Summary of Assessment Changes and Impact: 2012-13
2012-13 Summary of Program
Assessment Reports:
Changes and Impacts
Contents
Art ................................................................................................................................................... 2
Biology............................................................................................................................................ 6
Business ........................................................................................................................................ 11
Chemistry/Biochemistry ............................................................................................................... 12
Communication ............................................................................................................................. 13
Counseling .................................................................................................................................... 14
Criminal Justice ............................................................................................................................ 16
Education Early Childhood ........................................................................................................... 18
Education Elementary ................................................................................................................... 18
Education Secondary .................................................................................................................... 20
English .......................................................................................................................................... 22
History........................................................................................................................................... 22
Healthcare Science ........................................................................................................................ 24
Interdisciplinary Studies ............................................................................................................... 24
Information Technology/Mgt Information Systems ..................................................................... 26
Liberal Studies .............................................................................................................................. 30
Mathematics .................................................................................................................................. 30
Music............................................................................................................................................. 32
Nursing BSN ................................................................................................................................. 34
Philosophy..................................................................................................................................... 34
Radiologic Technology ................................................................................................................. 36
Respiratory Care ........................................................................................................................... 36
Sociology ...................................................................................................................................... 38
Sonography ................................................................................................................................... 40
Theatre .......................................................................................................................................... 42
1
Summary of Assessment Changes and Impact: 2012-13
Art
Changes
Impact
Transition of the new graphic design faculty
member Pamela Pancake, who came here
just as our original equipment was in need
of a serious update. In addition to teaching,
there are many responsibilities for
computers, software, printers, scanners, and
the coded door lock.
Pamela has transitioned well. She has taken
on more tasks that necessary because we
were experiencing slightly lower numbers in
the graphic design courses. This year she
was the secretary for Faculty Senate,
created a NSP course with Dr. Chris Fox, is
on the Catholic Symposium Committee,
hosted middle school activities on recruiting
days, created numerous Coops for Graphic
Design students, created student exhibits for
the hallway, created new and interesting
course assignments and revived the student
art club.
Last year we moved the darkroom
photography course back on campus and
were reminded that space and equipment is
still an issue. Because of crowding and the
confusion created when teaching multiple
levels of a course at one time (like a one
room school house) we are going to try to
only teach Photo 1 and not the Photo 2 and
3 levels. Our current photography teacher is
a professional photographer and you can
see by the student work that her
expectations are higher than past teachers.
We are still supporting the darkroom
experience for the Art 2023 Photo 1
experience and possible inclusion for Art
3023 Photo 2 and Art 4043 Photo 3. While
some schools are eliminating the darkroom
all of those teachers will still say that
students learn the camera (and
photography) in the darkroom. Students are
still interested and motivated to develop
and manipulate film. We will have to add a
few pieces of equipment or have some
repaired but all in all we want to continue
with this a little longer.
Course descriptions still need some updating
especially graphic design but it was a busy
year and it did not get completed.
Course descriptions need to be updated to
reflect what is actually taught in the course.
Last year we did get the course number
changed needed to reflect a Bachelor of
Arts.
I worked hard this year to make sure that all
adjuncts evaluated their syllabi and made
some necessary changes. We moved to
using the same attendance policy, studio
hour requirement and grading scale
terminology. I worked with each faculty to
create assessment rubrics. My goal has been
to create some consistency in expectation
for students and faculty alike. As we do our
Self Study in 2013, I am sure we will find
things that need fixing.
It is important to keep Art History classes in
I believe that working toward consistency is
important and will continue the process. As
soon as you break in one adjunct instructor
he/she leaves and you start all over again. I
have been lucky to have some adjuncts stay
for years and it creates notable consistency
for students who develop relationships with
instructors and seek out their advice
throughout the year.
Yes, and I would like to pursue with Mark
OnGoing?
X
X
X
2
Summary of Assessment Changes and Impact: 2012-13
smart classrooms with adequate image
projection capabilities.
It is important to continue to improve tools
and technology. The gas kiln, tools for
sculpture, lockers for storage and safety.
We are scheduled to do our Self Study in
2012-13.
We also need to address the needed 6 hours
of contact time for studio courses but this is
problematic as adjuncts teach required
courses for the major but won’t teach the
added hours for the current pay.
Students aren’t using the library as we wish
they would.
We currently employ about 10 adjuncts a
year. It is important that we plan ahead for
additional adjunct instructors as I usually
teach 5-6 courses a year. Some of those
have very low enrollment because they are
upper division courses and our enrollment
Mannette and Ben Junke to get DM 275
created as a smart classroom. It is awful to
try to watch a video or power presentation
in that room. I teach every day in that room
with full classes of at least 27 students. It is
impossible to hear the clunky 12 year old TV
and we shoot our power point images on
the back wall of the classroom because the
images aren’t large enough on the little slide
screen.
Every time I save up the $8ooo to $10,000
needed to replace the old kiln or add the
new gas kiln, the school has its finances in a
desperate situation and we give them some
money which keeps us from progressing.
However, not this year. I am not giving
money to a financial crisis that is self-made
and could have been avoided.
Our Self Study was scheduled for this year
and then cancelled because…wait for it, the
school ran out of money. We had secured a
person to review our findings but cancelled.
This will be on going “world without end”
until the university is able to pay adjuncts
for the extra two hours every week and
create course times that still work with the
rest of the university.
Supported by comments from Dane Jones
and Pamela Pancake. All studio courses have
a set-up and tear-down time which cuts into
the studio project time. I’m not sure how
full-time faculty who teach four classes that
need to each have 6 contact hours a week
would be compensated for the extra class
time.
This year I made it a requirement that my
painting students go get a library card at the
Downtown Wichita Branch Library, check
out books and bring them to class and
“show and tell” why they chose the books
and what they learned from them.
Addressed in #8.
X
X
X
X
X
3
Summary of Assessment Changes and Impact: 2012-13
numbers are not big enough to warrant
hiring an adjunct to offset the load. These
small courses still require preparation and
time spent with students. As the program
grows we will need to add adjunct
instructors or look at adding a full or parttime instructor.
The Steckline Gallery takes up a huge chunk
of my time which doesn’t allow for me to
develop new recruiting strategies.
Recruiting is very important. When I attend
the Scholastic Art Awards, Newman allows
me to give out just a few scholarships while
other institutions including Friends
University give out substantial numbers of
scholarships including some full ride. This
year Friends gave out about 30 scholarships.
It is difficult to build a program without the
complete support of the university.
The lack of storage space is a major issue.
The lack of storage is also a safety hazard.
Student tools, book bags, coats, purses, and
lap tops have nowhere to go during a studio
class and are a trip hazard. I would like to
have lockers big enough to hold an 18x24”
drawing board and tool box, book bags and
coats. This would also cut down of thefts.
Individualized spaces are needed for things
like mat cutting, where a table work area is
needed and a spray booth area for spray
adhesives and spray paints.
We are also looking ahead to adding a gas
kiln. The building was built with the gas pipe
running out to the area that would be best
for the gas kiln. Again, the return air vent
outside is always a concern.
The design lab would benefit from I.T.
support in trouble shooting issues that arise
during the year in order to make sure the
computers are performing at optimum
levels.
This year we added some flat files for
printmaking paper and student printmaking
and drawing storage. Students have to keep
X
I attended Scholastic Art Awards again this
year and was able to give out 10, $5000
scholarships. No one accepted. The
interesting development was that some of
the other school that give away sizable
awards either gave smaller awards or did
not participate. I think they are not getting
the recruits either. Friends U had its
expansive offerings completely gutted by
the new Fine Arts Chair. And this at a time
when they are opening an art facility in the
Delano District.
X
X
X
Addressed above #6.
X
Pamela was able to find some tech support
for the lab outside of what NU was able to
provide.
We will add a new flat file in the Adjunct
office as soon as we do some of the other
more ex pensive things. Keeping samples of
X
4
Summary of Assessment Changes and Impact: 2012-13
their printmaking and drawing artworks on
campus until the final portfolio review is
complete at the end of each semester.
Storage is also necessary for projects in
process. Flat files are very expensive and we
still need about 10 drawers. Students pay a
lab fee and we provide some of the paper
and ink necessary for printmaking and
drawing. We need to store large paper and
offer adjuncts a place to store samples,
examples and their own artwork while
teaching.
This summer we are getting a Gordon
Franklin Letter Press as a donation from a
local person. The letter press is worth
thousands of dollars and will allow our
printmaking and graphic design students to
create individualized handmade books. This
will also allow us to create workshops.
Over Christmas (2011) break new computers
replaced the old ones and the film software
was added but the new software was not
added and so we are using old software.
Also, the scanners are not working and the
printers need to be replaced. The art
program uses some of the student fee
money to support the lab but the
Communications dept. Vantage does not
support the lab.
I think the most important thing we all need
is some real support from the
admissions/recruiting staff to create
recruiting events. We have lots to offer
when potential students arrive, figuring out
how to entice them here and making all the
phone calls and connections is where we
struggle. We have no secretarial support for
doing mailings or phone calls. We do our
best by keeping up our connections with
area community colleges and mailing
Wichita high schools. I visit student art
exhibits when I can, participate in the
Scholastic Art Awards, judged ART 21 this
year, and judge the Junior Duck Stamp every
year. I am happy to travel and give
presentations when possible. This year I
made a presentation at the Butler CC art
department with Yangchen Austin. .
student work is an important part of all art
departments. They are used as samples to
explain new projects and for assessment. Art
departments keep archives of student work.
