Husson University Institutional Assessment Plan
A comprehensive institutional system of assessment for all programs and departments
November 14, 2014
Outline
I.
II.
III.
IV.
V.
VI.
Introduction
Culture of Assessment
The Mission, Goals, and Values of the University
Institutional Student Learning Outcomes
Assessment at Husson
Conclusion
Appendices
Appendix A: Timelines for Full Review by Assessment Committee
I.
Introduction
Husson University is a private institution of post-secondary education offering undergraduate and
graduate degrees in business, health, education, and science and humanities. Husson dedicates itself to
excellence in teaching and a personalized collegiate experience. To reach our goals we must make sure
our students are learning and achieving success in the classroom, in their programs, outside of class, and
eventually in their professional careers.
The traditional programs for Husson extend to its founding as a School of Business in 1898. Programs
first diversified into Health with the merger of the Eastern Maine Medical Center School of Nursing.
Occupational and Physical Therapy augmented the Health Offerings. Programs in Elementary Education
began in the School of Science and Humanities, but are now part of the School of Education which is
within the College of Health and Education. Offerings in Paralegal and Criminal Justice have been folded
into the College of Business. Science and Humanities have developed strong offerings in Psychology, the
natural and physical sciences, and English. The University also offers a variety of Master’s programs in
Business, Counseling, Education, Human Relations, and Health Care professions. The University now
offers two professional doctorates. The first is Physical Therapy. The School of Pharmacy adds a second
professional doctorate. In the fall of 2014 the New England School of Communications became the
newest addition to the University, adding Bachelor of Science programs in Communications Technology,
Media Studies, and Entertainment Production.
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Much of the energy for enhancing educational quality comes from programs subject to licensing and
specialized accreditation. Hosting the DPT and PharmD requires the university community to respond to
and learn from the expectations of those programs. Individual programs have also taken the lead in
developing and administering assessment tools. The University strives toward a more coordinated effort
to coalesce these programmatic assessments. With a new president, a new mission, and a new focus and
energy we are ready to implement a university wide assessment plan.
II.
Culture of Assessment
To have a successful assessment program all parties must be involved. The program must be university
supported and have an ongoing mechanism for encouragement, evaluation and improvement of the
assessment process itself. Thus, we are growing and will continue to grow a culture of assessment here at
Husson. Though a few departments have successfully been assessing themselves for years for outside
accreditation groups, there has not been an expectation of assessment in terms of student learning. The
assumption was that faculty members knew how to teach well and knew what should be taught, so
students must be learning. The start of our self- study report in the spring of 2011 provided us with the
opportunity to put assessment on the forefront of everyone’s mind. Committees were formed for each
NEASC standard and they included employees from all over the university. Each committee had to face
the issue of assessment and where Husson was at in regards to their standard. In addition we held a vision
retreat, open to all faculty members, administrators, board members, and invited alumni and students,
which focused on critical thinking and assessment. This led to follow up sessions on teaching and
assessment. In August of 2013 faculty attended an assessment workshop as part of Faculty Development
Days. This was followed up by additional assessment workshops and official time periods set aside for
assessment meetings in May of 2014 and August of 2014.
To help implement the plan we created an Outcomes Assessment committee to assist the Director of
Institutional Research and the Director of Assessment in guiding and supporting each program and
department through the assessment process, to monitor their activities and provide feedback on their
reports. The committees will provide help sessions to educate staff and faculty so that they can complete
their assigned assessment tasks and understand the importance of these activities in reaching the goals of
the university.
Our assessment plan is guided by the following principles.
1. The purpose of the assessment plan is to assess, verify, support and enhance the ability of the
university to carry out its mission.
2.
Assessment will help us insure quality in our degrees and programs.
3. Assessment will help us make better informed decisions using data.
4.
Meaningful assessment of student learning requires clearly articulated institutional, departmental
and individual course outcomes.
5. The success of the plan depends upon the support and participation and collaboration of all faculty,
staff and administrators.
6. The success of the plan depends upon logistical, technical and financial support as well as adequate
resources.
7.
Assessment activities will be ongoing and include a variety of methods and results will be shared
and incorporated into future plans.
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III.
The Mission of the University
The current mission of Husson University was approved in the summer of 2011. “Husson inspires and
prepares students for professional careers in current and emerging fields in the context of an education
informed by the sciences and humanities. We achieve this career preparation by supporting and
emphasizing:
·
Outstanding teaching
·
Scholarly contributions to one's discipline or field of expertise.
