Executive Summary
Assessment of Student Learning and Development
University Assessment Council
For AY2012-13
Assessment of Student Learning and Development: At a Glance
Noted strengths in student achievement or academic assessment processes:
 Students show improvement as they move from lower to upper division courses.
 Faculty are for the most part highly engaged in improving the quality of learning and the engagement of
our students.
 Many departments are using the assessment management system (eLumen) effectively to measure
student achievement of outcomes and to plan action steps for improvement.
 Departments with established, standardized assignments and rubrics seem to have more success with
assessing students
Frequently noted challenges in student achievement or academic assessment processes:
 Writing skills: Writing at the college or graduate level is cited as a challenge for a sizable proportion of
students in most programs, undergraduate and graduate.
 Oral presentation skills (cited by traditional business)
 Quantitative reasoning skills (cited by business, traditional, cohort and graduate)
 Research citation (based on results from writing assessments)
 Personal accountability/responsibility (e.g., attendance, turning in work on time) (across programs,
traditional and cohort)
 Global awareness (cited by business; missing in general education assessment)
 Training of adjuncts in the use of effective assessment and documentation of results in eLumen as well
as skills in instructional technology.
 Not all departments submitted an updated Curriculum Map, although instructed to do so.
Recommendations
1.
Based on faculty reports, an institution-wide effort to improve student writing, especially writing that is below
expected “grade-level,” is very much needed. Faculty have reported this every year and this recommendation
has been made in response each year. What is needed is a set of intentional, systematic plans for improvement
that can be evaluated to determine their impact and measure any improvement in student performance in this
area.
2.
In order to see the full value of our assessment management system (eLumen):
a. more faculty need to enter student performance data
b. a system should be developed to provide for ongoing training in eLumen for deans, department chairs, faculty,
and adjunct faculty.
3.
In order to document data-driven decision-making as part of the assessment process, college Deans are
encouraged to develop college and program goals in response to faculty conclusions about needed
improvements for student learning.
General Education and University Outcomes
General Education at Concordia University is defined as the required curriculum that exposes students to a variety of
content and disciplines. University Outcomes are those academic, professional, and personal skills and values that are
commensurate with a university degree, based on the faculty-adopted Framework for Learning.
Two concerns might be raised regarding assessment of learning in these areas:
1. The current assessment process focuses primarily on the learning of University Outcomes within Concordia’s
general education courses, often missing the achievements of transfer students (including those in cohort
programs) and of third or fourth year students who are further along in their skill development.
2. There is no process for assessing learning of shared content across the general education course offerings, e.g.,
“History and Political Science,” or “Fine Arts.”
Using the current assessment process, in July 2013 the General Education Committee reviewed assessment reports from
academic departments that provide courses to meet general education requirements. Each department has identified
two University Outcomes that general education courses in their area will address and measure during the semester.
The reports indicate how well students in those courses are meeting those outcomes and what kinds of improvements
are planned to increase the quality of student performance on those outcomes. The following is the summary by the
General Education Committee:
2013 University Outcomes Assessment in General Education Courses
Summary Based on Faculty Reports of Learning in Traditional General Education Courses
Concordia University continues to seek to improve student learning through ongoing assessment initiatives and faculty
development. This commitment to student learning also requires the university to report assessment findings to
external (e.g., state and federal government, accreditation organizations, and parents) and internal constituents (e.g.,
students, oversight committees, academic departments, and Board of Regents). This report on University Outcomes
assessment in general education courses is a portion of a larger Executive Summary of Assessment.
The General Education Committee compiled the following summaries based on the annual reports submitted by
academic departments teaching general education courses in the traditional curriculum.
University Outcomes
(See Appendix I)
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
Aesthetic Values
Music: The results from the Music department show that half of the students are at
beginning and the other half are spread across developing to exceeding. Scores for
students in MUS 121 are higher than MUS 120.
Theater and Dance: Assessments place the preponderance of students who take THR 101
at the “Developing” level. Within the “skill” oriented courses, instructors found gen ed
students have never seriously studied aspects of the theatre art form. Consequently, they
are required to perform many aesthetic tasks with which they are unfamiliar: making
scenic drawings, rehearsing a monologue, preparing a dance, etc.
Art department assessments – no report submitted
Music: Avoid faculty changes in the middle of the term to prevent disruption in learning
within courses. The rubrics could be reviewed to better evaluate student achievement.
Help the less-prepared students perhaps by helping instructors with the curriculum.
Theater and Dance: Since these are beginning level courses, it is appropriate that students
are scoring predominantly at the “Developing” level. No further action anticipated at this
point.
Music: The rubrics are challenging to use to assess learning. This explains the scoring
disparities.