The press is installed but needs the ink
rollers replaced. Mike Miller who is going to
teach printmaking in the fall has offered to
take on the press and get it up and running.
Once we can do that, we can offer letter
press workshops and include letter press
projects in printmaking and graphic design.
X
X
We continue to try recruiting efforts and are
looking at Lit Fest as a place that the Arts
and Letters could develop a recruiting effort
for the Liberal Arts.
X
5
Summary of Assessment Changes and Impact: 2012-13
We participated in the Middle School
Recruiting days by hosting students and
creating an activity and give-away.
We hosted two ceramic artist
lecture/workshops and brought in a number
of students from Bethel College, WSU and
Butler CC.
X
We did not recreate these events but had 2
artist in residences. Sonny Laracuente in the
printmaking area and Chris Gulick who
turned his exhibit in the Steckline Gallery
into a three week artist in residency.
Recruiting materials went to Kansas High
School Art teachers, Kansas High School
Guidance Counselors, potential art majors
and Kansas Community Colleges with 2 year
art programs. We will repeat the process
next year sending art recruiting materials
and Steckline Gallery information
X
Biology
Changes
Continued review of catalog and course
schedule info for accuracy, last completed
for the 2010-11 course catalog
Subsequent use of the 4GMF for Goal 5 will
include 1) using data to set benchmarks for
subsequent testing and assessment, 2)
analyzing data to determine if course or
assignment revisions are warranted and 3)
developing policies for administration of the
test congruent with ETS policies. The test
will be administered every semester as the
Biology Senior Seminar course is now being
offered in Fall and Spring. Additionally,
Spring 2012 results will be submitted as an
addendum to this report.
Discussions have begun to organize the
biology majors into concentrations. A single
biology major with concentrations relating
to career goals will better prepare current
and prospective students for their academic
careers at Newman.
Impact
Minor revisions were made in Fall 2012 for
accuracy to assist students and faculty in
scheduling.
The 4GMF continues to be used as an
evaluation tool for several goals (Goal 5 will
be evaluated in 2013/14).
1) Benchmarks have yet to be set for
assessment.
2) Review of 2012 data indicates students
should be encouraged to consider this test
an important aspect of the course, their
commitment to the program and their
education, perhaps through assignment of a
grade reflecting test performance.
3) The test is administered every semester
in the Biology Senior Seminar course.
Additionally, Spring 2012 results were not
submitted as an addendum to the 2011/12
report but instead were used in this report
(2012/13). Because Spring results are never
available before the submission of
assessment reports all subsequent reports
will include 4GMF results from the calendar
year, not the academic year.
A year of hard work and weekly meetings,
including interdepartmental meetings has
produced a completed course of biology
concentrations approved by the faculty at
large. These will be published in the Fall
2013-2014 catalog and online on the biology
On-Going?
x
x
6
Summary of Assessment Changes and Impact: 2012-13
The Health Professions Club and the Premed Club are being joined to create an
amalgam student organization that will
more effectively serve all pre-professional
biology majors.
Several Core courses are being developed
by biology faculty for the Newman Studies
Program. Although this puts yet an
additional onus on biology faculty it is
imperative that we contribute to Core
courses, especially in the areas of science.
Lab safety procedures are being
enumerated and compiled into a consistent
guide for all biology courses
Discussions regarding the responsibilities
and strengths of individual faculty members
will begin soon, especially in regard to the
need for a 6th faculty position and a nonfaculty position of lab manager
Students need access to online journals
The library needs to add books on
developmental biology, environmental
biology, genetics, microbiology, forensic
webpage. These concentrations will serve as
guidelines for students pursuing specific
career paths as well as for academic
advisors. Moreover, they will provide
graduates with more visible proof of their
credentials when applying to professional
programs.
Students voted to unite The Health
Professions Club and the Pre-med Club to
create the Newman University Medical
Professions Club (NUMPC) which has been
extremely successful in promoting the
health professions programs at NU and
currently boasts over 150 members.
Additionally, they have instituted a
Facebook page, scheduled numerous
activities and in Spring 2013 posted flyers
throughout the University and online of
science graduates accepted into
professional programs.
Three Core courses were developed and/or
offered by biology faculty in Spring &
Summer 2013:
CS: Microbial Musings by Jones
UL: Bioethics by Singh
UL: Bioethics by Jones
The Lab Safety Agreement has been
completed to serve as a consistent guide for
all biology lab courses. Sections applicable
to specific courses are included as safety
procedures in course syllabi.
Discussions continue regarding changes in
possible program and teaching
responsibilities. However these changes will
not be in regard to a 6th faculty position or
non-faculty lab manager but in response to
the sad news of Dr. Singh’s pending
retirement in 2014.
The Library staff continues to use its
dwindling resources in the most effective
ways to provide online access to journals.
This becomes an even more immediate
need as we continue to grow undergraduate
research opportunities in biology.
Faculty continue to search for library
resources that will facilitate student studies
and research.
x
x
x
x
7
Summary of Assessment Changes and Impact: 2012-13
science / biological anthropology
Even with five full-time biology professors
and at least 1 adjunct and numerous lab
assistants the biology faculty are STILL
grossly overextended, a fact not unnoticed
by administration. Faculty loads &
schedules, classrooms, labs and equipment
requirements are well over capacity. An
additional, permanent, full-time faculty
position is needed to serve the burgeoning
population of biology majors and nonbiology majors served by biology courses
and faculty. Staffing for 2012-13 promises to
be difficult, when even greater enrollment
numbers are predicted, more courses and
sections of existing courses are required,
and 28 first year medical students from the
University of Kansas School of Medicine are
scheduled to begin their anatomy course
and other classes at NU compared to the 8
students enrolled in 2011-12.
As biology courses continue to increase in
population professors have less time to set
up and break down lab experiments in
courses such as General Biology 1 & 2,
Developmental Biology, Genetics and
Microbiology. Serious, educated student
Teaching/Lab assistants are a necessity for
these courses and would be most helpful in
many other biology courses. Even with as
many as 8 students serving as lab assistants
to biology professors supervised by a workstudy student who worked 20 hours a week,
lab assistants were overwhelmed with the
amount of work required for their studies in
addition to lab responsibilities as grading
responsibilities have fallen on them to free
faculty time for teaching. A new non-faculty
position of lab manager is essential to
provide the quality lab experiences students
require and that lab assistants need to
maintain a balance between their studies
and their responsibilities as assistants. This
position would provide continuity,
expertise, and added structure for lab
assistants.
A recent reorganization of the academic
areas has established some new
Biology courses continue to be in high
demand, however in the current financial
climate a 6th faculty member is not
anticipated in the near future. Long-term
scheduling and offering additional sections
of some courses in addition to some
restructuring of requirements with the new
biology concentrations may alleviate some
of the growth pains we are currently
experiencing.
Although the need for experienced lab
assistants has never been greater, a
permanent lab manager is not a position
that is currently being considered. Should
financial circumstances change this option
may be revisited in the future.
The current administrative organization has
not changed, nor have the duties of
8
Summary of Assessment Changes and Impact: 2012-13
administrative positions and deleted others.
Most notably at the departmental level is
the absence of the departmental chair level
of administration in any compensated
capacity. Due to the number of biology
faculty and the growth of not only the
department but also the ever-increasing
responsibilities of faculty those in the
department have decided to retain the
position of biology chair for organizational
purposes. As the position is no longer
compensated financially or by release time
the duties of the chair must be divided
among all full-time faculty. This places an
additional burden on the time, talents, and
energies of all.
It is not a secret that the science building,
especially the labs, are inadequate in regard
to classroom space, seating and storage.
Although a glass door was installed on the
main floor of the Science Building it is
doubtful even this entrance is ADA
compliant as it does not have an automatic
opener and is so heavy many persons with
physical disabilities would be unable to
enter. The lack of a dependable elevator for
transport of humans in this 2-story building
and no bathrooms on the first floor would
also probably be in violation of ADA. The
lack of all but a platform by the door in the
basement of the Science Building that
serves as an emergency shelter would be
yet another example of the limitations of
this building.
A new science building advancement
campaign should be a priority. ‘Fixing’ major
structural and mechanical problems in this
building on a continual basis is a double
loss; we lose financial resources in repairs
that are not long-lived and we lose the
confidence of students in our facilities and
curriculum.
More important even than the limited
physical facilities is the paucity of supplies
to meet the needs of laboratory students.
Much of the lab equipment is outdated to
the extent that even high school students
department chairs decreased. Instead, the
biology chair has assumed even more
administrative duties related to the NSP
Core courses. Discussions regarding
compensation and distribution of
administrative duties should be ongoing.
Physical space continues to be at a premium
as class sizes increase. This will continue to
be an issue until additional facilities are
built.
ADA issues in the Science Building will
continue to be an issue until the Science
Building exists no more...
The advancement campaign for a new
Nursing/Science complex to be merged with
the existing Eck building has begun. Biology
faculty have participated in numerous
meetings with architects to plan the new
addition that will house science faculty,
classrooms and labs and will continue to
participate in this process.
Large numbers of lab students translates
into increased income from lab fees that are
used to maintain and purchase lab
equipment. Efforts continue to conserve
these resources while still purchasing
x
9
Summary of Assessment Changes and Impact: 2012-13
have had exposure to more technologically
advanced equipment that will enhance their
ability to work in medical and scientific
careers. Equipment at least comparable to
that found in high school science classes
should be the norm for Newman students.
