2011 Student Learning Outcomes Report
Submitted September 2011
Department:
Interdisciplinary Studies
Chair:
Dr. Jennifer Coleman
Programs:
Associate of Arts in Liberal Studies (AALS)
Bachelor of Arts in General Studies (BGS)
Master of Arts in Interdisciplinary Studies (MAIS)
Determined Rotation of Program SLO Evaluation:
September 2010: initial reports on all three programs
September 2011: additional development of reports on 3 programs
September 2012: AALS degree SLO report for the 2011-2012 academic year
September 2013: BGS degree SLO report for the 2012-2013 academic year
September 2014: MAIS degree SLO report for the 2013-2014 academic year
Report Overview: This packet contains the SLO reports for the Associate of Arts in Liberal Studies (AALS), Bachelor of
General Studies (BGS) and the Master of Arts in Interdisciplinary Studies (MAIS) programs at Western New Mexico
University. The first section of this report includes a narrative description of processes, results and improvements
relevant to these degrees and considered using the AQIP questions and language. Many of the items contained within
this section of the report are also answered by the Office of Academic Affairs at WNMU, as the answers are common
for all programs, and that language is being provided by our VPAA. Additional responses from the perspective of
Interdisciplinary Studies are included here, as the opportunity to reflect on these questions was viewed as a valuable
exercise. The second part of the report contains the SLO report grids, updated and improved from the reports of
September 2010.
Respectfully submitted,
Jennifer G. Coleman, Ph.D.
Processes
P1. How do you determine which common or shared objectives for learning and development you should hold for all
students pursuing degrees at a particular level? Whom do you involve in setting these objectives?
While this is a university/school wide process, additional comments can still be made related to the three
programs that fall within Interdisciplinary Studies.
AALS – general education and breadth is the emphasis here. On our campus, programs request certain courses
be considered for inclusion in the General Education (Gen Ed) curriculum, and our Curriculum and
Instruction Committee reviews such requests and Gen Ed offerings. Students are also required to maintain a
certain GPA to graduate, which reflect a standard of learning and performance.
BGS – general education and breadth are emphasized in this degree program. Bachelor degrees also require 12
hours of Writing Intensive courses, a total of 128 credit hours overall, and 54 credit hours at the upper
division (300 and 400 level at WNMU). Students are also required to maintain a certain GPA to graduate,
which reflect a standard of learning and performance. Finally, this degree is being modified during the 20112012 academic year to reflect a need for depth or specialization. Content expertise and specialization are
logical requirements of all degrees in specific areas, such as chemistry or mathematics. The BGS degree
needs similar emphasis on depth, in addition to its current emphasis on breadth. Many of these common and
shared objectives are rooted in the traditions of higher education throughout the country.
MAIS – Graduate study is aimed at extending learning and developing higher content expertise within selected
domains of study. Further, moving into greater independent and self-driven learning is a component of
Masters-level study. At WNMU we have two active groups that work on graduate studies, the Graduate
Council and the Graduate Monitoring Committee. Both of these groups discuss common or shared objectives
for learning and development that are held for Masters level students. Within this specific program at
WNMU, the Chair brings such questions and ideas to these working groups, as well as the VPAA and
colleagues who contribute to this program.
P2. How do you determine your specific program learning objectives? Whom do you involve in setting these
objectives?
These are determined at the department level. Also, our curriculum and instruction committee serves to review
and guide the development of new programs.
This is a program-level process also. As a new Chair of these programs, I consulted the WNMU catalog, previous
program reviews and colleagues across campus. I benefitted from ongoing dialogue with the VPAA. Any
changes to the programs were reviewed by voting bodies on campus, such as Curriculum and Instruction or
Graduate Council. Student input can be very valuable as well.
P3. How do you design new programs and courses that facilitate student learning and are competitive with those
offered by other organizations?
The Interdisciplinary Studies programs have been at WNMU for many years. While no new programs have been
created within this department for more than 10 years, changes to such programs are considered by C&I or
Graduate Council. When considering the competitiveness of these programs, research about similar
programs at other institutions helps to inform program changes and development. One area where
development occurred over the past 5 years was that the MA in Interdisciplinary Studies degree became an
online program (Fall 2007).
In terms of courses, the creation, design and implementation of courses is overseen by faculty within specific
content areas. Our faculty possess appropriate terminal degrees and are evaluated each semester and yearly
for their teaching effectiveness. The University offers support for faculty development and teaching
effectiveness. Faculty members are trusted to develop courses that facilitate student learning and are
expected to make improvements to courses based on student performance and feedback. All online courses
undergo a review process for an agreed-upon list of course elements.