Art: Need assessment reports
Civic Values
Pol 131 American Government is the only course assessing this outcome. Only one
class/section reported for this assessment. Subjectively, one instructor reported that
students met the civic value outcome.
Continue to use a new broad-based assignment in Political Science as well as plans to bring
in more speakers. Gen. Ed. committee noted that it would helpful to use eLumen for
results and include data from all course sections.
Developing new assignments that are especially relevant to students. The committee
recommends that assignments that assess the civic value be standard in all sections.
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Critical Thinking
Multiple departments contributed to assessing this University Outcome. Data is missing
from COM 309, HIS 212, CHE 110, ENV 120, ESC 140, PHS 111, PHS 221. The Theology
department noted that scores were essentially the same as last year, but that these scores
are lower compared to the other departments assessing this University Outcome. Adjuncts
did report in Theology. In English, students have trouble interpreting versus summarizing
in Intro to Lit, but are learning. This department noted big differences in fall versus spring,
but perhaps this is due to how adjuncts enter the results in eLumen. Psych and Sociology
noted that students are consistently in line with their beginning level. Math had scores
consistent with first-year students. Physical science reported a range of 2 to 4 on the
rubric. Theater and Dance assessed the majority of their THR 101 students as being
“Accomplished”. The courses newly added to Theater and Dance Gen Ed offerings
(Stagecraft, Acting I) allowed the department to assess this outcome with “process”
oriented activities. The department found the teaching and assessment of this outcome to
be a success.
The three rubrics in the intermediate Theology courses will be a point of emphasis next
year. The English Department plans to improve the “take away” from reading and writing
about literature so it is clearer for students. Physical Science reported the use and design
of assignments that can assess the majority of critical thinking outcomes. Math recognized
the need to train adjuncts.
Literature reported techniques to improve the teaching of critical thinking in the
classroom. Theater and Dance will continue to teach and assess to this outcome –
considered a success this academic year.
Theology reported the need for more high-quality adjuncts. Requiring adjuncts to enter
rubric scores for agreed-upon measures into eLumen continues to be a challenge but a
recognized need. Mentoring adjuncts is difficult but important. Math and Literature also
reported the need to work with adjuncts to clarify expectations.
Global Values
No department with a course within the Global Studies category submitted a report on the
assessment of the Global Values outcome.
No data. Instructors need to choose consistent activities and assignments that assess the
Global Values outcomes and enter the scores into eLumen.
No data. Since no one department has responsibility for global studies, instructors should
take the lead to revisit the University Outcome and rubrics for Global Values and
intentionally insert these into the syllabi and course activities.
The Gen. Ed. committee may need to reassess which courses should be able to retain their
status of teaching Global Values.
Information Literacy
(Missing assessment from HIS 212, BIO 130, HIS 121)
Biology: Due to a lack of data it is difficult to generalize results.
Kinesiology – Students are meeting and exceeding university outcomes. The strongest
area is in preparing for research. The challenge in this area is in generating a search
strategy and accessing resources.
Writing - The scores in this achievement area are relatively low – though not surprising
because the students only write one research paper for the class. The assessment meets
the department’s expectation for beginning college students.
Communication: The majority of the students accomplished gathering reliable data and
internet sources at the average or above average level.
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Writing: Spend more time teaching students to find, evaluate, integrate, and document
sources. They also plan to meet more often in the library for class.
Biology plans to assess a citation in more course sections to validate their subjective
observations.
Kinesiology: To improve, the department plans on utilizing the library staff to help
students better understand the research process.
Biology: Increase assessments across all sections with the addition of new faculty.
Interpersonal Values
Communication: Missing assessment from COM 103. This course is of only two that assess
this University Outcome.
Theater and Dance: THR 160 Intro to Dance was a new edition to Gen Ed and this
outcome. While the department reported progress in student learning within this
outcome, they noted a lack of consistency in their eLumen reporting.
Communication - No data. One activity should be chosen by the instructors to assess these
outcomes. The scores should be entered into eLumen. The General Education Committee
encourages other department to teach and assess to the interpersonal University
Outcome.
Theater and Dance: The department plans to implement the outcome and assessment
more specifically in eLumen scoring next year.
No data.
Acquiring data will assist course instructors, the Gen. Ed. committee and departments in
their efforts to improve the teaching and learning process.
Oral Communication (formal presentation)
(Missing assessment from COM 103)
Com 212: Areas of deficiencies seem to be in the specific delivery techniques whereas
areas of strength are in the use of technology as visual aids.
Social Science: Results show 79% of students fall in the “4” category.
Kinesiology: All levels of the rubric are demonstrating students are in the accomplished or
exemplary categories. The organization level of the rubric is the strongest, with style being
the weakest.