Again, as the number of students in biology
increases we will not only face a shortage of
faculty, but also of space and teaching
supplies. That scenario predicates a loss of
some of the very best students at Newman
as they go elsewhere for degrees and
experiences that will contribute to their
development in their chosen careers.
Additional time, equipment, and facilities
are needed to support student research in
areas such as genetics, microbiology, and
cell culture. Biology research is a required
course for all biology students and has come
to be a basic expectation for prospective
students as they build their academic
portfolios in preparation for application to
graduate programs and internships. This
expectation translates into a requirement
for biology departments attempting to
attract the best students who demonstrate
the best aptitude for academic success. As
lab fees are set based on the cost of
supplies and equipment particular to
specific courses all assessed lab fee monies
should be directed to the departments in
which the courses are taught. Thanks to Dr.
David Shubert this is the current policy and
should be continued
Departmental web pages are being updated
however faculty time being at premium this
is difficult to accomplish. Web personnel are
needed to assist in updating not only the
biology page but all departmental pages
which offer little in the way of information
or ease of use to prospective students and
their parents
Continue offering outreach/enrichment
programs, including: Investigative Summer
Science Program, Women Exploring Math &
Science, Hispanic Scholars Program, Native
American Scholars Program, Tours of the
Anatomy Lab and other labs for high school
equipment and supplies to meet student
needs.
Lab fees continue to be the source of funds
for equipment and supplies and we in
biology continue to be thankful for Dr.
Shubert’s good judgment and stewardship
in protecting these monies being paid by lab
students for use by lab students.
The web page has been updated for
corrections and some new links. Future
updates will be needed to include the new
concentrations and 4-year-plans for these
concentrations.
x
Faculty participation in the Investigative
Summer Science Program, Hispanic Scholars
Program, Native American Scholarship
Program, and tours of the Anatomy Lab and
other labs for high school and community
college students continue to offer students
x
10
Summary of Assessment Changes and Impact: 2012-13
and community college students
the opportunity to interact with collegelevel professors in research and academic
projects. These programs build relationships
between Newman and the outside
community and introduce students to
college life and scientific research. Several
graduates of these programs apply to and
are accepted at Newman every year.
Faculty members are often invited as guest
The speaker’s bureau has been reorganized
speakers at local high schools and are
to offer presentations that are more formal.
featured on the Speakers Bureau
Currently biology faculty are unable to
participate due to heavy teaching loads.
Faculty are working with Rosemary Niedens Biology faculty continue to work with
to expand our offerings of online courses for Rosemary to offer AP science courses
AP credit to serve area high school students through multiple high schools. Additionally,
the medical terminology course has been
combined with the careers in science course
to offer an AP course to high school
students that will transfer to most
universities. Currently medical terminology
courses alone do not transfer for college
credit to all universities, including KU. Dr.
Shubert has been instrumental in facilitating
these changes.
Business
Changes
Renamed BS in Business Management to BS
in Business Studies
Dropped MATH 2013 Finite Math added
MATH 2023 Business Calculus (w/linear
programming)
Added BSAD 1043 Foundations of Business
Thought
Combined ACCT 2113 Financial Accounting
and ACCT 21223 Managerial Accounting into
ACCT 2103 Principles of Accounting
Combined ECON 2013 Macroeconomics and
ECON 2023 Managerial Economics into
ECON 1003 Principles of Economics
Combined BSAD 3213 Principles in
Management and BSAD 3043 Organizational
Behavior into BSAD 3043 Management and
Organizational Behavior
Renumbered BSAD 2033 Leadership to its
previous BSAD 3033 number. Content has
remained at the previous 3000 Junior level
standing.
Impact
On-Going?
N/A
Business faculty in consultation with Math faculty
determined that the curricular change was more
consistent with the assessment instrument.
Mission driven change in curriculum
Primarily budget driven, ETS-MFT discipline specific
scores in Accounting will be monitored to ensure no loss
of student learning outcomes.
Primarily budget driven, ETS-MFT discipline specific
scores in Economics will be monitored to ensure no loss
of student learning outcomes.
Primarily budget driven, ETS-MFT discipline specific
scores in Management will be monitored to ensure no
loss of student learning outcomes.
Primarily driven by the University’s 40 hours of upper
division requirement. This renumbering was designed to
better assist transfer students with significant credit from
2-year schools in the major required courses.
11
Summary of Assessment Changes and Impact: 2012-13
Chemistry/Biochemistry
Changes
While the ACS exam indicators remain
strong, Alan will try giving smaller, more
frequent assessments on Blackboard to
encourage students to keep up, and not
cram for exams.
Chemistry Seminar required a poster
presentation, which was evaluated by a
rubric to evaluate oral presentation skill.
To address the ongoing stoichiometry issue
in organic lab, Alan will start using prelab
quizzes, and spend additional time in lab
outlining expectations
Students who were best at stoichiometry
also served as tutors. Chemistry Club will
recruit more students to serve as volunteer
tutors in the student lounge
Access to primary chemical literature is still
very limited, although students can find
physical constants.
Professor Hein will resign in May 2012. Ryan
Huschka will join the faculty as an assistant
professor.
Take Chemistry Club on a science related
field trip. (professional development)
Host two Chemistry Club social events
/cookouts. ($100)
Continue to work with biology on ISSP,
HSSP, and NASP outreach programs (none).
Continue to publish The Missing Link
(science/math alumni newsletter) in order
to connect with former students and try to
improve database on what the alumni are
now doing.
Nurture the advanced standing program and
meet with participating schools to further
relationships with HS teachers.
Split gen chem lecture into two
sections…see if greater student-faculty
interaction leads to better learning.
Impact
Alan and Russ did increase the number of
written and graded homework; this appears
correlated with in increase in ACS scores.
Didn’t use BB.
Withdrew requirements due to time
constraints, but two students did present
posters at KAS, ACS and Scholars Day.
Focus appears to have a positive effect.
Students were required to complete INTRO
sections of lab reports prior to starting lab,
and instructor gave oral quizzes on
individual basis. Still need to work on
calculating theoretical yields.
No increase in the number of tutors, but the
hours in which tutoring was available
increased (no documentation)
On-Going?
yes
yes
No progress
Ryan had a great first year. Students and
faculty are pleased with his performance.
Took Chem Club to regional ACS meeting
(Lincoln NE) and national ACS meeting (New
Orleans LA), Hospira and Phillips lighting.
Student trips to Koch and WSU in analytical
chemistry.
Done. Will continue.
Done. Will continue.
Not done. Time is a real issue.
Adv standing (dual credit programs) are
expanding. Students receiving credit for
general chemistry 1 must take our ACS final.
Done. Good results (happy
students/instructors) and better exam
scores. Will split org chem and physics next
yes
12
Summary of Assessment Changes and Impact: 2012-13
Move gen chem from lecture hall to room
that better facilitates learning.
Develop experiments for the new NMR
(David)
Undertake study to see if there is a
correlation between ACT scores and ACS
exam scores…use a advising and placement
tool. (Alan)
Physical chemistry to move to a more
biological focus in recognition that most
chem majors are biochem majors.
Organic paper will required formal draft
Seminar: use more rigorous expectations for
presentations (timeliness, PowerPoint)
Physics will require a formal lab report to
improve student communication of
scientific results.
Chemistry Club will produce anti plagiarism
video. Faculty will discuss cheating et all to
address increased incidence of cheating.
Organic 2 will no longer have a take-home
exam.
Ryan will prepare student operation sheets
for each instrument and develop a
maintenance schedule for each.
Continue seeking access to primary
literature.
Expand adjunct pool (Hired Russ Thiel to
teach general chemistry in fall).
Purchase new laptops to replace cruddy
instruments in physics lab.
Conduct study to see where alumni are.
(David, Alumni Office)
year.
Done…instructors liked it, but space issues
make this difficult.
Will take place summer 2013.
An ACT math score of 22 (or completion of
college algebra) appears to be predictive for
success in Gen Chem 1.
P chem will next be offered next year.
Paper quality appears better. Will continue.
Done. Syllabus incorporated more vigorous
penalties, and quality of presentations
improved (see documentation).
Done. Lab scores improved.
Chemistry club produced several lab safety
videos. Need to place these on the website.
Need to complete cheating video next year.
Will take place summer 2013 and fall 2013.
Russ had a good first year. Will continue
using him.
Not done.
On going.
Communication
At the programmatic level, we would like to
explore the possibility of requiring the
following courses which are currently
electives: COMM 1023 Introduction to
Journalism; COMM 2103 Interpersonal
Communication; COMM 3093 Business and
Professional Writing; and an Information
Technology course.
Furthermore, we would like to explore the
possibility of creating a new minor which
would allow graduates to create and
An Information Technology course is now
part of the required general education
curriculum. Before making curriculum
changes, we would like to gather input from
our new faculty member who will arrive in
Fall 2013.
We test piloted a course in Spring 2013:
Communication in the Digital Age that was
well received by students and therefore will
Yes
Yes
13
Summary of Assessment Changes and Impact: 2012-13
manage integrated digital and social media
for organizations.
Job descriptions in the field reveal that
employers are seeking employees with
media relations and special event planning
experience. As a result, we will incorporate
two new course objectives in COMM 2043
Principles and Practices of Public Relations:
1) Students will gain knowledge of how to
work effectively with the media 2) Students
will gain experience with special event
planning. Ideally, the special event planning
can be a service learning project in
collaboration with a nonprofit organization.
Integrate the pursuit of social justice (and
the tools necessary to do so!) into
coursework in COMM 1013 Oral
Communication, COMM 4013 Persuasion,
and COMM 4033 Critical Thinking and
Argumentation.