·
An undergraduate and graduate curriculum that is challenging, relevant, and promotes critical
thinking skills, self-confidence and strong communication skills.
·
Commitment to ethical behavior and social responsibility through involvement in the world by
faculty and students, administrators and staff, board members, and involved citizenship as a university.
·
Lifelong learning to prepare students professionally and personally for the challenges of a
constantly changing world.
·
A diverse cultural and global perspective achieved through student development and experiential
learning opportunities that reinforces our commitment to a strong academic community.
·
Careful management and stewardship of University resources”
To achieve this mission Husson’s strategic plan incorporates four separate initiatives each with a set of
action items to be assessed over time. The four initiatives are delivering educational excellence,
strengthening university resources, enriching community engagement, and integrating student life.
Under each initiative is a list of action items to be completed over a span of years. An update on the
status of these actions items is conducted each year and concludes with a yearly assessment report.
IV.
Institutional Student Learning Outcomes
At Husson we have student level outcomes at the university wide level down to the course level. To
assess how well our students reach these outcomes we assess them at the course-level, at the programlevel, and with surveys aimed at all students during their years at Husson and at the 1-year follow-up.
Our general education program aims at creating students who are ethical, critical thinkers with a global
awareness of the world around them, who can communicate their professional competence as they
become aware of their part in this world. Our course level and general education outcomes support our
program level outcomes which in turn support our school level outcomes which in turn support our
mission to inspire and prepare students for professional careers in current and emerging fields in the
context of an education informed by the sciences and humanities. Our collaborative spirit enriches our
abilities to see our students as one whole as well as individuals with different goals and needs depending
on their chosen major. Thus, our student learning outcomes build upon each other to help create an allaround student.
V.
Assessment at Husson
An important step in assessment is documenting the process by which programs, courses and course
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material evolve and how they are assessed, as well as how service and support departments are organized
and assessed. By documenting this process we can improve our abilities to better meet students learning
needs and we can demonstrate how these student outcomes are met. As a complete assessment of
programs, schools and departments is a new concept to many at Husson the following lays out, in phases,
the tasks that need to be completed in order to assess our classes, programs, schools, support departments
and overall university in regards to how well we educate and prepare our students for their professional
careers. The primary end products resulting from these tasks will include summarized data documenting
how well we achieved our student learning and student support outcomes and reports summarizing the
process, the findings and the plan of action for each program, school, student services and support
department.
The underpinning assessment principles
The approach to assessment in this plan is driven by a number of beliefs about effective assessment.
These beliefs are as follows:
1. Clear goals and outcomes
Goals and outcomes must support the mission of the program or department, the University’s mission and
be meaningful, manageable and measurable.
2. Authenticity and value
Assessment tasks should reflect and develop the skills that students will need in their university studies
and in their professional practice. If assessment is perceived by students to be authentic, it is more likely
to be valued. If not, it is likely to be confusing to students and perceived as irrelevant. Service and support
departments’ objectives should reflect what is necessary and realistic to help students succeed.
3. Fairness and objectivity
Many theories of human motivation stress the importance of perceived equity and fairness. As student
work is to be assessed against objective criteria, it is important that these requirements be clearly spelled
out in the assessment details given to students. As a program’s or department’s work is assessed, it is
important that feedback is received from all affected parties and reviewed in context.
4. Efficiency and practicality
Assessment of student learning should occur regularly and continuously. Assessment is formative in
nature and may be used to inform instruction as well as measure student learning. Conducting assessment
of student learning when students are at these various points allows departments, and programs to
measure progress toward the objectives more completely. However, keep it simple and focus on one goal
at each time point and incorporate data, tools and ideas that are already in use if they are appropriate.
Remember that goals and outcomes may change over time and all goals need to be part of the whole
university so engage faculty and students in the assessment progress.
Logistical Framework
To put this assessment model into place and have it work we must design and implement procedures to
carry it out at all levels. We need a logistical framework to guide implementation and management of the
assessment process. This section describes our current framework.
The assessment model used can be summarized in the schematic below.
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Set strategic goals
and measurable
outcomes
Use results to
improve program
and procedures;
modify goals and
outcomes as needed
Construct
performance reports
on goals
Design and
implement a
program with
measurement tools
to assess all course
and program
outcomes and goals
Collect and analyze
data to assess
performance on
each outcome and
overall goal
The implementation of this model will be conducted in phases. Some phases will overlap in time as work
can be done concurrently. Steps to complete each phase are identified where applicable.