COM 212: Plan to give more attention to speech anxiety with pre and post assessments.
Social Science: Department plans to emphasize the citation of references in formal
presentations and being intentional with formal presentation skills. Faculty teaching
introductory courses need to emphasize and assess formal presentation skills.
Kinesiology: The online KHS classes will implement a voice over to help faculty better
assess oral communication. They also plan to standardize the assignment rubrics across
the various sections.
COM: There is a need to increase assessment across all introductory courses.
Physical Values
Kinesiology: No eLumen data were developed due to technical problems. The faculty
reflection is that students are understanding how fitness behaviors positively and
negatively impact their overall health.
Kinesiology developed the Physical Values University Outcome rubric in 2012. After
entering the rubric into e Lumen, the department had trouble getting the rubric linked to
the course.
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
Assessment
Challenges: How can
we improve our
assessment process?
Results: How well are
students achieving the
outcome?
Plans for
Improvement: What
might we do
differently?
With the rubrics written, the department is working on the problem of linking it to the
course.
Quantitative Reasoning
(Missing assessments: MAT 125)
Math: 83% of the students scored in the 2 to 3 range of the UO assessment.
Physcial Science: Mostly 1’s, 2’s, and 3’s with the highest in the 2’s for interpretation of
quantitative data, reads and analyzes quantitative data and translates verbal or written
assertions into quantitative data.
Math 135: Changes will be made to address challenging areas for students .
Physical Science: Plan to ask students to provide models/label s to assess information.
Include one higher level thinking question as a part of lab experiments.
Math 135: The department will train new faculty in assessment procedures.
Spiritual Values
Theology instructors were successful in using the first part of the larger Spiritual Values
rubric to assess student learning within their courses. However, as noted in a previous
report, Theology struggles with other aspects with the spiritual values rubric. The phrase
“total intellectual enterprise,” especially its use of the adjective “total” seems beyond the
scope of the courses involved and is perhaps more appropriate for non-academic settings.
In 2012-2013, Theology hoped to assess the “pertinence” outcome and seek a more
limited scope for “the total intellectual enterprise.” The department reported that
perhaps now on the other side of restructuring, they will have more time to take up this
topic.
None noted.
Writing
English: Students perform better in the spring than in the fall. The students performed
somewhat better in the Intro to Literature class than in the College Writing course.
Students do not automatically transfer learnings from College Writing to other courses.
The new writing rubric is so general that it is hard to assess what aspects of writing
students are doing well with and what aspects need more work.
Theology: Overall students are writing at a comparable level to other general education
courses.
Biology: Assessment data for this outcome is limited.
Music: Most students were meeting or exceeding expectations. The department noted
completing and correctly citing references was a significant problem.
English: Students perform better in the spring than in the fall. The students performed
somewhat better in the Intro to Literature class than in the College Writing course.
Students do not automatically transfer learnings from College Writing to other courses.
The new writing rubric is so general that it is hard to assess what aspects of writing
students are doing well with and what aspects need more work.
Theology: Overall students are writing at a comparable level to other general education
courses.
Biology: Assessment data for this outcome is limited.
Music: Most students were meeting or exceeding expectations. The department noted
completing and correctly citing references was a significant problem.
Assessment
Challenges: How can
we improve our
assessment process?
English: Students perform better in the spring than in the fall. The students performed
somewhat better in the Intro to Literature class than in the College Writing course.
Students do not automatically transfer learnings from College Writing to other courses.
The new writing rubric is so general that it is hard to assess what aspects of writing
students are doing well with and what aspects need more work.
Theology: Overall students are writing at a comparable level to other general education
courses.
Biology: Assessment data for this outcome is limited.
Music: Most students were meeting or exceeding expectations. The department noted
completing and correctly citing references was a significant problem.
Summary Observations by Members of the General Education Committee
The General Education Committee notes the lack of any reported assessment of the Global Value within this assessment
initiative. Unlike other University Outcome areas, the Global Value area does not have, within the university’s existing
academic structure, one department that provides oversight for the teaching and assessing of the outcome within
general education courses. Nevertheless, the General Education Committee will work to help improve the teaching and
assessing of Global Values within general education courses – especially within courses in the Global Studies area. The
committee believes that the Global Values outcome is a critical and potentially distinctive component of a Concordia
University education.
Common challenges across departments in the teaching and assessing of University-wide Outcomes are:



Training and support of adjuncts as they teach and assess learning,
Some departments are not completing assessments, in some cases due to having a number of untrained
adjuncts or undeveloped/nonspecific rubrics, or by not having a designated assignment to use for the
assessment;
Appropriately citing sources seems to be a common issue for students and needs more attention
Departments with established, standardized assignments and rubrics seem to have more success with assessing
students and tend to report higher scores. It seems an intentional approach would help in some areas of teaching and
assessment. The departments that have been most successful in effectively integrating the teaching and assessing of
University Outcomes into general education courses are those that:
 Collaboratively collect, analyze, and discuss data on student learning together as a department. These faculty
members then develop teaching and assessing strategies together to improve student learning across their
courses and sections.