Maintain a focus on preparing students for
graduate education, both within and
outside the communication field. For those
students who desire to pursue graduate
education in the communication field, we
will continue to offer opportunities for them
to develop their personal research agendas
in COMM 3163 Rhetorical Theory and
Criticism, SOC 4053 Research Methods,
COMM 4013 Persuasion, and COMM 4003
Theories of Communication
pursue the creation of the minor.
The adjunct teaching this course in Fall 2013
has agreed to incorporate these learning
objectives into the course.
Yes
Social justice has been addressed through
two means: discussion of ethics as they
relate to current events and communication
strategies for implementing change. We will
continue to explore ways to emphasize
social justice in these courses.
Two graduates are pursuing graduate
degrees in Communication: Krista Greenlee
and Alina Vorenko. Monica Hill is pursuing a
law degree.
Yes
Yes
Counseling
Changes
Hold quarterly meetings with all practicum
sites to increase cooperation with practicum
rating sheets and annual meetings with all
potential employers to provide info to
potential graduates and enhance the
development of professional role.
Discuss with other academic institutions the
development of assessment measures to
coordinate the provision of course materials
so that students will increase their scores on
the final assessment examination.
The Counseling Degree Program will
Impact
This was done over the phone and received
mixed reviews. Given that the practicum site
is getting free labor one would expect
greater cooperation beyond signatures on
the sheets. Agencies, however, seem to
think that Newman is the beneficiary of
their largesse so additional effort is too
much to expect.
Other institutions do not have a capstone
exam so there was nothing to discuss in that
regard. Our system is in ‘disrepair’ at
present and that should be a high priority
for the upcoming year.
This was accomplished. I believe we were
On-Going?
14
Summary of Assessment Changes and Impact: 2012-13
continue to work on several projects for the
upcoming year. First and foremost will be
getting approval from the behavioral
Sciences Regulatory Board (BSRB) to provide
the courses required for licensure (LAC,
LCAC) to practice in addiction treatment
facilities in Kansas. Syllabi will be revised,
which has already begun, and will be
submitted to BSRB in the early part of June.
I have no idea what the timeline will be
after that.
The Counseling Degree Program will
undertake a program review in the
upcoming year. Time permitting, that
process will begin this summer with
understanding the requirements of the
review template and beginning to collect
the necessary materials. The Undergraduate
Dean will be asked for guidance in the
process, specifically the template and the
credentials required for the external
reviewer.
Return to listing terms and definitions for all
counseling syllabi and courses that will then
comprise major portions of the
comprehensive examination study guide.
Time allowing, the program will develop a
new concentration, case management, and
explore a concentration in gambling
compulsions.
Additional practice DVDs would STILL be
greatly helpful. I will try to work with the
library to purchase additional materials but
their budgetary restraints are beyond my
control. Please note that Steve Hamersky is,
in my opinion, one of the best assets of
Newman University.
Ensure the functioning of the Smart
Classrooms.
There has been an influx of a variety of new
students to the program this year from a
variety of new sources. We are still getting
students from Butler but we will be looking
the first or second program approved and
there were no concerns registered. It is not
known at this time when or if subsequent
approvals will be necessary.
I have a reviewer ready for the project—Jeff
Cole, an associate dean at Butler and the
one who developed their addiction
counseling program. I am still holding out a
very faint hope that my dean will decide
that the BSRB has accredited the program,
which it has, and allow me to use that
instead of the external program review.
Please see #2.
State funding for gambling certification has
been cut and/or withdrawn as I understand
it. Case management, however, would be a
very useful concentration for mental health
and substance abuse. This should be a
project for the next director who has very
strong mental health credentials (hopefully,
John Walker)
No money at this time. If we had a grant
writer money might be found for this.
Done. The adjuncts use the smart room
equipment.
This is continuing without the Butler
counseling students as that program has
been defunct for several years now and
while we still get our fair share of transfers,
15
Summary of Assessment Changes and Impact: 2012-13
at developing transfer processes from the
counseling program at Dodge CCC. We are
also getting more students who are
traditional-aged and others who are
interested in the child and adolescent
concentration. Allison Woods has been most
helpful with our students and some
measure of our success should be attributed
to her.
many have not taken the courses from
Butler.
Criminal Justice
Changes
Dr. Fort revisited the goal of: critically
analyze and communicate effectively with
the basic criminological terms and concepts
and determined how the communication
aspect is to be assessed. It was determined
that this goal would be assessed through
written means using the criminology course
as its primary source of assessment.
Although other courses also discuss
criminological terms and concepts this goal
was determined to be best addressed by the
criminology course.
Rubrics were incorporated into the Police
Operations and Criminal Law courses. This
met the goals #1,2,3, and 6 from the above
information.
Progression and attrition in the criminal
justice major was monitored over the past
year. This meets the overall program goals
of maintaining a high level of academic rigor
and success.
Impact
Based on the above information, the
criminal justice program is meeting this
learning goal when utilizing the assessment
measure of written examinations and
written assignments used in the Criminology
course. The written exams in this course
consistently exhibit lower assessment data
than any other course. According to
students this is one of the hardest subject
matters covered in the Criminal Justice
program due to the wealth of information
that is covered in such a short time period. It
has been identified that the sixteen week
format allows students a better opportunity
to digest the information rather than the
eight week format. To accommodate all
students it might be easier to make this a
sixteen week night course offering in the
future.
Overall, the addition of the rubrics has set
clear standards for both the students and
the professor. The students have clear
expectations set for them and have been
able to meet, and often exceed, the
expectations the professor has set for them.
Program attrition is a concern for any
program. The Criminal Justice program has
had its ups and downs with regard to the
overall number of students in the major;
however, there have been more positives
than negatives associated with the growth
of the major. Increasing the number of day
time offerings has been very beneficial and
has opened the door to a number of
students who were previously not able to
take Criminal Justice night offerings.
On-Going?
Yes
No
Yes
16
Summary of Assessment Changes and Impact: 2012-13
Video/DVD instruction was implemented in
the criminal justice major courses (using the
private collection developed by Dr. Fort) and
in sociology major courses (if applicable).
These videos/DVDs assist in meeting the
overall program goals of maintaining a high
level of academic rigor and success in the
program for all of our students. Students
learn in a variety of ways and technology is
one such way in which students may be able
to better understand the various criminal
justice concepts.
This has been an ongoing effort on the part
of Dr. Fort. For the most part, I have been
continuously building my personal
collection. I would love to see the addition
of some Criminal Justice publications and
videos in the Dugan Library, however, I
understand that the limited funds that are
available may not be conducive to adding
anything in the near future. Until the
opportunity presents itself then, I will
continue to add to my own personal
collection. Some Criminal Justice topics are
just better suited to be taught in a video
format rather than in the classroom.
PowerPoint presentations and the use of
I have continued to try to use multiple
alternate technology in the classroom were
teaching and learning techniques in my
experimented with by Dr. Fort in various
courses. This will be an ongoing endeavor
courses this academic year and will also be
through the life of the program. Some topics
implemented on a trial and error basis in the are better learned via practical application,
future. PowerPoint presentations and the
whereas others may be better interpreted
use of alternate technology in the classroom via a video format. Again, this will be
assist in meeting the overall program goals
continuously updated as the need arises.
of maintaining a high level of academic rigor
and success in the program for all of our
students. Students learn in a variety of ways
and the use of PowerPoint slides and
alternate forms of technology are ways in
which students may be able to better
understand the various criminal justice
concepts.
Additional day sections of criminal justice
At the current time, almost all of the
courses were offered beginning in the fall
Criminal Justice core courses are being
semester of 2008. This change appears to
offered as day time offerings. The outlier
benefit traditional students and athletes
that has not been brought into the daytime
who are unable to fully participate in the
format as of this time is the Perspectives on
current eight-week four-hour night sessions Substance Use and Abuse course, which is
that are presently being utilized. Again,
currently being taught by Dr. Duncan Rose. I
additional daytime sections have been
have talked to Dr. Rose, and he has advised
incorporated into both the Fall and Spring
that he would be on board with offering this
semesters in the coming academic year.
course in the evening and during the day,
Future assessment reports will be able to
although he plans on retiring after the
indicate their overall success, however, at
Spring 2014 semester. I am hoping to get his
this time the additional daytime sections
replacement to see the value in offering this
appear to be rather popular based off of
course in both a day and evening session so
enrollment numbers.
that athletes and traditional aged students
can more easily meet this requirement. Two
additional Criminal Justice elective courses
have also come into the mix of the day
Yes
Yes
Yes
17
Summary of Assessment Changes and Impact: 2012-13
offerings as well. The first semester to offer
an elective course is the Fall 2013 schedule
of courses. It should prove to be interesting
to see how well this course goes with
enrollment and then also to see the
assessment data associated with it.
Education Early Childhood
Change
Changes were made to our Early Learning
Portfolio to address two weaknesses from
Praxis II Education of Young Children
subscores, specifically:
Subtest #5 (Professionalism, community,
family) emphasizes professional ethics and
partnering with families and communities.
Thus, several changes were made to the
ECU course: Foundations of Early
Childhood/Family/Community. These
changes include: 1) the addition of an ethics
case study response; and 2) the creation of
a Family Literacy Pack to facilitate familyschool partnerships.
Subtest #6 (Demonstrating knowledge of
teaching) utilizes constructed responses
over issues related to early childhood
unified. Based on this information, we have
purposely built into our Newman Teacher
Education coursework the use of case
studies to help prepare candidates to
complete the structured response section
on these tests.
