campus wide and an
Institutional Research Officer should assist units in criteria measurements. Data
survey collection and results will be more frequent and IUN will need more
professional help locally either locally and/or from IU-Bloomington. Assessment
should also include planned and systematic focus on externality (business and
professional persons from the community that serve as volunteer assessors to
observe and give feedback on students’ performances for successful living in the
21st century world of work, family, civic, and global life).
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
More education and development on student outcome assessment is needed for
the campus (through brown bags, speakers, etc.)
CONCLUSION
This document identifies criteria for assessing student preparation for lifelong
learning, ethical practices, developing successful careers, and effective citizenship in
academic and relevant support programs at IUN. The report contains definitions of the
four student outcomes as well as types of campus programs, and the results of a campus
survey of what is already being done. The document also makes recommendations for
further institutional development of student outcome measures, and provides references
for further study.
According to the American Association of Higher Education (AAHE), assessment
criteria must be part of a larger set of conditions that promote change through improved
educational performance. Assessment is reflected in the institution’s planning,
budgeting, and personnel decisions. Student outcomes and criteria measurements must
be aligned with the campus Mission and Vision. Based on strategies used at Alverno
College, clearly stated learning goals and the resources to support them must be
understood at the levels of the Board of Trustees, entry level employees, students,
librarians, student affairs, external communities, etc. The assessment criteria should
provide evaluative feedback about students’ preparation to actually demonstrate
educational learning goals and measurable accountability that all stakeholders find
credible, suggestive and applicable to decision-making and effective educational change.
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REFERENCES
American Association for Higher Education, Assessment Principles of Good Practice for
Assessing Student Learning (Washington, D. C.: AAHE, 1992).
Association of American Colleges and Universities, Greater Expectations: A New Vision
for Learning as a Nation Goes to College (Washington D. C.: AACU, 2002).
Astin, A., Banta T., Cross K., El-Khawas, E., Ewell, P., Hutchings, P., Marchese, T.,
McClenney, K., Mentkowski, M., Miller, M., Moran E., & Wright B., “Principles
of Good Practice for Assessing Student Learning.” AAHE Bulletin, 45 (4). .
(1992).
Bledsoe, T., Engaging Our Metropolitan Students: Orienting and Connecting Students in
the Learning Environment, (Metropolitan Universities: An International Forum,
July 2005) 16, 11-16.
Boyer, E. College: The Undergraduate Experience in America (New York: Harper &
Row, 1987).
Mentkowski, M. for the Alverno College Office of Research and Evaluation and the
Research and Evaluation Committee Institutional and Program Assessment at
Alverno College. In W. Rickards (Chair), Institutional Assessment Across the
Educational Spectrum. Symposium Conducted at the Annual Meeting of the
American Educational Research Association, New Orleans. (Printed Milwaukee,
WI: Alverno College Institute, 1994, revised 1995).
Mentkowski, M., & Doherty, A., Careering After College: Establishing the Validity of
Abilities Learned in College for Later Careering and Professional Performance,
(Final Report to the National Institute of Education: Overview and Summary).
Milwaukee, WI: Alverno Productions. (ERIC Document Reproduction Service
No. E 239 556). (1983, revised 1984).
Mentkowski, M., & Loacker, G. Assessing and Validating the Outcomes of College. In P.
Ewell (Ed.), “Assessing Educational Outcomes,” New Directions for Institutional
Research, 47, 47-64. (San Francisco: Jossey-Bass, 1985).
Mentkowski, M., “Creating a Context Where Institutional Assessment Yields Educational
Improvement.” Journal of General Education, 40, 255-283.
Paul, R. and Elder, L. A Guide for Educators to Critical Thinking Competency
Standards: Standards, Principles, Performance Indicators, and Outcomes With A
Critical Thinking Master Rubric, (Dillon Beach, CA: Foundation for Critical
Thinking, 2005).
Rominger, A. “Assessment of Student Preparation Survey,” Instrument for Strategic Planning
Team Outcome 2, Indiana University Northwest, Summer 2005
Strange, C. and Banning J. Educating by Design: Creating Learning Environments that
Work (San Francisco: Jossey-Bass, 2001).
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APPENDIX
SUMMARY OF 2005 IUN CAMPUS SURVEY RESULTS
ON MEASURING STUDENT OUTCOMES
A survey was developed to assess which academic and relevant support programs
have already identified and use criteria to assess students’ preparation for lifelong
learning, ethical practices, developing successful careers, and effective citizenship. Vice
Chancellors and Deans/Directors campus wide at Indiana University Northwest (IUN), or
their designee faculty/staff, responded to the survey. Twenty three academic and support
units responded. Although individuals within divisions and departments participated in
the survey, they were asked to respond based on general practices within their units.
Nine questions were asked with multiple sub-questions, making for 150 questions total.
The survey gathered information about the type and frequency of data collection, and
about specific methods used to gather data (surveys, reports, etc).
Overall at IUN, academic programs understandably use criteria and collect data
much more extensively than do relevant support programs (with the exception of Career
Services. With regard to using criteria to measure student outcomes in academic
programs, the most emphasis is placed on criteria measuring student preparation for
careers and to a lesser extent, life long learning. Very little emphasis is placed on student
preparation for ethical practices and effective citizenship.
Of the respondents, both professional schools and some departments in the
College of Arts and Sciences collect data on student preparation for lifelong learning,
ethical practices, developing successful careers, and effective citizenship. The
professional schools that responded included Allied Health, Business, Nursing and Social
Work. The College of Arts and Science (COAS) office as well as some departments
responded (Biology, Chemistry, Fine Arts, M3.athematics, Minority Studies, and
Psychology). Alumni surveys and clinical/field performance represent the predominant
methods for gathering data to measure student outcome criteria in professional schools.