P4. How do you design responsive academic programming that balances and integrates learning goals, students’
career needs, and the realities of the employment market?
This item will be addressed most thoroughly by the Academic Affairs unit at WNMU. However, from a program
standpoint, there are several ways to respond to this question. First, goals of the program driven by campus
interests are checked with students’ career needs and employment opportunities through regular reflection on
the program and feedback from students. During the admission and advising process, those student interests
and goals are often shared. Further, all three degrees are considered within the larger, nation-wide dialogue
about the value and goals of higher education.
Another way to consider this question is to mention campus-wide efforts to consider our academic programming
at WNMU. During the 2010-2011 academic year, a year-long, program prioritization activity was conducted
resulting in a final report regarding academic programming. In the 2011-2012 year, there is a plan to have a
review of academic programming from a “building capacity for the 21st Century” perspective. The Chair of
Interdisciplinary Studies actively engages in these activities.
Finally, program reviews occur on a 5-year basis and are reviewed by either Curriculum and Instruction
(undergraduate programs) or Graduate Council. That process is highly similar to this Student Learning
Outcome analysis.
P5. How do you determine the preparation required of students for the specific curricula, programs, courses, and
learning they will pursue?
At the university level, we are an open enrollment institution. In order to assess student preparedness, we
administer the COMPASS test for Math, Reading and Writing; we offer developmental studies courses in
these areas for students who are evaluated as deficient in current skills. For several required courses (e.g.,
ENGL 101 and 102), a minimum grade requirement assures that students move forward only when
adequately Further, students are required to complete two English courses before taking any upper-level
courses at the University. Finally, content experts within each discipline appropriately require relevant prerequisite courses before students move on to advanced content. That is, we design course sequences to
logically follow skill development and prerequisite knowledge.
At the graduate level, there is a minimum GPA requirement for admission. Individual fields of study within the
MAIS degree may have additional admission requirements. There are rarely any limits on registration for
classes, but when those are needed, instructors evaluate student preparation and determine eligibility for
enrollment.
P6. How do you communicate to current and prospective students the required preparation and learning and
development objectives for specific programs, courses, and degrees or credentials? How do admissions, student
support, and registration services aid in this process?
At the university level, we communicate with students through such materials as the catalog, brochures, our
webpages, and the viewbook. Student Success seminar, a required first-year course, also contains specific
content related to required preparation, learning, and development objectives. All undeclared students are
advised in our Academic Support Center where advisors are trained to assist students in degree and career
path exploration. For students with less than 48 credit hours, course registration requires advisor input.
At the program level, the advising relationship is essential for communicating expectations and objectives.
Advising for the AALS and BGS is available from the professional advisors in the Academic Support Center
and the Chair of Interdisciplinary Studies.
For the MAIS degree, students have access to advisors within their fields of student, the Chair of
Interdisciplinary Studies, and our Online Support Staff, Jessica Enriquez. A key communication element for
this program is the intake and follow-up materials and efforts by Ms. Enriquez.
P7. How do you help students select programs of study that match their needs, interests, and abilities?
At the university level, appropriate recruiting, advising and career exploration in Student Success help students
select appropriate programs.
At the program level, this is largely a student-driven choice, guided by the advising relationship, and often
informed by success or failure in classes. Some students come to the AALS and BGS degrees because they are
not attracted to other programs at the University. These degrees allow them broad learning across several
disciplines. The AALS degree, in particular, is often used for cross-discipline exploration.
The MAIS degree requires students write a letter of intent. That essay often helps to guide student selection of
concentration areas. The program administrator and student support staff review these essays to assess
student goals with selected fields of study. When student selection does not match stated goals, an advising
contact is made to explore student interests further. When students’ progress indicates a mismatch between
ability and goals (i.e., the student is placed on academic probation), students receive academic coaching from
the program administrator or student support staff.
P8. How do you deal with students who are underprepared for the academic programs and courses you offer?
At the university level, we use the COMPASS test to assess preparation and readiness, we offer developmental
courses to address deficiencies, and require certain grades in courses like ENGL 101 and 102. Tutoring
services are offered on campus, as well as a Writing Center.
At the program level, all programs have access to services at Academic Support, including tutoring and the
WNMU Writing Center. The WNMU Writing Center is available as an online resource, as well as a Silver
City based service. All three degrees within this department, the AALS, BGS and MAIS allow flexibility in
course selection by students. This helps to allow students to pursue areas in which they experience success.