Phase 1: Creation of Committees
Done: Fall 2012
Create Academic Outcomes Assessment committee that will be in charge of assuring that every program
has measurable outcomes and has mapped them; that mechanisms and infrastructure are in place for
collecting assessment data and then analyzing it to assess learning outcomes; to provide feedback on such
endeavors and help with communication of findings.
Phase 2: Finalize University Assessment Plan and Resource Manuals
Done: May 2014
Step 1: Finalize Draft of University Wide Assessment Plan and Resource Manuals with committees
Step 2: Circulate the drafts among all faculty and management, collect feedback and then finalize the
assessment plan. Plan will be revisited each year and adjusted as necessary.
Step 3: Post the plan and the manual on the Institutional Research’s website
October, 2014
Phase 3: List of goals and outcomes and Mapping of to show alignment across
program/department and institution
Dates: 9/13 - 8/14
Purpose:
To show that all goals work towards meeting the mission of the university and that all
courses, programs and departments are aligned to increase student learning and success and where that
learning takes place.
Steps – may vary depending on whether a course, program or department. Nonacademic departments
follow Steps 1, 5 and 6.
1.
Define course goals and program goals or department goals. Create measurable outcomes to
support each goal. Learning outcomes should be meaningful, manageable and measurable.
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2.
Mapping: Align course goals with program goals
3.
Demonstrate how students attain program goals through course completions (identify for course
whether each goal is Introduced, Practiced, or Attained)
4.
Mapping: Align program goals with school goals
5.
Align goals with program or department mission statement and the University’s mission statement
6.
All goals need to be on Husson’s website and for academics, listed in the University Catalog
Phase 4: Creation of Guidelines and Tutorials on Different Parts of Assessment
1. Create IR website: http://www.husson.edu/office-of-institutional-research
2. Post Guidelines and Tutorials
3. Share with faculty and staff at department meetings and Faculty Forum
Summer 2014
Summer 2014
2014 - 15
Phase 5: List of assessment tools for each outcome
Dates: 9/2013- 8/2015
Purpose: Create assessment tools to assess each outcome in order to show whether goals attained.
Task: complete assessment form(s) to identify how each outcome will be assessed, see Appendix C.
Background Information:
A goal is only as good as the measurement tool that is used. Evidence of student learning should be
collected through both direct and indirect methods. The combination of the two allow for a more
comprehensive view of what students have learned and how they have learned it. Each program and
department will be assessed with at least two direct and two indirect measurements and at least one
measurement must include a trustworthy external perspective.
The following definitions come from the NEASC Commission on Institution of Higher Education’s SelfStudy Guide.
Direct methods reveal student attainment of knowledge, abilities, skills, attitudes, and values.
Indirect methods gather the perceptions of students and others about what students have learned, and
opinions and reflections about the teaching and learning process as well as indications of what factors
affect student learning.
Examples of direct and indirect measurements of STUDENT LEARNING:
Direct
Indirect
Course assignments
Student surveys, focus groups
Standardized tests
Exit surveys and interviews
Pre and post-tests
Alumni and employer surveys
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Essay tests across programs uniformly graded
Internships: supervisor surveys
internships/enrichment
Passing rates on licensure exams
Portfolios
% go on to graduate school, job placement
Participation rate in
Performance in professional competitions
Retention and transfer rates
The Guiding Principles of Assessment of Student Learning
● Assessments measure students' attainment of learning outcomes.
●
Assessments measure the level of student success.
●
There should be a connection between the way students learn the material and the way they are
tested on it.
●
Assessments should be varied.
●
Assessments include formal and informal evaluations.
●
Students should know the evaluation plan at the beginning of a course.
Examples of direct and indirect measurements of successful SERVICE AND SUPPORT
DEPARTMENTS.
Direct
Indirect
Usage reports
in-house student satisfaction surveys
% receiving financial aid
National surveys (CIRP, NSSE)
% students who pay back loans
interviews from in-house colleagues
Employment rates
Self-evaluation reports
Once a cycle of data has been collected on each assessment tool than outcomes and goals can be
reassessed, as well as reassess the measurement tool.
Phase 6: For every department and program: Identify which program goal(s)s will be assessed
during the next academic year (fall –summer) and during that year collect and analyze data using
the assessment tools described in Phase 5 to assess performance
Purpose: Only by collecting data and documenting what we see can we actually prove whether our goals
are met.
Every year every program should be assessing at least one outcome from a given goal, but preferably at
least 1-2 outcomes from 2 different goals or they will not be ready for a full review every 3 years. You
cannot wait and just collect data once every 3 years. Assessment is continuous. Follow a plan that is
doable and not a burden. Plan to target a few outcomes every year and then you will be able to assess all
goals and thus the whole program after a few years.