Additionally, the current Early Childhood
Inclusive Field Experience Evaluation form
in use is for the regular education
classroom. We are piloting a new evaluation
form during the summer 2013 semester to
remedy this that is more developmentally
appropriate for the inclusive early
childhood classroom.
Impact
Changes to the ECU program assessments will be
implemented during the summer (campus) and fall
(Western Kansas/Southeast Kansas) 2013 semester. We
anticipate that these changes will help our ECU
candidates reach the average range or above on the
Praxis II exam. We will continue to monitor test results.
We believe that this new evaluation form will allow
students to better demonstrate areas of growth as well as
areas to further develop in their teaching experiences
with young children, including children of diversity.
Education Elementary
Changes
Thorough comparison of course data with
PRAXIS sub-scores.
TEC will make program and course
recommendations based on assessments
Impact
The Praxis tests were new this year and we
will be examining the breakdown of each
section to improve our practice
This goal was changed. We had to make
program changes based on the need to
On-Going?
Yes
18
Summary of Assessment Changes and Impact: 2012-13
Review assessments to determine if revision
is adequate or necessary
Extend TEP and TIP grids for easier data
collection
Initiate a sub scores collection form.
Designate a folder on the H drive with data
OAFTI changes through committee work
Establish cut scores for NUTPP based on
data
Changes to the ART course to meet the
needs of the Newman Studies Program and
develop a more integrated approach to
using Art in the classroom
Updated Praxis guides
Most adjuncts returning will help with
consistency of instruction across sites
Finding quality adjuncts to serve at all sites
at the current adjunct pay
Raise the rate of adjunct pay to insure
quality of teaching
Larger space for ITV being sought at SEK site
SMART board classroom for student use in
lesson planning at Western Kansas site
Need a place for PE class (no gym available)
Textbook evaluations are ongoing.
Technical SMARTroom set up for Western
Kansas Center is critical.
Continuation and expansion of Teacher
Academy with Bishop Carroll Seniors
Summer advisor position for a faculty
member to meet with many transfer and
enrolling students
More support for travel between the sites
for coordinators and faculty. (raise in
mileage allowance to meet the current rates
of gasoline prices.)
Follow through after meeting with campus
recruiters
make room in the schedule for the Newman
Studies Program
New Praxis test formats make this an
important goal for this coming year.
done
This was done, but was not effective, we are
trying a different approach with Moodle
We have our first draft done, and it is ready
to come out of committee for faculty
feedback
Done – and approved by KSDE (36)
Yes
Yes
Yes
Done – this will need to be monitored
Yes
Not done – and Praxis scores declined.
Still losing our adjuncts – still teaching new
ones – causes inconsistencies in the
program.
Still a problem
Not done
Still in progress, but looks promising, as the
program is growing
Not done –looking into IPads instead
Still looking
Changes for content courses and moving
toward e-books in several classes
Not done
Continuation – noticing a high caliber of
student with some choosing to come to
Newman
Not Done
Yes
Yes
Yes
Yes
Yes
_
Yes
Yes
Yes
Yes
Not Done
Not Done
19
Summary of Assessment Changes and Impact: 2012-13
Relational Advisement with each candidate
having one advisor after acceptance to
Teacher Education Program.Summer
faculty/staff position to meet with transfer
and enrolling ECU students and to oversee
entire program.
University supervisor to conduct visits
and/or evaluations during candidates’ field
experiences in infant/toddler, preschool,
and primary settings.
A raise in Adjunct pay to insure quality
instructors.
On-going recruitment efforts with local
school districts, including working with
paraprofessionals to recruit candidates.
Open house to provide information about
the ECU program for NU students and other
interested parties.
Participation with campus recruiting
initiatives.
On-going, relational advising with ECU
faculty.
Done and working well with recruiting
efforts, the program is growing
Yes
Done
Not Done
Not Done – Lost our School Of Education
recruiter to School of Business
Done and done successfully
Not done
Done successfully
Education Secondary
Changes
Impact
When considering the four program goals
from a more global perspective, the
program is largely successful. Most of the
program completers (78%) have been able
to meet all the goals, and several of the
students have earned a benchmark rating of
exemplary. When considering this
perspective, the program as a whole is
successful.
While most students are able to meet all
program goals, those who are not able to
successfully complete licensure exams do
not become licensed teachers. We continue
to search for ways to assist students in
preparing for licensure exams, especially
content area tests. We want all students
who complete the education program and
earn a degree to have the skills and
dispositions necessary to become a licensed
teacher.
While we have been able to reduce this
number to 28%, we still have students who
have not passed licensure tests or have not
yet completed the requirements although
they have earned a degree. We will continue
to work individually with students to
address areas of weakness before the
student internship semester. We also
continue to caution and advise students
about the importance of proper preparation
for and timely completion of licensure
Of the students completing the program,
30% did not successfully meet (or had not
yet completed) the goal benchmark of at
standard or better for one or more of the
program goals.
OnGoing?
20
Summary of Assessment Changes and Impact: 2012-13
Not all students complete the licensure
examinations in a timely manner while
material is fresh in their minds. It took one
of the program completers nearly two years
after completion of the NU secondary
education program to complete both of the
licensure tests for the first time. NU faculty
members continue to encourage students to
complete the licensure tests as soon as
possible, but some students simply do not
sign up for the tests. At the time this report
was prepared, PLT scores had not been
received for one 2011-12 program
completer and content exam scores had not
been received for three 2011-12 program
completers.
Some students have difficulty passing the
licensure examinations due to test anxiety –
the scores of those who do not pass on the
first try have actually seen their scores go
down on subsequent attempts. Current
interventions (working with students
individually, encouraging formation of study
groups, providing test preparation
materials, having students practice skills
multiple times during the semester) seem to
have limited impact on the success rate and
overall benchmark achievement of
mediocre candidates.
The members of the School of Education
faculty will make a renewed effort to get
students to complete their licensure exams
prior to beginning their student internship
experience. We will make greater efforts to
disseminate testing information to students,
remind them of testing dates, and
encourage them to complete these
requirements as soon as possible. While NU
can recommend these actions, since
successful completion of these tests is a
requirement for licensure from KSDE, but is
not a requirement for completing the NU
Secondary Education program, the final
decision is up to the student. The results of
exams.
Students completing licensure exams in a
timely fashion continues to be a concern for
the program. Because the test results are
not a program requirement, but are a critical
component of the licensure process and an
important data source and success indicator
for the program, we continue to advise
students to complete these exams as soon
as possible. We have also increased our
efforts to assist students in test preparation.
We have made a variety of preparation
materials available in the library. We share
online preparation resources from various
websites with students. Several students
have contributed preparation materials that
were useful in their preparation to the
School of Education and we are making
those resources available to students as they
prepare for licensure exams.
Education faculty members have continued
to search for the most effective methods to
help students get on track and prepared for
completing licensure testing. Faculty
members regularly share information about
testing requirements for licensure,
encourage students to develop specific plans
for completing the tests, and celebrate
student successes with licensure efforts.
Our current efforts have produced
haphazard results. While several students
had all licensure exams completed by the
end of the student internship semester,
others had not taken any of the tests. We
will continue to recommend, cajole, and
encourage, but this licensure requirement is
outside the scope of the program and is a
requirement of the State of Kansas. While
this remains critical data for evaluating
program success, the scheduling of the
testing is ultimately a student responsibility
and decisions about when to complete the
tests are made by the student. We will
continue our efforts to get students to
21
Summary of Assessment Changes and Impact: 2012-13
these tests are an important data set for the
program as the program is designed to
prepare students to successfully pass the
required tests in order to earn licensure
from KSDE. This data will be closely
monitored as part of the assessment plan
for the program, and as part of the
assessments that are required for program
approval by KSDE.
We continue to find ways to expand our
teacher academy class for area high school
students beginning with Bishop Carroll
Catholic High School students. In the first
session during the 2009-10 academic year,
enrollment was 10. This enrollment
expanded to 18 during the 2010-11
academic year, followed by 16 for the 201112 academic year. In the future, we hope to
develop a program that will allow us to
include more schools.
complete licensure testing in a timely
manner.
Although we have discussed plans to expand
this program to other schools, we have not
yet expanded beyond our arrangement with
Bishop Carroll at this time. Enrollment in the
2012-13 group was 16 and we have been
successful at attracting one or two of the
program participants to enrolling at
Newman the following year. As of Spring
2013, three teacher academy participants
have been admitted to the Teacher
Education Program. Two teacher academy
participants are on track to student teach
during the 2013-14 academic year.
English
Changes
Impact
During 2010-11, we inaugurated our new,
four-pronged assessment approach. As
suggested above, at least one of our
assessment benchmarks (the MFT exam)
may not be workable and/or valid. We will
give this element one more year to see if it
is even necessary. This goal itself is one with
which we are not entirely comfortable.
No changes made yet.
OnGoing?
History
Changes
An effort was made to revive the student
publication Ramblings and Relics.
Continue to support catalogue clean up
including course development for NSP.
JSTOR MUST be acquired. There really is
nothing more to say. Our current campus
master plan offers no growth for the library.
WE MUST commit to growing our electronic
access to journals and other materials we
cannot afford to purchase separately nor
store physically. Please see Program
Review.
Impact
Successful.
On going. See attached.
On-Going?
Yes
yes
Thank you Library and Joseph Forte for
acquiring a streamlined (i.e. cheaper)
version for NU.