At the graduate level, admissions requirements help to assure adequate student preparation and skill. Students
who experience difficulty receive advising from program staff. Further, students who experience difficulties
that might result in disqualification from the program are permitted to appeal that status.
P9. How do you detect and address differences in students’ learning styles?
At the university level, students assess their own learning styles in Student Success Seminar. So, all students in the
AALS and BGS who take that course would have an opportunity to engage in that self-assessment.
At the program level, we use a variety of pedagogy such that we engage all learning styles. Research in learning
and cognitive psychology indicates that categorizing students into “learning styles” over simplifies the wealth
of talents that students possess. At the college level, students are expected to have some skill at using all
styles, as no one has just one. So, rather than focusing on “detecting” learning styles and labeling students,
we focus on quality teaching and use of diverse pedagogy to effectively connect with students.
P10. How do you address the special needs of student subgroups (e.g. handicapped students, seniors, commuters)?
This is a university-level issue, addressed by Disability Services, scheduling of access to resources such as the
library, computing labs, and the Writing Center. These resources are important for our residential AALS and
BGS programs.
The MAIS program has more students enrolled in online courses than residential classes at this time. Access to
online or phone-based resources such as the computer HELP desk and Writing Center are essential for these
students. When student needs are addressed, requests are made to appropriate units on campus to assist in
helping students. The primary advocate for online programs is the staff in Extended University which
oversees our Virtual Campus (online programs). Particular focus has been given to the scheduling of classes
and course rotations to support the progress of all students. Efforts are currently underway to make our webbased services comply with ADA federal regulations.
P11. How do you define, document, and communicate across your organization your expectations for effective
teaching and learning?
Regarding teaching… At the university level, we have an annual review (MBO) process by which faculty
document their performance and are evaluated. Expectations for promotion and tenure are defined and
described by the VPAA, and appropriate workshops offered throughout the academic year. We also have
requirements for course evaluation administration. Professional development offered by our CETAL program
used to help when that program was active.
Regarding learning… course syllabi should list learning objectives, grading criteria and other expectations of
students. This is entrusted to individual faculty who are content area experts. Those faculty are then subjected
to review by their Chair and the VPAA, as appropriate.
P12. How do you build an effective and efficient course delivery system that addresses both students’ needs and your
organization’s requirements?
This item will be answered at the university level by the VPAA’s office.
At the program level, courses are offered both face-to-face and online to meet the needs of our student population
in all three degree programs. We follow a two-semester schedule, with several summer course schedules.
Course rotations are intended to support student progress. Great efforts are put forth to make sure we have a
quality LMS for online courses and for use by all other courses at WNMU to enhance face-to-face teaching.
P13. How do you ensure that your programs and courses are up-to-date and effective?
At the program level, faculty are expected to stay current in your field and to know how the field is changing.
Faculty members engage in professional societies and conferences as a way to stay current. Course textbooks
are expected to be current resources in the field. The annual review of faculty provides opportunity to assess
these efforts.
For the AALS, BGS and MAIS degrees, assessment of graduate success in terms of employment and other
activities following graduation is needed.
P14. How do you change or discontinue programs and courses?
At the university level, we engaged in a Program Prioritization process during the 2010-2011 academic year.
During the 2011-2012 year, a “building capacity for the 21st Century” effort is planned. It is assumed that
program support may change (increase or decrease) as a result of these analyses. In the past, programs have
been discontinued as a result of low enrollment.
At the program level, we change course offerings based on faculty membership within the program. Faculty often
develop courses based on student requests and interests. Faculty change courses at their discretion. Student
feedback helps to inform course and program changes.
P15. How do you determine and address the learning support needs (tutoring, advising, placement, library,
laboratories, etc.) of your students and faculty in your student learning, development, and assessment processes?
This item will be answered at the university level by the VPAA’s office.
At the program level, students in the AALS and BGS degrees receive support from the Academic Support Center
and other campus resources. These needs are determined by faculty and staff who come into contact with
these students. Those students and faculty often voice their needs, and students demonstrate needs through
performance. We pay particular attention to addressing low performance in order to support retention and
graduation.
For the MAIS degree, fast growth online has driven changes in student support needs. These have been
determined through student and faculty feedback. Members of the Virtual Campus have been central in
championing the efforts to address learning support needs.
P16. How do you determine that students to whom you award degrees and certificates have met your learning and
development expectations?
At the program level, graduate job placement or pursuit of additional education would address this issue. Alumni
surveys are also needed to assess whether we have met our learning and development expectations. These
efforts are being developed.