 Meet regularly to discuss how to improve student learning.
Learning Outcomes in the Academic Major
Summary of “Use of Results” for Academic Majors and Graduate Programs by College
College of Business and Organizational Leadership
Undergraduate Traditional
Accounting (BB.A.)
Finance (BB.A.)
Marketing (BB.A.)
Business Management (B.A.BM)
 We need to research and consider measures for increasing personal responsibility in students beginning in early classes.
 Additional assignments and discussions in the area of global awareness need to be implemented across the curriculum. The
newly developed curriculum map shows an increase in deliverables related to global concepts.
 Increased opportunities for internships and other applied learning experiences are needed.
 Ongoing emphasis on and reinforcement of writing skills needs should continue.

The newly developed curriculum map has added reinforcement of several outcomes, including global awareness, oral
presentation skills, and critical thinking.
Graduate
Management& Leadership Department
M.A. in Leadership & Management (MALM)
M.A. in Human Resource Management (HRM)
 Place more emphasis on students completing work on time early in the program. Moreover, work with the academic
advisor to coach new students who are struggling with their work.
 Better communicate expectations to adjunct faculty
 Share assessment rubrics with adjunct faculty and collect that data throughout the program.
 Share best practices with adjunct faculty
 Monitor performance better and provide specific feedback to adjunct instructors
 Improve collaboration between the Research instructor and the Action Research instructor to help students enter the final
action research class with more complete deliverable. Ensure that assignments drive towards high levels of learning on
Bloom’s Taxonomy.
 A complete audit of assignments across the program is needed. Evaluate specific course assignments to ensure they are
helping students apply their learning and think critically and ethically about their studies.
 Core rubrics for key assignments are needed.
 It would be beneficial to have a faculty meeting specific to each program and update, equip, and empower them.
 There are a few additional topics that we might introduce in the MALM, and we are beginning some textbook changes to
upgrade content to keep it relevant.
MBA Department
Master of Business Administration (MBA)
 More intensive training with WebEx and the ISS to assist methodologies in this new vehicle delivery (full and adjunct
instructors).
 Set graduate student expectations in accordance with Principles of Graduate Study. Advocate for improvement of program
quality initiatives.
 More feedback on papers and ensure it is timely feedback.
 Greater use of rich media tools for current and relevant topics for graduate level synthesis.
 Establishing the mentor program within the MAP.
 Enhancing Student learning over the next year we are concerned about enhancing student development in two main areas
that the data suggests we need to improve, research and critical thinking.
 We need to acknowledge, understand and support as many as a third of our students who have not had education or
professional experience in areas of Global Economics, Finance, and data analysis and/or who need extra help with writing.
Undergraduate Cohort
Management & Leadership Department
B.A. in Organizational Management & Leadership (OML)
 Ongoing Adjunct training should continue, along with emphasis of Leadership-Mgmt departmental expectations.
 Continuing to focus adjuncts on their specific areas of expertise will also be helpful.
 The re-alignment of courses during transition was helpful, but, needs to be refined and evaluated to ensure all has been
completely integrated for consistency in OML students’ learning-environment.
 Need to continue merging topic-areas, and updating to be better integrated with current Business needs.
 Consider adding in more group-work on real-Business case studies, in some select places in the learning program.
 We will continue to emphasize the key program elements of practical application, ethical decision making, and effective
problem solving, along with writing and effective communication skills.
 A more interactive ‘presentation process’ needs to be employed for on-line Synthesis projects during completion phases,
OML 440 course.
 All learning outcomes have been re-assessed, and updated. This needs to happen as an ongoing component of staying
current and relevant for the students.
 Several of the universal outcomes (ex: writing skills, critical and systems thinking, life-long learning, and others) could be
more consistently applied across multiple courses. Already being done, but needs to continue.
Marketing Department
B.A. in Marketing Management (MKM)
B.A. in Food Retail Marketing (FRM)
 Advocate for improvement of program quality initiatives.
 Share best practices between full time and adjunct faculty (within CBOL / cross department)
 Providing better communication of expectations and assessment tools to adjunct faculty
 Share specific feedback and discuss areas of greatest opportunity (favorable and unfavorable)
 Offer mentoring/coaching for full time and adjunct faculty
 Two MKM courses will be revised based on SmartEval and adjunct faculty comments – Applied Account & Finance and the
continuous updating of Interactive and Mobile Marketing.