22
Summary of Assessment Changes and Impact: 2012-13
We need a third historian or political
scientist with interests in US, or
International Relations from a US
perspective. Our numbers in the History
Major suffer as a result. We are currently
relying upon adjuncts and colleagues from
other disciplines (Paralegal, Math, Friends
University) to deliver REQUIRED courses.
We must hire or consider an even more
dramatic overhaul of our major than has
already been undertaken. See Catalogue
Clean up. We believe based upon the
trending in data collected from the NU
institutional research office that our
number increase in the major with the
presence of a third historian.
We need more so-called smart classrooms
to keep up with demands of faculty,
students and curriculum development. We
need more classroom space in both the
daytime and evening rotations. We need
more support for on-line course
development. More so-called Smart
Classrooms are an absolute necessity.
Faculty and Students need access to more
“agile” hardware and software.
Outdoor teaching and learning spaces
would be nice. Wireless should be
everywhere.
Longer hours for the Library are important
here.
More laptops and projection capabilities for
laptops in “Dumb” classrooms might be a
quick fix
Both McFall and Golden participate in
meeting students coming for campus visits,
visit with professional educators in USD
259, the Diocese and Derby. Golden and
McFall actively recruits for honors and
history by joining recruiters on trips to
Salina, and Kansas City area as well as
Texas.
We both practice effective teaching and
advising. Working to develop innovative
approaches through technology, reacting to
the past, learning communities, and
Traditions and Transitions.
This is in the hands of the Provost. Golden is
rotating out of the Division Chair position.
She hopes to devote the lion’s share of her
“community service” to the History Program
this year. Given that McFall will be incoming
division chair, it is doubtful that Both can
continue their other NU service: Learning
Communities, Honors, International Studies
Yes.
and succeed in growing the History major.
Options to be determined.
Provost?
Provost?
Provost?
Provost?
Completed in 2012/2013 – continuing.
Yes
Completed in 2012/2013 – continuing.
Yes
23
Summary of Assessment Changes and Impact: 2012-13
Our recruiting and retention efforts are
indeed integral and urgently needed. Our
attention to the History major suffers for
lack of support for a third position.
Maintaining both a traditional rotation of
courses for the major and the School of
Education and its needs as well as for the
IDBA, really stretches are resources to the
breaking point. We must cut back on some
of our commitments.
Both McFall and Golden have taken on the
task of institutionalizing Learning
Communities at Newman. In concert with
Sr. JoAnn Mark we are also developing
Learning Community experiences for
transfer students in an effort to enhance
recruiting, retention and academic success
for that group.
We need to revitalize the history club.
We have not yet had the opportunity to
reflect on this with McFall on sabbatical in
Spring 20132.
Yes.
Continuing but resources are about out.
Unclear.
Working on it – little success in 2012/13
Yes
Healthcare Science
Changes
Impact
On-Going?
The rubric revised in 2011-12 for the Ethical Presentation in Healthcare Issues continues to result in
better overall performance of students. Consideration will be given to having students get their ethical
scenario approved prior to beginning the assignment. This would insure they have selected an
appropriate focus for the assignment which at times has been a problem.
The standardization of the Practicum Class and Project with a multidisciplinary committee has worked
well in increasing the level of student performance and improve the quality of the projects.
It had been identified in 2011-12 that an additional remedial mathematical component needed to be
added to this assignment to bring student calculation skill ability to the level expected. This was added
in fall 2012. We will look at adding an on-line remedial module to assist students with this aspect as
well.
Interdisciplinary Studies
Changes
In February 2011, a new Director of the
Interdisciplinary Studies program was
assigned. Until now, the program
development has focused on containing
immediate problematic student advising
issues, ceasing program withdrawals,
improving student retention and beginning
program growth and recruitment. The
program is now well-established with
approximately 28 majors and ready for the
next phase of development: A comparative
review of program requirements, reorganization (if needed) and further
Impact
The program continued to grow and has
developed a positive reputation among the
students. Student retention has improved
with no knowledge of any student
withdrawing from the program based on an
unsatisfactory experience. All program
withdrawals were due to personal issues
such as moving, family issues, etc. Personal
relationships were developed between
advisor and advisee which, based on
feedback, is the key to retention…assuming
the courses are satisfactory in nature.
On-Going?
24
Summary of Assessment Changes and Impact: 2012-13
development. It is from this phase that a
clearer and more measurable assessment
can be formulated for the 2012-2013 year.
The last reported Interdisciplinary Studies
program assessment was completed in
2007-2008.
Complete the review process of other
university interdisciplinary based majors for
a more comprehensive understanding of
similar programs.
Review our current Interdisciplinary Studies
program to determine what course
changes/additions (if any) should be made
to be more competitive/comparative to
other similar programs.
Establish new academic assessment goals
that will align our Interdisciplinary Studies
program comparatively with other
programs across the country from similar
universities (small, Christian-based, serviceoriented) thereby making our program
academically and competitively stronger.
A follow-up assessment report will be
submitted by Sept 1, 2012. to the
Assessment Committee outlining the newly
revised assessment goals and learning
outcomes for the 2012-2013 year.
Recruiting activities are being handled
through Admissions, the Program Director
and coordination with the Marketing/Public
Relations Dept. currently.
This was not completed. Do this 2012-2013.
See point #5 for explanation.
This will be based on #2 above. However, a
brief look at other programs indicated a
senior level, synthesis course which we have
not had. To solve, the requirement for
Scholar’s Day participation will address this
need for incoming students. This will need
to be added to the catalog as a requirement.
However, this does not address the need for
current students. Come up with solution.
See #2 above.
This was not completed. The Director
assumed the additional responsibilities of
BSTU which was in need of immediate
attention. It was suffering from a poor
reputation, bad customer service and
confused students lost within their
program. Attention was directed to this.
Still being completed through the same
departments. A readmit recruiting project is
currently being developed to improve
enrollment for all CAP rate programs
including IBA. It was discovered that no
recruiting program existed that addressed
this market. Once the student left Newman
University, they were contacted shortly
after their departure but no follow up has
ever been completed. A new systematic
program is being developed that will
automatically flag students who have been
gone for two semesters, ran through a
national clearinghouse to determine if they
25
Summary of Assessment Changes and Impact: 2012-13
The Program Director is responsible for
retention activities and has consisted of
improving the advising experience for the
student with increased one-on-one
communication, course of study planning
and a focus on enrollment.
It has been noted there is a lack of
consistency within the name of the
Interdisciplinary Studies program on all
marketing, academic and university
publications and communication. It has
been listed as IDBA, IDA, IDS, IDBS…and
more. IDBA was mistaken often for the
“IDEA” program and misinterpreted as a
creative thinking degree. IDA was
misinterpreted as a program for
“identification”. Hence it was decided that
IBA would be the new name established
and all program materials need to be
reviewed to reflect consistency.
Additionally, all marketing and
communication materials need to be
reviewed, updated and rewritten to reflect
any updated changes to the program to
improve clarity in program recruiting.
have completed their degree. If completed,
their information will be processed and sent
to the Graduate School for recruiting
purposes. If they have not completed their
degree, those students will be further
categorized by major and contacted.
This has resulted in a complete turnaround
in the positive perception of this program.
The key to retention is relationship building.
This will continue.
Most all of the material has been updated.
Continue to monitor for any outstanding
incongruent naming.
Information Technology/Mgt Information Systems
Changes
Due to the constant changing in the IT field,
our department does not feel that there is a
valid multiple choice test that could be used
for assessment of our major. Also, there is
no one assignment or set of assignments
that can be used year after year to compare
our students from year to the next. We felt
that the best assessment of our goals would
be a personal portfolio that is organized
around the goals of the program. Each
student has to provide evidence of how
each goal is met throughout various
required classes. A reflection is written for
each artifact provided. A personal
Impact
We continue to feel this is one of the most
effective tools to assess our program. It also
gives each student a chance to reflect on
their own growth. We will continue to use
this form of assessment.
We find by looking at the portfolios, what
part of each class the students think is most
valuable. We have changed some of our
assignments based on their reflections, such
as assigning more group assignments and
more in-depth projects.
Out of 16 students taking the survey, 15
were either satisfied or very satisfied. Only 1
was somewhat dissatisfied. From the
On-Going?
Yes
26
Summary of Assessment Changes and Impact: 2012-13
philosophy is also included in the portfolio.
We also collect data each spring from our
students concerning their satisfaction with
the program and their suggestions for
improvements.
The changes in the program from CIS to IT,
cut the programming sequence (using a
single language) to two classes instead of
three. After reviewing the assessment
materials and reading the comments of the
students from the Current Student Survey,
we determined that we were not able to
comments we have gleaned the following:
For the most part they are satisfied with the
program and instructors. Positive comments
included:
“And the instructors are always willing to
help/answer questions.”
“Very Satisfied. It's not easy, but things that
are easy are seldom worth the time.”
Negative comments were as follows:
”I figured when I first started taking IT at
Newman that it would be a lot of fun. Over
the years, it hasn't been as much fun. It
seems like the teachers aren't as open to
help you out much as what I thought.”
“More efficient grading. As in, instead of
taking 5 points off for incorrect
mathematics, take 2 points off. This IS NOT a
math program. I shouldn't lose half of the
points on an assignment because I have one
incorrect equation in an application or class.
That's not acceptable”
“During programming 1 I was much stressed
because I could not get the real concept of
the programming may be because of in
exxperienced adjunc (sic) professors.”