P17. How do you design your processes for assessing student learning?
At the program level, an exercise like this helps to push assessment. The university program review process also
helps to encourage this process. The Chair of Interdisciplinary Studies is charged with designing the
processes for assessing student learning within these three programs. By communicating these efforts in
reports, the opportunity for feedback is created from groups such as the Assessment Committee, Curriculum
and Instruction, and Graduate Council.
Results
R1. What measures of your students’ learning and development do you collect and analyze regularly?
This is included on the specific report grids for each program. Significant development is needed in this area.
R2. What are your performance results for your common student learning and development objectives?
This item is most appropriately answered at the university level and includes consideration of general education
and graduation requirements.
For the AALS and BGS degrees, it seems very appropriate that the CLA exam could be used as a way to assess
performance results. Plans to administer this exam to these specific students need to be worked out with the
VPAA and our institutional researcher who oversees the administration of such assessments.
R3. What are your performance results for specific program learning objectives?
This is included on the specific report grids for each program. Significant development is needed in this area.
R4. What is your evidence that the students completing your programs, degrees, and certificates have acquired the
knowledge and skills required by your stakeholders (i.e., other educational organizations and employers)?
This is included on the specific report grids for each program. Significant development is needed in this area.
R5. What are your performance results for learning support processes (advising, library and laboratory use, etc.)?
This item should be assessed at the university level to some degree. For the AALS and BGS degree, students are
asked to complete evaluations of advising when advised at the Academic Support Center. Alumni surveys are
needed for all three degree programs. For the MAIS degree, something like Survey Monkey will be used to
assess student experiences with support services in Interdisciplinary Studies (i.e., the online support staff
services).
R6. How do your results for the performance of your processes in Helping Students Learn compare with the results of
other higher education organizations and, where appropriate, with results of organizations outside of higher
education?
Use of the CLA exam allows for such comparisons for the AALS and BGS degrees. This needs to be explored
further.
For the MAIS degree, investigation of whether such comparisons are possible with other programs that offer
interdisciplinary MA degrees is needed.
Improvement
I1. What recent improvements have you made in this category? How systematic and comprehensive are your
processes and performance results for Helping Students Learn?
This is included on the specific report grids for each program.
I2. How do your culture and infrastructure help you to select specific processes to improve and to set targets for
improved performance results in Helping Students Learn?
As a small, regional university, resources and infrastructure are often limited. The allocation of a faculty Chair to
these three degrees just happened in the Fall of 2010. Our culture is one of collaboration and great
investment and effort by individuals. The Chair of Interdisciplinary Studies carries the responsibility of
initiating and making program changes; there is not a great deal of bureaucracy. The University community
structure creates clear processes through which changes to programs are reviewed and implemented.
Student Learning Outcome Report
Department: Interdisciplinary Studies
SLO for the Associate
Degree Program
Preparation for transfer into
a 4-year program
Process
How were the processes
established?
This SLO was communicated to
students through the WNMU
catalog.
It was established by parties
involved in the degree program
(e.g., Academic Support Center and
Academic Affairs staff).
Collaboration and association with
the ASC will continue to support
students for whom these degrees are
appropriate and desired choices.
Measure: Students can be tracked at
WNMU to see if they continue on
to a 4-year degree (the Institutional
Researcher has access to transfer
data within NM for individual
students).
Measure: Alumni surveys could
also address this.
Measure: Notes in Advising Space
can serve as part of the historical
record for students within this
degree program.
Semester when implemented: Data
will be collected during the 20112012 year for the September 2012
report.
Program: Associate of Arts in Liberal Studies
Results
What measurement tools do you use
and what are your results?
See data on 3-year graduation rates that
follows. These data demonstrate that
some AALS degree recipients continue
at WNMU in other programs.
Improvement
What recent improvements have you made for
this program?
WNMU developed a transfer certificate
program for students who complete courses but
do not complete the AALS or other Associate
degree. This certificate program enhances
tracking of students and should probably be
assessed within the umbrella of this AALS
degree, as there is very high overlap between the
two programs (the transfer certificate fits better
with the AALS than any other AA degree).
More information is needed about this SLO to
justify proposing any changes or improvements.
Design a customized
program to accomplish
personal educational goals
This SLO was communicated to
students through the WNMU
catalog.
Data is being collected this year to
examine for patterns in course selection
and topic exploration.
No proposed changes at this time.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it engages students in their
educational plan and asks them to articulate that
plan.