 Continue to build more technology into the online classroom.
 Introduce internships as a way to address limited business experience on the part of some students.
Criminal Justice Department
B.A. in Criminal Justice (CJ)
M.A. in Criminal Justice Leadership (MACJ)
 The University Outcomes in Effective Writing and Information Literacy were integrated into the curriculum map for CJ
programs.
 GPS Life Plan learning tool will be included to help motivate students to become more active participants in their learning.
College of Arts and Sciences
Art and Graphic Design Department
B.A. – Art
The Art department continues to develop their assessment processes. Assessment is primarily completed at the conclusion of a
student’s studies during the capstone course. Rubrics continue to be developed and strategically assigned to courses toward the
goal of achieving effective evaluation of student learning. The department was encouraged to consider spreading assessment out
over courses during a student’s development (and then re-evaluate in the capstone course) in order to evaluate student learning
developmentally. In addition, locating the most effective course for evaluating studio work continues to be a goal of the
department.
Communication Studies Department
B.A. - Communication Studies
Student learning outcomes (SLOs) have been reviewed and streamlined throughout the program curriculum. Strengths of the
program continue to be the linking theory with practice (internships, service learning and integrating activities with campus life
events). Evaluation of student learning indicates that students understand how communication develops in relationships and that
they can actively apply concepts to their experiences in the “real world”. A new course on Blackboard, required for current student
interns, (online Discussion Board) allows students to benefit from one another’s intern experiences and provides feedback to faculty
supervisors. The department still plans to develop an eLumen professionalism rubric for internships. The introduction of, and
assessment of activities in the, COM 444 Research Methods course continues to demonstrate that student understanding of
research methods in relation to scholarship has increased. Students continue to receive strong evaluations from internship
supervisors. The department noted that developing student’s academic writing is a skill/need that continues to be addressed.
English and Modern Languages Department
B.A. - English
Although writing is a major component of an English major the department was encouraged to explore assessment of some of your
learning outcomes using other assessment activities (quizzes, oral presentations). Presentations also being a more “public” form of
sharing knowledge might address the compliance and quality issues which continues to be a concern. Students in Writing in the
Workplace performed at either an exemplary or accomplished level, and creative writing continues to be a particular strength.
Adjustments to the assessment process to aide students developmentally in courses before students arrive at their capstone course will
be considered.
History Department
B.A. - History
The history department is doing an outstanding job of raising expectations and finding ways to help students reach those goals.
Ongoing improvements to the curriculum, pedagogy, and process (e.g., adjunct training) are reported, however, improvements in
documentation and reporting process were recommended, including a simplified eLumen strategy that would make gathering actual
results easier. An updated curriculum map is also needed.
It’s clear that the department that analyzes material from students and that the department makes specific improvements and
adjustments, noting how changes have improved student performance. The department clearly is focused on constant quality
improvement. Providing more specific data was encouraged. The department stated that a “global and civic focus,” is one of their
“core concept areas.” It was recommended that it should be included as an SLO. Also, a “strong commitment to the use of
technology” that has “been able to be incorporated it into more and more classes” should be added it to the “research” SLO.
The report indicated that “Class discussions” were an evaluated activity. The department should consider developing a tool (rubric)
to measure demonstrated learning for each student expressed during class discussions
.
“Data” or “results” provided are fairly vague impressions of student achievement. For the purposes of documentation, the
department is encouraged to include some actual measures that will more clearly document the effectiveness of significant program
and course improvements.
Music Department
B.A. – Music
B.A. – Music
Education
B.A. – Church Music
The Curriculum Map was reviewed and adjustments made, cross checking for accuracy. Evaluation of assessment activities revealed
a number of administrative/clerical inconsistencies with assessment set up (in Elumen) and procedure across the faculty (primarily
with adjuncts). Writing SLO and rubrics need to be streamlined and correctly linked to appropriate courses. The department noted
that achieving quality collegiate writing continues to be a challenge for students. Music History reflects that we’ve had four different
instructors in three years resulting in inconsistent student learning/assessment results.
SLOs for each course are listed in every syllabus. Rubrics are shared with students in some course syllabi, but not others. Ultimately,
assessment of student learning should be shared with individual students so they can respond to the assessment status of their
learning.
Music composition (lesson instruction) has resulted in outstanding growth and is a new strength for the program.
Theatre & Dance Department
B.A. - Theatre
The department has developed a very clear set of learning outcomes covering the variety of aspects needed for the program
(historical knowledge, analysis, technical production and performance). Multiple assessment activities are used to assess learning
outcomes across the program (exams, class projects, presentations, papers, script analyses, oral and written critiques, scene work,
portfolios, capstone projects, senior exit interviews, end-of-the-term showcases, theatre production work), and activities are
intentionally and systematically coordinated across the program.