Follow-up on the above comments: For
those who don’t have “programming in their
blood”, this program is probably not a very
fun experience. Having said that, however,
we will strive to be as helpful as possible to
all students. Concerning the assignments,
we have high expectations for our students,
in fact, that is part of our syllabus. I am a
believer that people will live up to or down
to your expectations. We will not be
changing our expectations. Concerning the
adjunct, we will make sure that he uses the
Bb shell of a class taught by a full time
professor from the previous semester so
that all topics that need to be taught are
covered.
This was one of the best decisions we have
made. It has increased the depth of
knowledge that our IT students needed.
They are able to accomplish much more
difficult tasks, not only in Programming 2,
but the other IT specific courses as well. It
has also allowed the MIS students to
√
27
Summary of Assessment Changes and Impact: 2012-13
cover as much material as we needed and
the students were not getting the depth in
programming skills they needed. Starting in
Fall ’07, programming syntax and algorithm
structure was introduced in Intro to IT. This
class is required for Programming 1. We are
considering changing the name of Intro to IT
to Intro to Programming.
The strength of our program is that it is an
applied approach to learning and we update
our classes to cover the current
technologies. The companies we surveyed
indicated that they were finding that new
hires didn’t have much hands-on
experience. All of our classes are strongly
application oriented which gives the
students plenty of practice in and out of
class. The use of databases is woven
throughout the program. We are working
with different industries to obtain
internships for our students.
We need to create surveys for our alumni
and employers.
We plan on changing the name of IT 4053 –
eBusiness Technologies. We are still trying
to best name for this constantly changing
class.
Staffing is a major concern for the program.
Because the increasing administrative
duties of Windell Hambrick and Sandra
Hambrick, they are supposed to teach only
one class semester. However, due to
improve their programming skills because
we have the Intro to IT and the
Programming 1 class both taught in the
same language.
We changed the name from Intro to IT to
Intro to Programming, effective fall of 2013.
We had 2 more students receive internships
from Koch Industries this year. Our student
with an internship with Koch last year has
now graduated and is working at Koch full
time.
We have another student with an internship
at AgVantis. Our student with an internship
with AgVantis last year has now graduated
and is working at AgVantis full time. (We
also had another spring graduate take a full
time position at AgVantis.)
This tells us our interns are making a good
impression on their employers which will
help us grow our internship program. Our
president, Noreen Carrocci, sent this in an
email May 22, 2013.
“Hi Windell and Sandy,
I sat next to Tom [Stegman] at Rotary the
other day, and he told me AgVantis hired
another NU IT major. He said our curriculum
is exactly what AgVantis needs, and they are
very pleased with our graduates. Then it
turns out when I reached out to Wendy Le
to check on her, that she’s interning there
this summer and really liking it! Thanks for
all you do.”
We did not get around to doing this. It is
something we will put on our list for next
year.
We changed the name to Advanced
Programming Topics. We also changed the
description to better reflect the emerging
technologies taught in this class.
This is an ongoing concern that is out of the
department’s control. Again our student
survey indicated disappointment with not
being able to offer courses more often. One
comment was:
Yes
Moved to
next year.
√
Ongoing
concern
28
Summary of Assessment Changes and Impact: 2012-13
demand for the classes and lack of staff,
they each taught two-three classes. John
Vogt has been asked to teach more math
classes requiring him to teach overloads
each semester. We were given permission
to add an additional IT instructor two years
ago. Due to the late start of the search and
the scarcity of qualified applicants, we were
unable to fill the position for the fall
semester, and now due to financial
constraints, the search has been suspended.
One of the comments from the student
survey stated the need for classes to be
taught more often. However, with our
limited staff, this is not possible.
Due to the applied nature of our major, all
of our classes include hands-on labs which
require our classes to be held in the lab. The
labs have adequate equipment.
Recruiting is probably our most critical issue
at this time. We must take a more active
roll in recruiting qualified students for our
program. We plan on working with the
admissions counselors making them more
aware of our program. We already work
with any students interested in IT that have
contacted admissions, but we need to work
more with the undecided student. There are
going to be some leadership changes in the
Business Division, which will help in
providing resources and encouragement for
recruitment
The change in leadership will also make it
easier to create connections with the
community colleges to develop a smooth
transition to our program. We need to find
some innovative way to reach and attract
high school students. We feel like the
applied nature of our program, the success
of our graduates and the use of Web 2.0
tools will be attractive to new students.
We will reinstate the existence of the
Business/IT club.
We have been working with a
representative from Certiport on becoming
an official testing site for MTA (Microsoft
“Make sure the classes aren't on that stupid
two year rotation anymore. Make them
happen every semester or as often as
possible so that you're not out of luck if you
come in on a odd numbered year.”
The machines used in the lab are virtual
machines. This has worked fine with our
program. All development software
necessary was available to our students on
and off campus at no cost.
We attended both on-campus recruiting
events. I have started an IT campaign but I
am my own marketing department, so I am
limited in talent and resources.
I talk to all students referred to me by the
Admissions office and participated in the
phoning of prospective students.
With new leadership in our department, I
believe this area will get more attention
than it has it the past.
We have incorporated more Web 2.0 tools
into our classes. We have also used the
collaboration tools of Google Apps. Both
have helped enhance the traditional
lecture/lab type classes.
This is now the Social Entrepreneurship
Club.
This idea was put on hold, but I still think it
is something worth exploring.
√
29
Summary of Assessment Changes and Impact: 2012-13
Technology Associate) certifications. We
would like to incorporate this into our
curriculum, starting in the fall of 2012.
Certiport is willing to pay for our training to
become certified instructors.
We have also checked into using some of
the open source content available to allow
our students to take some classes that we
don’t offer. We would have to offer it as an
independent study and one of us would still
have to coordinate the class and be able to
answer questions.
We tried this concept this academic year
and I think the results were very promising.
We had three students participate in five
different MOOCs over the fall and spring
semester. The topics were Software as a
Service, Network Security, two classes on
Programming Languages and one on
Technical Communication. All of these were
courses that we do not offer but are very
relevant to the IT field. The students had to
verify the course of study and complete a
journal verifying completion of the course.
The students were awarded a Pass/Fail
grade in an Independent Study class. This is
a practice we will continue.
Liberal Studies
Changes
The liberal studies major curriculum is dependent upon
other departments and their offerings. Beginning in Fall
2009, changes went into effect which are intended to
emphasize a truly liberal approach to studies while also
demonstrating an interdisciplinary approach which
requires the integration of knowledge and skills from
diverse academic disciplines. The University’s core
curriculum/general education requirements should be
seen as the foundation upon which the degree is based.
The advent of the new Newman Studies Program 20112012, particularly the co-taught interdisciplinary upper-tier
Core courses, promises reinforcement of these goals for
the Liberal Studies degree.
Impact
Mathematics
Changes
Students are performing at a high level in areas
related to core mathematics, use of technology
and communication. The overall ability of our
students to demonstrate clear analytical
thinking skills is improving,
In the fall of 2011, faculty in the NU Math
Department partnered with faculty in the NU
School of Education as well as USD 259, USD
261, and the Catholic Diocese of Wichita
Impact
OnGoing?
Yes
Faculty in the NU Math Department
(Barbara Sponsel and Lori Steiner) along
with faculty from the School of Education
(Joan Purkey and Connie Watson)
Yes
30
Summary of Assessment Changes and Impact: 2012-13
Schools to pursue a Math and Science
Partnership grant (awarded by the Kansas State
Department of Education; federally funded by
Title IIB MSP). In the spring of 2012, Newman
received notification that their proposal was
accepted in the amount of $110,000 (per year
for up to three years contingent upon
continued federal funding and fulfillment of
grant requirements). Beginning in the summer
of 2012, Barbara Sponsel (Math Dept., Principal
Investigator) and Lori Steiner (Math Dept,
Leadership Team), along with faculty from the
School of Education will be providing
professional development to thirty-two 3rd-6th
grade teachers in the partner districts. Content
will focus on the new Common Core State
Standards for Mathematics.
partnered with the school districts USD
259, USD 261, and the Catholic Diocese of
Wichita Schools in implementing Year 1 of
Using Mathematical Practices to
Understand Content (UMPUC). UMPUC is
funded in the amount of $110,000 as a
NCLB Title IIB grant, awarded by KSDE.
Year 1 was very successful. We had 32
(primarily intermediate grade) teacher
participants (our target number)
participate in a two-week summer
institute on the Newman University
campus in July 2012. The focus of the
summer institute was transitioning to the
new Common Core State Standards for
Mathematics. During the school year, a
contracted grant mentor visited each
teacher’s classroom three times during
the school year. Finally, to complete Year
1 the participants and facilitators came
together again on the Newman campus
on April 29, 2013 for a Share Fair.
Continued funding for Year 2 has been
approved by KSDE. Thirty of the first year
participants are on track to return for
Year 2. Two new teachers will be joining
to replace two teachers who are leaving
the schools in which they taught.
The math department is implementing changes
to the rotation of upper division math courses
in the schedule. These changes will take place
over the next several semesters and are
intended to make it possible to complete the
math major in two years for students who have
completed Calculus 2. Thus far, the change in
schedule has gone smoothly.
Encouraging student research and student
projects is a priority for the math department.
The rotation changes are now complete.
Advising students, particularly math
minors and transfers, has been simplified.
Math majors need access to current relevant
journals. Research will be done to determine
which journals are available through the library
and whether others should be obtained.
Currently, the department maintains a small
collection of journals.
Complete
Peter Neidhart is attending a Research
Experience program for Undergraduates
(REU) at California State University in San
Bernardino summer 2013.