Data is being collected this year. Some
level of analysis is contingent on
Part of this, the statement of intent, is a new
component and the comparison of that with
It was established by parties
involved in the degree program
(e.g., Academic Support Center and
Academic Affairs staff).
Measure: Degree audits and
transcripts can reveal patterns in
course selections.
Semester when implemented: Data
will be collected during the 20112012 year for the September 2012
report.
Students develop a personal
mission statement related to
their education and articulate
goals for the degree.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: Students will be asked to
compose a personal statement of
intent for the degree.
Semester when implemented: The
change to the degree will be
presented to C&I during the 20112012 year. It will become a degree
requirement, if approved, for the
Fall of 2012.
Students acquire breadth of
knowledge consistent with
This SLO is inherent to the AALS
degree and is a common goal of
their personal mission for the
degree.
such degrees throughout the
country.
implementation of the statement of
intent.
course selections represents improvement.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it engages students in their
educational plan and asks them to re-examine
that plan.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to assess
their learning outcomes directly.
Measure: Degree audits and
transcripts can reveal patterns in
course selections. Those course
selections can be compared to
statements of intent.
Semester when implemented: Data
will be collected once the personal
mission or statement of intent is
approved by C&I and implemented.
For all declared majors
within the degree, a mid-way
assessment would be
triggered by credit hours
completed.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: This is being developed
still.
Semester when implemented: To be
determined. The change to the
degree will be presented to C&I
during the 2011-2012 year. It will
become a degree requirement, if
approved, for the Fall of 2012.
For all students completing
the degree, an exit
requirement or capstone
assesses their satisfaction
with their degree, learning
and preparation for work.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: Still being developed.
Semester when implemented: The
change to the degree will be
presented to C&I during the 20112012 year. It will become a degree
requirement, if approved, for the
Fall of 2012.
Students develop critical
thinking skills and show
acquisition of knowledge.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
Data is being requested this year based
on the CLA that was previously
administered.
This will provide clear data on learning
outcomes and offers an opportunity to compare
the students in this program with students
throughout the US.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to assess
their learning outcomes directly.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center. Communication and
collaboration with the institutional
researcher is needed.
Measure: A standardized
assessment tool is being sought,
such as the College Learning
Assessment (CLA) or Measure of
Academic Proficiency and Progress
assessment.
Semester when implemented: to be
determined
Students acquire clarity
about future educational and
employment goals as a
byproduct of the breadth of
exposure encouraged by the
degree plan.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: A student survey is being
developed. It will be integrated into
a student exit requirement.
Semester when implemented: The
change to the degree will be
presented to C&I during the 20112012 year. It will become a degree
requirement, if approved, for the
Fall of 2012.
* The Student Learning Outcomes (SLOs) while student centered are not individual course offerings but the overall SLOs for the program; certificate, associate, bachelor, minor,
or master degree program.
Assessment Committee Evaluation Key: 0 - No Submission, 1 - No Statement, 2 - Undeveloped, 3 - Moderately Developed, 4 - Well Developed
Note: This degree was moved from the Academic Support Center (ASC) to a new department on campus, Interdisciplinary Studies, in of October, 2010. Under the
supervision of a new chair, programmatic changes are expected and forthcoming. Part of those changes is the establishment of clear student learning outcomes and
the assessment of those outcomes. While this process has started, much more work is needed.
AA LIBERAL STUDIES 3-YEAR GRADUATE DATA
Academic AA/Liberal Studies
Year
Degrees Awarded
2007
4
2008
12
2009
17
2010
13
Enrolled
Enrolled Enrolled in Other
in BGS
in MAIS 2-Year
Program Program Program
1
1
0
0
0
3
1
1
0
0
0
2
Programs:
BSAD
CJUS
OTA
A.D.N.
Ed. Asst.
Enrolled in
Other 4Year
Avg
Program
GPA
1
3.58
0
3.07
4
3.30
3
3.10
Programs:
ART
Undeclared
SWK (2)
BIOL
MVSC
ECED
EDUC (2)
Student Learning Outcome Report
Department: Interdisciplinary Studies
SLO Bachelor Degree
Program*
Preparation for a master’s
degree
Process
How were the processes
established?
This SLO was communicated to
students through the WNMU
catalog.
Program: Bachelor of Arts in General Studies
Results
What measurement tools do you use
and what are your results?
Data is being collected this year.
Improvement
What recent improvements have you made for
this program?
Efforts to assess this SLO represent a new
initiative and are therefore a proposed change to
this program.
This SLO was communicated to
students through the WNMU
catalog.
Data is being collected this year. Some
data will be collected after proposed
change is approved and implemented.