The department reports that students continue to have high assessment of theatre history and aesthetics, working well in
collaborations (particularly in student led productions) and having a greater understanding of play scripts (an improvement since the
previous year). The department is able to develop partnerships with area professional theater companies, enhancing student
learning through professional interaction and will be expanding their internship offerings.
Theology and Ministry Department
B.A. Theology
B.A. Christian Ministry
The department is in the process of reducing (streamlining) the number of assessment objectives. Assessment of student learning
for 2012-13 showed that, for the second year in a row, in the majority of learning outcomes a larger percentage of students met the
targets set by the DTM than has been the case historically. Students continue to show progress in achievement levels as they move
through the curriculum sequence. In nine of ten areas for which data was available, sum percentages in identified areas exceeded
the 7-year average.
College of Education and Science
Undergraduate
Kinesiology and Health Sciences Department
B.A./B.S. Exercise Science
B.A. Exercise Science w/ Athletic Training emphasis
B.A. Sports Management
B.A. Sports Psychology
B.A. Community Health
B.A./B.S. Kinesiology
The department continues to enhance teaching strategies to support student engagement. One instructor tried flipping the
classroom last year and this might be tried in another class within the major this year. Many Blackboard grading rubrics have been
standardized to ensure quality and consistent feedback. Ongoing training for adjunct faculty in pedagogy, Blackboard, and WebEx
will continue.
Curriculum requirements for each major have been revised and are now more unique to the major and an updated curriculum map
of outcomes has been created. These new course structures will go into place this academic year. Assessment activities will be
reviewed over the next year to coincide with the new map.
Additional program goals include the following: 1) Library resources are intentionally highlighted in classes and the faculty plan to
work on getting students to these resources. 2) Department wide peer reviewed rubrics for group work/assignments will be
developed to counter the challenge of social loafing. 3) Review the University Writing Outcome or develop a department wide
writing rubric.
Math Department
B.A. – Math
B.A. in Information Technology Management (ITM)
Math: The department feels good about changes that have been made to offer greater support to students in developing
communication and technology skill sets. In the coming year their focus will be on embedding problem solving into coursework.
Assessment rubrics will be adjusted/created to coincide with these additions. With the addition of the engineering program other
adjustments may need to be made. The department will work to get the new faculty member up to speed on the assessment plan
and will also tap into his knowledge base for ideas and insights. The department feels good about their current assessment plan
which focuses on individual student assessments.
ITM: In addition to establishing common course content assessment techniques and clearer rubrics with ITM faculty, the
department hopes to be more proactive in providing formative feedback to students. This will help content retention and
transference. It would be ideal if student strengths and opportunities for growth were shared in a common database between
instructors. They also want to raise the standard for Operationalizing project implementation in 2013. Perhaps this will be more
clearly articulated with the creation of the first offering of an MBA with an emphasis in IT Management. The intentional use of the
common ARP rubric should be put into eLumen so that there is universal awareness and assessment among all instructors, not just
ARP course-related instructors. In 2013, the department hopes to implement a new Virtual Teamwork rubric and utilize the
standard Applied Research Project rubric in eLumen instead of the relatively unknown IT to Business rubric currently in eLumen. The
same is true of the 12 competencies of Geek leadership assessment. It has been individually gathered, but not been entered into
eLumen.
Social and Behavioral Sciences Department
B.A. - Criminal Justice
Faculty will continue to work on teaching strategies that enhance student engagement and learning. Connections to professional
organizations, utilizing the faculty development grants, and the faculty retreats should support this development. Additional texts
were added to courses to support the application piece and these proved to be helpful so will be part of class content in the coming
year. New internship sites were added last year and the department feels these were good additions for options for students and
that the overall internship experience is key for application. The department currently assesses four main outcomes and they feel
good about these, the assessment activities linked to them, and the consistency of scoring among department members. No
changes will be made in regard to assessment activities for the coming year.
B.A. – Psychology
The department has identified the following working goals: 1) Be intentional and explicit in demonstrating critical thinking/oral
communication skills by practicing with examples and ensuring that all faculty teaching introductory courses are aware of the need
to emphasize and assess critical thinking, 2) Generate uniform critical thinking/oral communication exercises for all sections of
introductory courses and ensure that all faculty teaching introductory courses are aware of the requirement to emphasize and
assess critical thinking and oral communication skills, 3) Be intentional and explicit in the learning outcomes that are being
emphasized and assessed in the upper level courses and share the learning outcomes and rubrics with the students, 4) Ensure that
all faculty teaching upper level psychology courses are aware of the need to emphasize and assess the psychology major learning
outcomes, 5) The department will emphasize more of the University Outcomes such as oral communication, critical thinking, and
information literacy outcomes in the major, and 6) By 2014 students will be required to complete coursework in each of the key
subfields of the discipline and the planning form will reflect this new requirement. They have a number of critical goals moving
forward.