Some units rely heavily on course assessments (such as capstones, senior projects, and
grades). This is particularly true in COAS units.
Respondents from the following support programs participated in the survey:
Career Services, Information Technology, Child Care Center, and Student Support
Services. These programs were among those identified by the Strategic Outcome 2
Committee as being “Relevant Support Programs.” Of these programs, only Career
Services gave non-negative responses to any of the questions. That is, the other support
programs answered negative to all questions. This indicates that with the exception of
Career Services, support program units are not collecting data on student outcomes of
lifelong learning, ethical practices, developing successful careers, and effective
citizenship.
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QUESTION 1 – WHICH OUTCOMES ARE YOU OR COULD YOU MEASURE
STUDENT PREPAREDNESS?
This was a general question. In academic and relevant support units combined
that responded at IUN, approximately half of the units are performing some measures of
student preparation for lifelong learning. These are predominantly in the academic
programs. Approximately one third of the responding units (mostly academic) are
measuring preparation for ethical practices. Two thirds are measuring student
preparation for careers. Approximately one third of the academic units are measuring
student preparation for effective citizenship.
Most criteria measurements are based on data collected either by semester,
annually, or every 2-5 years. The data usually takes the form of alumni/graduate/exit
surveys; practicums such as clinical labs, internships, field experiences; and course grade
data, respectively.
Unfortunately, suggested methods of data collection and assessment found in the
literature on effective student outcomes that was very rare or non-existent at IUN include:
electronic or traditional print portfolios, self-assessment instruments, attitudinal surveys,
longitudinal studies and analyses, learning style inventories, and study group interactions.
LIFELONG LEARNING
QUESTION 2 – WHAT CRITERIA ARE YOU USING TO MEASURE LIFELONG
LEARNING?
For units that report measuring student preparation for lifelong learning, the
criteria used by most consists of percentages of student/alumni engaged in academic
study and percentages of student/alumni engaged in activities that enhance lifelong
learning, respectively. Based on this representative campus sample, it appears that most
units campus wide do not use criteria to assess student preparation on lifelong learning at
all.
QUESTION 3 – WHAT DATA ARE YOU COLLECTING THAT YOU ARE USING
OR COULD BE USED TO MEASURE STUDENT PREPAREDNESS FOR
LIFELONG LEARNING?
For units that did use criteria, the data collected on lifelong learning mostly
consists of information about professional development of students/graduates, next was a
tie between data on continuing studies and data on enrollment of graduates in further or
other degrees, and finally, data on student/graduate experiences that promote individual
growth. Most units do not collect data on the criteria indicated for lifelong learning.
ETHICAL PRACTICES
QUESTION 4 – WHAT CRITERIA ARE YOU USING TO MEASURE ETHICAL
PRACTICES?
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Approximately a fourth of the responding academic units at IUN use criteria to
measure student preparation for ethical practices. Of the few that do, most use
percentage of students engaged in activities that promote ethical behavior or
development. Even fewer academic units use percentages of students who complete
course work with a grade of “C” or better, percentages of students who meet learning
outcomes in ethics, or percentages of students who meet ethics learning embedded in
other courses. Most units, campus wide, overwhelmingly do not use criteria to measure
ethical practices.
QUESTION 5 – WHAT DATA ARE YOU COLLECTING THAT YOU ARE USING
OR COULD BE USED TO MEASURE STUDENT PREPAREDNESS FOR ETHICAL
PRACTICES?
Business, Nursing, Minority Studies, and Social Work report evaluating ethical
practices through students’ practicum course work and clinical field work. However,
based on this representative sample, it appears that most units, campus wide,
overwhelmingly do not use criteria to measure ethical practices.
DEVELOPING SUCCESSFUL CAREERS
QUESTION 6 – WHAT CRITERIA ARE YOU USING TO MEASURE STUDENT
PREPARATION FOR DEVELOPING SUCCESSFUL CAREERS?
Criteria existed for career success more than for the other three student outcome
indicators. Yet, not even half of the units that answered are using criteria to measure the
development of successful careers. Of units that do use these criteria, Alumni/graduate
surveys about job placement and enrollment in graduate courses are most often used to
measure career success of students.
QUESTION 7 – WHAT DATA ARE YOU COLLECTING THAT YOU ARE USING
OR COULD BE USED TO MEASURE STUDENT PREPAREDNESS FOR
DEVELOPING SUCCESSFUL CAREERS?
Graduate positions and internship/class data was used toward measuring
development of successful careers. Allied Health, Business, Career Services, and Social
Work dominate in this data collection. Minority Studies and Psychology collect course
data on developing successful careers.
DEVELOPING EFFECTIVE CITIZENSHIP
QUESTION 8 – WHAT CRITERIA ARE YOU USING TO MEASURE STUDENT
PREPARATION FOR EFFECTIVE CITIZENSHIP?
Other than including criteria for volunteerism, almost no criteria were reported for
students’ developing effective citizenship.
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QUESTION 9 - WHAT DATA ARE YOU COLLECTING THAT YOU ARE USING
OR COULD BE USED TO MEASURE STUDENT PREPAREDNESS FOR
EFFECTIVE CITIZENSHIP?
Practicums and clinical course data dominate in information collected on student
preparation for effective citizenship. This was true in units such as Allied Health,
Business, Minority Studies, and Social Work.
DI-8/05
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