The assessment of personal educational goals is
new and represents improvement because it
engages students in their educational plan and
asks them to articulate that plan.
It was established by parties
involved in the degree program
(e.g., Academic Support Center and
Academic Affairs staff).
By analyzing transcripts of students
over the previous 3-5 years, patterns in
course selection may become evident.
It was established by parties
involved in the degree program
(e.g., Academic Support Center and
Academic Affairs staff).
Measure: An alumni survey is
needed.
Measure: Students can be tracked at
WNMU to see if they continue on
to a graduate program. Data about
continuation within NM is
available.
Semester when implemented: Data
will be collected during the 20112012 year for the September 2012
report.
Design a customized
program to accomplish
personal educational goals
Measure: Degree audits and
transcripts can reveal patterns in
course selections.
Measure: Students will be asked to
compose a personal statement of
intent, clearly articulating their
personal educational goals.
Semester when implemented: Some
data will be collected during the
2011-2012 year for the September
2012 report.
The inclusion of a personal
statement of intent as a degree
requirement will be presented to
C&I during the 2011-2012 year. It
will become a degree requirement,
if approved, for the Fall of 2012.
Preparation for employment
in wide range of fields.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: An alumni survey is being
created.
Measure: Employment data in NM
may reveal something about
placement of these graduates and
will be examined.
Semester when implemented: Data
will be collected during the 20112012 year for the September 2012
Data is being collected this year.
This represents a new initiative and is therefore a
proposed change to this program.
report.
Students develop a personal
mission statement related to
their education and articulate
goals for the degree.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it engages students in their
educational plan and asks them to articulate that
plan.
Data is being collected this year. Some
level of analysis is contingent on
implementation of the statement of
intent.
Part of this, the statement of intent, is a new
component and the comparison of that with
course selections represents improvement.
Data will begin being collected once
the proposed changes are approved and
This represents a new initiative and is therefore a
proposed change to this program. It represents
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: Students will be asked to
compose a personal statement of
intent for the degree.
Semester when implemented: The
change to the degree will be
presented to C&I during the 20112012 year. It will become a degree
requirement, if approved, for the
Fall of 2012.
Students acquire breadth of
knowledge consistent with
their personal mission for the
degree.
This SLO is inherent to the BGS
degree and is a common goal of
such degrees throughout the
country.
Measure: Degree audits and
transcripts can reveal patterns in
course selections. Those course
selections can be compared to
statements of intent.
Semester when implemented: Data
will be collected once the personal
mission or statement of intent is
approved by C&I and implemented.
Students acquire some depth
of knowledge in specific
This SLO is being developed and
will be communicated to students
areas at the upper-division
level.
through the WNMU catalog and
degree plan for the AALS.
The course selection and
acquired depth should relate
to the personal mission
statement developed earlier
and updated mid-way.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
implemented.
improvement because it engages students in their
educational plan and asks them to articulate that
plan through the personal mission statement. It
also represents change in that students will be
asked to have “fields of study” within their 54
upper division credit hours.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it engages students in their
educational plan and asks them to re-examine
that plan.
Measure: Students will be asked to
compose a personal statement of
intent for the degree.
Measure: Students will be asked to
select several disciplines within
which they will take a minimum
number of upper division credit
hours.
Semester when implemented: The
change to the degree will be
presented to C&I during the 20112012 year. It will become a degree
requirement, if approved, for the
Fall of 2012.
For all declared majors
within the degree, a mid-way
assessment would be
triggered by credit hours
completed.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: This is being developed
still.
Semester when implemented: To be
determined.
For all students completing
the degree, an exit
requirement or capstone
assesses their satisfaction
with their degree, learning
and preparation for work.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to assess
their learning outcomes directly.
Data is being requested this year based
on the CLA that was previously
administered.
This will provide clear data on learning
outcomes and offers an opportunity to compare
the students in this program with students
throughout the US.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: Still being developed.
Semester when implemented: to be
determined.
Students develop critical
thinking skills and show
acquisition of knowledge.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center. Communication and
collaboration with the institutional
researcher is needed.
Measure: A standardized
assessment tool is being sought,
such as the College Learning
Assessment (CLA) or Measure of
Academic Proficiency and Progress
assessment.
Semester when implemented: to be
determined
Students acquire clarity
about future educational and
employment goals as a
byproduct of the breadth of
exposure encouraged by the
degree plan.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
degree plan for the AALS.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to assess
their learning outcomes directly.