B.A. – Sociology
The department has decided to require a sociology internship for all sociology majors beginning Fall of 2013 to support students
with the application piece amidst a field experience. They are satisfied with the current curriculum map and assessment structures
and will modify as data becomes available. The department also mentioned a need for a fulltime faculty person to support the
students within this major.
B.A. - Family Life Education
The department is satisfied with the current content of the major as well as the outcomes and assessment activities that coincide
with them. No upcoming changes were reported.
Biology Department
B.A./B.S. Biology
No report was submitted.
Teacher Education-Initial Licensure Department
Licensure (ECE, K-6, K-12, ESL, Special Ed)
Overall the department has several working goals which include: 1) more emphasis on writing and a shared system to assess this, 2)
continue to enhance knowledge and application in regard to diverse learners including ELL strategies such as SIOP, 3) remapping the
entire program in light of the new INTASC standards, 4) devise a way to enter student teaching data into eLumen as it includes a
great deal of summative candidate assessment information, 5) continue to work on ways to intentionally assess student dispositions
across the program, and 6) embed activities that allow candidates to practice instructional design and pedagogy. All of this will be
critical to the upcoming CAEP accreditation process. Some work is in progress in regard to embedding UBD, technology, and
activities within the TPA framework into courses, and the new HR requirements and forms will be used beginning fall of 2013.
Candidates have been able to take part in MTLE basic skills test prep workshops in connection to the TC2 initiative and feedback has
been positive. In addition, the department continues to work on providing clear expectations for candidates in regard to program
entrance interviews, academic requirements, and pre-clinical interviews.
Child and Family Education Department
B.A. in FLE (Cohort)
Encourage faculty to utilize the empirical research in connecting theory and practice, particularly on the discussion boards and
include a greater amount of readings that reflect current scholarship in the research literature. They have launched a project
named, the FLE Exemplary Course Development and plan to use its rubric as a faculty tool for course improvement.
B.A. in ECE
A goal for this year is to list significant course terms (academic language) and content for each course. This will be shared with
instructors to ensure the intentional connection of content from one course to the next with all faculty members using the same
content language. New Grading rubrics for the specific course assignments mapped to the program objectives need to be written.
The goal is to include the specific objective in the assignment criteria and rubric to ensure a clearer connection to the objective for
students. In addition, a new DB grading rubric is in progress to ensure clearer expectations and academic discussions. Finding a way
to access course evaluations would be extremely helpful for overall program development.
Graduate
Teacher Education-Advanced Programs
M.A. Programs—MA in DI, MA in CIR w/Reading, MA in ECE, MA in EDL, MA in Ed Tech, MA in FLE, MA in Special Ed
MA in DI: Faculty development for the adjunct instructors continues to be strengthened in the program, as many are new to
Blackboard and eFolio technology. Focus on education in technology, the APA writing style requirements, and the use of Safe Assign
to check and offer feedback to the student guiding integrity on research assignments will continue.
MA in CIR w/Reading: The CIR coordinator has facilitated more collaboration and sharing of professional resources among adjunct
instructors, through the use of WebEx meetings, and this collaboration will continue to be focused on in the upcoming 2013-14
academic year. Starting with the new cohorts from March 2012, the core courses have been slightly rearranged to increase student
learning in the area of research methods, including a strong introduction to the APA writing style. The ED 521: Research Methods
course will be the first course for CIR students, when they begin the five core course sequence. For the cohorts starting in the fall of
2012, the CIR program ‘grand tour question, and program outcomes will be modified. Outcome number eight will be removed, and
the Grand Tour question will be: “Grand Tour Question: “In light of what we know about how children learn and the best practices
in literacy instruction, how shall we teach literacy in educational settings today?”
MA in ECE: The department thinks the most significant strategy will be the switch to WebEX from chat and have been told that the
weekly live “meeting” will become more focused and intentional. The main goal this year is to list significant course terms
(academic language) and content for each course, and to share this information with graduate faculty to ensure the intentional
connection of content from one course to the next with all faculty members using the same content language. New Grading rubrics
for the specific course assignments mapped to the program objectives need to be written. The goal is to include the specific
objective in the assignment criteria and rubric to ensure a clearer connection to the objective. Finally, they will be adding the exit
survey used by all the other Graduate Teacher Education programs as part of our assessment data.