Phase 7: At end of data collection period, review results and assess what is working and what needs
to be changed and document this in a written summary report
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Purpose: Bringing members together across a department or program to discuss data analysis and
experiences, gives everyone a chance to see the results of past changes, successes and failure, and the
opportunity to help plan the future direction of their department or program.
Each June a short summary of the assessment activities of each program is to be uploaded to the
University Assessment Google site. For spring 2015 these reports will be voluntary.
Faculty who do not belong to a specified department with a coordinator or director will be responsible for
the General Education report.
The Annual Program Reports will provide a summary of the assessment activities over the past year and
what was learned from those activities. The report should include, but is not limited to, the following:
1. program mission statement
2. program goals for the previous year
3. program’s student learning outcomes and identify which ones assessed
4. summary of which learning outcomes assessed and results of student progression
5. summary of how each goal was met or not met and why
6. program goal’s for coming year
7. program learning outcomes that will be assessed during coming year
Student Service or Support Department’s Annual Assessment Reports are due in July and should be
comprised of, but not limited to, the following:
(1) the department mission statement
(2) the department’s goals and objectives - list out overall yearly goals and goals specific to current fiscal
year
(3) which goals were assessed and how for given year
(4) compilation of the results of the assessment measures (this should include strengths and needs, plan
for change in organization or methods to carry out goals, data collection, etc.)
(5) evidence that these results are used to improve the department.
By incorporating the assessment activities and results into the annual reporting process we have an
ongoing mechanism for encouragement, evaluation and improvement of the assessment process itself.
Every five years each program, together with their school, will summarize their assessment
activities over the last five years.
Assessment Report or complete matrix shall be comprised of, but not limited to, the following:
(1) program mission statement
(2) the desired program outcomes/learning outcomes
(3) the assessment measures used to evaluate student mastery of the student competencies stated and to
evaluate if program goals met
(4) evidence that the program incorporates these outcomes/student competencies across the curriculum
(i.e., mapping)
(5) compilation of the results of the assessment measures and decisions made (this should include
strengths and needs, plan for change in teaching methods, curricula, data collection, progress or results of
previous changes, etc.)
(6) evidence that these results are used to improve the program or department, including how assessment
results would be used in future program planning.
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Reports will be due the end of June and should be uploaded to the Assessment Google site.
Phase 8: Communication of learning outcomes and goal attainment and implementation of changes to
the university community
Purpose: Changes and additions can only be fully implemented, with everyone experiencing their
benefits, when everyone is knowledgeable about them.
A written report summarizing all program and department reports will be compiled yearly and posted on
the Institutional Research webpage and the Assessment Google site. The Office of Institutional Research
will store all reports on the Assessment Google site for internal viewing.
Things to consider at department, school and university levels:
How are the outcomes used by faculty, administrators?
How are the accumulated data best organized so that faculty and staff can access the data and use it to
improve programs?
How are outcomes communicated to others? Post reports for faculty and staff, post reports for general
public, discuss at staff, department, school and college meetings, Faculty Forum
The format and distribution of the reports will be revisited after each assessment cycle.
Phase 9: Re assess ---- Start at Phase 3 if goals or outcomes have changed, at Phase 4 if any assessment
tools have changed or start at Phase 5 if no changes to goals, outcomes or assessment tools.
Assessment cycle is complete. Continually assess the process as programs and departments are being
assessed and information is shared.
VI. Conclusion
-To be written once the assessment plan is in place and one cycle has been completed.
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Appendix A
Academic Program Full Assessment Reporting Cycle
Group 1: The following departments/programs will report in the spring of 2015, 2020, and 2025 on the
progress over the previous 5 years: School of Physical Therapy (including BS in Kinesiology), School of
Pharmacy and all Counseling Programs
Group 2: These following departments/programs will report in the spring of 2016, 2021, and 2026 on the
progress over the previous 5 years: College of Business - all programs, School of Nursing
Group 3: These following departments/programs will report in the spring of 2017, 2022, and 2027 on
the progress over the previous 5 years: School of Science and Humanities - all programs, General
Education
Group 4: These following departments/programs will report in the spring of 2018, 2023, 2028 on the
progress over the previous 5 years: New England School of Communication - all programs, School of
Occupational Therapy
Group 5: These following departments/programs will report in the spring of 2019, 2024, and 2029 on
the progress over the previous 5 years: School of Education
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