It was proposed by the Chair of
Interdisciplinary Studies, and
discussed with the VPAA and
Director of Academic Support
Center.
Measure: A student survey is being
developed.
Semester when implemented: To be
determined.
* The Student Learning Outcomes (SLOs) while student centered are not individual course offerings but the overall SLOs for the program; certificate, associate, bachelor, minor,
or master degree program.
Assessment Committee Evaluation Key: 0 - No Submission, 1 - No Statement, 2 - Undeveloped, 3 - Moderately Developed, 4 - Well Developed
Note: This degree was moved from the Academic Support Center (ASC) to a new department on campus, Interdisciplinary Studies, in of October, 2010. Under the
supervision of a new chair, programmatic changes are expected and forthcoming. Part of those changes is the establishment of clear student learning outcomes and
the assessment of those outcomes. While this process has started, much more work is needed.
BACHELOR OF GENERAL STUDIES 3-YEAR GRADUATE DATA
Academic BGS Degrees
Year
Awarded
2007
8
2008
19
2009
8
2010
5
Entered
Program Enrolled
with
in MAIS
AALS
Program
2
3
1
0
1
1
0
0
Enrolled
in Other
UG
Program
0
2
0
1
Programs:
SWK
BIOL
SPED
Enrolled
in Other
Graduate Avg
Program
GPA
0
3.22
2
2.77
1
3.23
0
2.93
Programs:
MAT
MBA
SPED
Student Learning Outcome Report
Department: Interdisciplinary Studies
SLO Certificate,
Associate, Bachelor,
Process
How were the processes
Minor, or Master Degree
established?
Program*
Advanced study in 2 or 3
This SLO is communicated to
fields, with a required 18
students through the WNMU
hours in at least one area
catalog.
It was established by parties
involved in the degree program.
The exact history of that is
unknown.
Measure: Degree plans and audits
will allow for detailed analysis of
course selections. Banner course
data can also be accessed.
Program: Master of Arts in Interdisciplinary Studies
Results
What measurement tools do you use
and what are your results?
Degree information in Banner is used.
Improvement
What recent improvements have you made for
this program?
No recent improvements have been made here.
See data included at the end of this
report.
Analysis of degree plans and course
selection history is needed to bolster
course rotation request. This has not be
started yet.
Measure: Concentration areas
selected.
Semester when implemented: Data
will be collected during the 20112012 year for the September 2012
report.
Integration and/or synthesis
of learning.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
MAIS materials.
It was proposed by the Chair of
Interdisciplinary Studies and
discussed with the VPAA. It will be
presented to Graduate Monitoring
Committee and Graduate Council.
Data will begin being collected once
the proposed change is approved and
implemented.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to truly
integrate their areas of specialization for an
interdisciplinary degree.
Measure: Still being developed.
Currently completion of a thesis,
capstone, or exit examination takes
place, although the interdisciplinary
nature of these projects is unclear.
These exits need to be warehoused
in Interdisciplinary Studies –
currently they are housed in the
specific concentration .
Semester when implemented: to be
determined.
Preparation for employment
or promotion in a wide range
of fields.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
MAIS materials.
Data collection pending creation and
implementation of the alumni survey.
This represents considerable improvement of
assessing SLOs and the utility of this degree
program.
Analysis of letters of intent will
commence this year.
This represents improvement, as the letter of
intent request will be formalized and escalated to
an admission requirement (rather than simply a
request).
This is proposed by the Chair of
Interdisciplinary Studies.
Measure: An alumni survey is being
developed.
Semester when implemented: To be
determined.
Students develop a personal
mission statement related to
their education and articulate
goals for the degree. AND
students design a customized
program to accomplish
personal educational goals
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
MAIS materials.
Currently, students are asked to
complete a letter of intent. What is
written is often minimal, with some
students needing greater guidance
and structure. That element was
created by the Virtual Campus. It is
a really important degree element
and will simply be enhanced based
on analysis of those on file.
Measure: current letters of intent
and design changes to this degree
element in response to that analysis.
Measure: Degree audits can reveal
patterns in course selections. Those
course selections can then be
assessed in relation to letters of
intent.
Semester when implemented: To be
determined.
For all students within the
degree, a mid-way
assessment will be triggered
by credit hours completed.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
MAIS materials.
No data has been collected, as this
SLO initiative is still under
development.
This will offer improvement once developed.
No data has been collected, as this SLO
initiative is still under development.
This represents a new initiative and is therefore a
proposed change to this program. It represents
improvement because it asks students to assess
their learning outcomes directly and address the
utility of the degree.