MA in EDL: Training for faculty will continue to be conducted as courses are updated and syllabi are updated. Training for faculty
will continue with Blackboard and WebEx so the protocols will be consistent in all online courses. Course assignments in the
updated courses will be redesigned to support the program outcomes. Assignments and rubrics will include listening skills (as well as
written and oral skills). Coursework will be reviewed for alignment with Minnesota administrator standards as well as standards in
North Dakota. A map of the outcomes throughout the courses will be identified and mapped. A review of course outcomes would be
appropriate to ensure a solid foundation for students in educational leadership when the MA has been completed. Each course will
be reviewed for rubrics. Rubrics will be developed for each assignment.
MA in Ed Tech: Curriculum sharing, Instructor collaboration, and increased classroom technology experience will all be added to
improve student achievement. Clearer explanations, templates and rubrics for written work with the educational technology
students will be added to help increase satisfactory achievement in the program. The course sequence change, to allow for earlier
inclusion of technology courses, and curriculum sharing will be changed to improve learning.
MA in FLE: Encourage faculty to utilize the empirical research in connecting theory and practice, particularly on the discussion
boards. Continued use of the FLE Exemplary Course Development. The FLE Exemplary Course Development is built on a rubric
designed for advancing student success through course and curriculum development. Include a greater amount of readings that
reflect current scholarship in the research literature. Continue to work on intentional use of Blackboard’s Exemplary Course Rubric
as a faculty tool for course improvement.
MA in Special Ed: In addition to training goals for all instructors, the department will implement the changes to learning outcomes
in special education made early this school year and ensure they are embedded throughout the development of the program and
course syllabi. Rubrics have been thoughtfully designed and implemented for each assignment in each course. Clear and concise
rubrics aid in consistency among teaching staff, understanding among students, and greater accountability for our program in
general.
Summary Comments
Some reports included more of a summary of events for the year highlighting a great deal of program improvement which was great
to see, however these actions were not necessarily based on assessment information. Other reports discuss assessment activities
that are not always specifically aligned with the learning outcomes of the program. Still others do not have identified assessment
activities correlating to learning outcomes. This demonstrates that continued work is needed to unpack the process of assessment
so that there is clear alignment between identified learning outcomes and assessment activities for programs, and to ensure that
program changes are reflective in some way of overall program assessment.
Appendix I
The University Outcomes:
Concordia Graduates will be able to. . .
Critical Thinking -- Identify the problem/issue; articulate solutions/ perspectives; identify and assess key
assumptions; identify and assess data and evidence; identify and consider of the influence of context;
evaluate of the ethical dimensions and apply ethical principles; and synthesize conclusions, implications,
and consequences.
Information Literacy -- Prepare for research; generate search strategy and access resources; evaluate
and process information; transfer and apply learning; incorporate information technology; practice legal
and ethical use of information.
Oral Communication (formal presentation and/or small group) -- Organize the presentation, develop the
topic, language style, delivery, incorporating references, and center the presentation on the audience.
Regarding group discussion: tailor the content, language, delivery and references to effectively
communicate in a group-centered manner.
Quantitative Reasoning -- Translate verbal or written assertions into quantitative data; read, analyze,
and interpret quantitative data, such as graphs, charts, or statistics; use models; and translate
quantitative evidence and reasoning back to verbal or written assertions and support conclusions.
Writing -- Relate content to an audience, to develop and organize material, to construct fluent sentences
using standard grammar, mechanics and references.
Aesthetic Values -- Understand the value of artistic expression in reflecting and shaping the life of human
communities; relate artistic expression to philosophical, religious, and social thought; and recognize the
importance of major forms of artistic communication.
Civic Values -- Understand the necessity for participation in the civic infrastructure of the United States;
recognize the similarities and differences between American civic policies, institutions, and beliefs and
those of other communities, nations, cultures, and peoples throughout the world; and recognize the civic
responsibility of the citizen and all levels of government to ensure a democratic and just vision for
society.
Global Values -- Understand the relationships between the members of the global community;
philosophical, religious, and social thought from global cultural contexts; the importance of global
cultural expression; and the difficulties caused by ethnocentrism.
Interpersonal Values -- Display effective interpersonal skills during interactions with students, faculty or
staff, understand the value of effective interpersonal skills, accept and deliver constructive criticism, and
effectively resolve conflicts.
Physical Values -- Demonstrate strategies that promote lifelong health; implement and evaluate a
personal physical fitness plan; implement a health-conscious lifestyle, including intellectual and
emotional wellness; balance health of physical self and service to God and humanity.
Spiritual Values – Demonstrate an understanding of how the essentials of the Christian faith inform
one's life individually and in community, and a sympathetic appreciation of the pertinence of the
Christian faith to the total intellectual enterprise.