This is still being developed. This
might be a re-articulation of the
personal mission statement or letter
of intent.
Measure: This is being developed
still.
Semester when implemented: To be
determined.
For all students completing
the degree, a new,
interdisciplinary studies exit
requirement will assess their
satisfaction with their
degree, learning and
preparation for work.
This SLO is being developed and
will be communicated to students
through the WNMU catalog and
MAIS materials.
Measure: This is being developed
still.
Semester when implemented: To be
determined.
* The Student Learning Outcomes (SLOs) while student centered are not individual course offerings but the overall SLOs for the program; certificate, associate, bachelor, minor,
or master degree program.
Assessment Committee Evaluation Key: 0 - No Submission, 1 - No Statement, 2 - Undeveloped, 3 - Moderately Developed, 4 - Well Developed
Data and the Interpretation of those Data:
Paul provided estimated number of students in the MAIS program based on enrollment from the 2009-2010 academic year. These data show that the MAIS degree
has strong enrollment, and that the online offerings contribute significantly to this degree program, with the majority of students being fully online.
Program
MA-Interdisciplinary online only
MA- Interdisciplinary total
Fall 2009
90
141
Spring 2010
102
148
Betsy Miller provided information about MAIS graduates since the Fall of 2004. Since that time,
125 students have graduated with an MA degree in Interdisciplinary Studies. Thirty-two of those students had 3 concentration areas, while the remaining 93 had
two concentrations. The distribution of graduates across fields of study is shown here:
Field of Study
Art
Bilingual Education
Bilingual Education - Spanish
Biology
Business Administration
Business Management
Chemical Dependency
Computer Science
Counseling
Criminal Justice
Education
Educational Leadership
Elementary Education
English
General Science
History
Mathematics
Mgmt Information Systems
Movement Sciences K-12
Political Science
Psychology
Reading
Reading Education
Secondary Education
Social Work
Sociology
Spanish
Special Education
TESOL
Writing - NEW
Two-Fields, listed as
1st + 2nd concentration
9+3
15+15
7+2
0+1
1+1
1+0
9+2
2+0
10+15
0+3
21+18
12+15
2+2
5+8
0+1
8+12
0+0
1+0
1+0
3+3
5+5
3+6
1+1
1+1
0+3
0+1
4+0
3+6
1+0
--
Purple indicates program with fully-online option.
Total 2-field
Three-Fields
TOTAL
12
30
9
1
2
1
11
2
25
3
39
27
4
13
1
20
0
1
1
6
10
9
2
2
3
1
4
9
1
--
1
2
0
0
0
0
0
1
0
1
8
1
0
2
4
2
2
0
0
1
3
2
0
0
0
0
0
2
0
--
13
32
9
1
2
1
11
3
25
4
47
28
4
15
5
22
2
1
1
7
13
11
2
2
3
1
4
11
1
Saved
as
Conc1
Saved
as
Conc2
Saved
as
Conc3
SUM
Art
6
5
0
11
Bilingual Education
6
6
1
13
Biology
0
1
0
1
Business Administration
2
2
2
6
Business Management
3
1
0
4
Chemical Dependency
3
4
2
9
Chicano & Hemispheric Studies
1
1
1
3
Computer Science
1
0
0
1
Counseling
3
5
1
9
Criminal Justice
15
17
2
34
Education
12
7
4
23
Educational Leadership
2
2
0
4
Elementary Education
2
1
0
3
English
50
21
4
75
History
45
21
4
70
Kinesiology
4
1
0
5
Mathematics
0
2
0
2
Mgmt Information Systems
3
5
0
8
Political Science
12
29
5
46
Psychology
26
26
8
60
Reading
0
1
0
1
Reading Education
1
6
1
8
Secondary Education
2
2
1
5
Social Work
1
4
1
6
Sociology
1
3
0
4
Spanish
0
1
0
1
Special Education
2
2
0
4
12
39
5
56
215
215
42
Concentration
Writing
TOTALS
Concentration
English
History
Psychology
Writing
Political Science
Criminal Justice
Education
Bilingual Education
Art
Chemical Dependency
Counseling
Mgmt Information Systems
Reading Education
Business Administration
Social Work
Kinesiology
Secondary Education
Business Management
Educational Leadership
Sociology
Special Education
Chicano & Hemispheric
Studies
Elementary Education
Mathematics
Biology
Computer Science
Reading
Spanish
SUM
75
70
60
56
46
34
23
13
11
9
9
8
8
6
6
5
5
4
4
4
4
3
3
2
1
1
1
1