No change
Yes
Yes
31
Summary of Assessment Changes and Impact: 2012-13
We continue to depend on daytime adjuncts to
deliver our course schedule. We are very
fortunate to have someone as qualified as
Josephine Post to be teaching for us, and we
plan to utilize her for the foreseeable future
The math department’s semi-dedicated
classroom (Eck Hall #135), with smart board
and projector (established Fall 2011), has been
successful. Eck 128, containing TI calculator
virtual software is used as the math “overflow”
room.
It is hoped that the new Science Center will
accommodate the Math Department offices as
well as a dedicated classroom.
General instructional supplies are adequate.
Our required use of Texas Instrument
calculators in most courses has allowed us to
obtain free software and other devices from
the company.
Funds for computer algebra systems software
that meet current industry standards should be
pursued.
A Math Circles program for high school
students was launched in Fall 2001, funded by a
Gerber Institute grant. Ten high school students
from area schools participated. The program
was a success, but will be suspended for the
coming year as additional funding is pursued.
Social gatherings with math majors and minors
have been held the past four academic years
and have been well received. A cookout was
held on May 5 for all members of the Math
Club
A Math Club was officially established in the
Fall of 2011. Heather Ranney served as
president, and Dr. Lori Steiner as club advisor.
No change
Yes
No change
Yes
Math faculty participated in several
meetings with architects during 2012-13.
The math dept. is still scheduled to be
part of new Science Center.
No change
Yes
Complete
No change. This situation grows more
serious as the University no longer owns
licenses for any such software.
The program is currently suspended.
Yes
Yes
A math social was held in May on campus.
Most math majors attended.
Yes
Katie Traffas served as president during
the 2012-13 academic year. Dr. Steiner
continues to serve as club advisor.
Yes
Music
Changes
Never ending recruitment efforts of enthusiastic
student with vocal and instrumental music
potential and interest. Deanne Zogleman
continues to recruit through guest teaching,
choreography in area high schools. High schools
perform in NU Christmas concerts and attend
NU musical/theatrical performances. Carole
Pracht hosts music festivals for elementary,
Impact
Music students have displayed much enthusiasm and
help recruit other collegiate students. They enjoy
their music work and are proud of their team
accomplishments. Students are learning more music
at a quicker rate and learning polished, professional
performance practices resulting in high artistic
performance levels.
32
Summary of Assessment Changes and Impact: 2012-13
middle, and high school music students on NU
campus as well as KS music teacher events and
auditions. David Baxter also recruits high school
instrumental students for spirit band and
string/orchestra ensembles.
There is a constant search for challenging and
engaging music literature and programming—
varied, educational yet entertaining.
Performance, literature, staging and
choreography challenges have resulted in choral
rehearsal techniques that challenge students.
Students are expected to work in a musically
professional manner—and do!
All NU music faculty members continue to
perform, adjudicate, and offer professional
services both on NU campus and in the
community. They work to publicize NU, its
music programs and recruit students. Yearly
LITERARY FESTIVAL MUSIC PRESENTATION by D
Baxter/C Pracht.
Theatrical designs, performance, staging, and
technical direction for all music productions
have added significantly to the performance
success achieved by vocal music groups and the
enjoyment of the audience. This kind of
theatrical, professional presentation is a
significant recruiting tool, increases audience
attencance creating a positive view of NU and
contributes to community musical culture.
NU Troubadours have performed at NY
Carnegie Hall 3 times and are now invited to
perform in Washington DC in May 2013.
Newman University Faculty Ensemble will
continue to build repertoire. Faculty also
supports other music performances and NU
events and seeks performance opportunities.
The music minor will continue to be promoted
for both vocal and instrumental students for
ultimate music knowledge, artistry and
achievement.
Music continues to budget carefully for
maintenance of campus pianos and instruments
needed for performance.
At present, vocal music ensembles barely have
adequate concert attire. Program growth and
Individual and group student performances have
been significant learning opportunities and popularly
successful & well attended.
Students are developing the capability to learn
quickly and retain memorized music. They EXPECT
themselves to perform in a professional manner.
The NU music program and faculty is more visible and
publicized therefore offering students more
opportunities. Not only do faculty and students
recruit but more prospective students are inquiring
about NU music programs and scholarship
opportunities.
Students’ performances are greatly enhanced by
technical direction and design. Performing students
are required to work 4 hours of stagecraft work for
the spring show as well as 4 hours of set strike—as
part of their class requirements (in addition to all
rehearsals and performance prep and memorization).
Musical productions were more rewarding for
students and greatly appreciated by audiences—once
again increasing attendance and recognition now and
in future performances.
Wonderful student opportunity creating more
student involvement, recruiting and recognition for
Newman U.
More support for the NU community. Talented
students also have the opportunity to perform with
members of the faculty ensemble.
Music minor study creates higher achievement, grows
the music program, and is a investment for a lifetime
of music growth and achievement.
Well maintained, accessible instruments fuel student
music success.
Professional appearance of performing groups
creates a favorable NU image.
33
Summary of Assessment Changes and Impact: 2012-13
“wear out” will require budget investment.
Robe cleaning budget $ is needed.
A significant number of music students are also
theater students. A wonderful partnership but
also a challenge for students to participate in
both. This partnership is a significant recruiting
tool.
Music has and will continue to work with the
Director of Theater and Technical Director to
create the best partnerships to enhance both
music and theater programs.
Significant student opportunity and recruiting
opportunity with this cooperation.
Significant student opportunity!
Nursing BSN
This year the new BSNT curriculum was approved by KSBN in March with implementation to begin in Fall
13. Most new students were placed in the new curriculum when appropriate to facilitate the NSP
change. Two Nursing Courses NSG 3033 and NSG 4053 were approved through Core to meet the Core
NSP courses in the areas of Human Stories and the Universe We Live In respectively.
The need to streamline our clinical laboratories (on campus) and introduce/integrate simulation into the
curriculum has begun. We purchased through grant $ a SimJR and completed training. We implemented
its use with clinical preparation for the pediatric rotation and also completed the development of 1
simulation scenario (Code Blue) which we will begin to pilot.
Goal 1: Synthesizes knowledge from the liberal arts, sciences, and nursing to meet health needs of
clients, families, and groups as they adapt to their environment.
Goal 3: Apply the Nursing Process in professional Nursing Practice.
Goal 4: Apply the communication process in professional nursing practice
We will continue to look at implementing more advanced simulation into the curriculum..
We will look at the feasibility of placing bedside computers in the skills lab with the adoption of an
electronic documentation systems as well as a mid level mannequin.
Goal 2: Assume the professional nursing role in various settings
The Exam Soft testing system was phased in this academic year. Although the workload up front and in
the fall was huge the transition has been very successful. All faculty prefer the new system to the old.
Goal 5: Apply Research Findings and Scholarly Works to Nursing Practice
All students in NSG 4062 nursing research were required to participate in a scholarly presentation of a
poster or paper in 2012-13.
Goal 6: Integrate Ethical principles and values in professional nursing practice
We have had one faculty member involved in a mission trip this year.
Philosophy
Changes
Impact
With regard to curriculum, the largest gap is
that of Medieval philosophy within the
upper-division offerings. Bo Bonner will be
offering a course in Medieval during
Summer of 2012, and if this is successful, we
may find a way to include it within the
yearly History of Philosophy rotation.
With respect to program requirements, a
UPDATE: at least one declared major took
the 2012 course, and we will watch for
impacts in the student’s portfolio.
OnGoing?
UPDATE:
dependin
g on
availabilit
y, Bonner
will offer
this again
UPDATE: no action as yet on this item
34
Summary of Assessment Changes and Impact: 2012-13
number of changes would strengthen the
assessment process. -An entry assessment
would help to establish a baseline against
which student progress could then be better
established. The form of this assessment has
yet to be determined, but some
combination of a writing sample and an oral
interview probably would provide the most
data.
-In addition to the written self-assessment
for the Philosophy major, an oral exam/exit
interview with Philosophy faculty would be
beneficial in a number of respects. It would
enable students to further amplify and
clarify their written remarks, and it would
provide a more determinate way of
assessing the student’s “spoken”
communication.
-In the listing of philosophical subdisciplines in the Assessment Plan,
Aesthetics should receive its own category,
and Philosophy of Science should be
grouped under Philosophy of Nature.
Staffing is an enormously complex issue,
given both the major requirements and the
integral role that Philosophy will play in the
new NSP (Newman Studies Program). One
obvious avenue to explore will be to
develop upper-division courses that satisfy
the needs of the NSP as well as the
requirements of the major, since one NSP
course may count toward major
requirements. Solving the problem of
staffing will also solve the problem of area
coverage, since another hire in Medieval will
plug the curricular and staffing hole. Of
course, such a hire is several years off, but is
unavoidable if one considers the growth the
university hopes to sustain over the next
decade, to say nothing of the hopes for a
seminary.
Ideally, all philosophy courses would be
taught in “Smart” classrooms. And the
Humanities Division on the campus of
Newman University would acquire a
stronger identity with a designated seminar
room.
UPDATE: no action as yet on this item. We
do have one major who has transferred to
the University of Ottawa, and I intend to
solicit her views regarding the major.
UPDATE: no action as yet on this item
UPDATE: the main work of the 2012-2013
academic year has been for Philosophy
faculty to develop new NSP courses, which
also can satisfy Philosophy Major
requirements. Accordingly, the following
four courses are now in rotation for the
2013-2014 academic year:
-Screening the Anthropocene (Findling)
-The Transformation of Society (Fox,
Merrifield)
-Zombies (Dietrich, Fox)
-African-American identity in the
Reconstruction Era (Fox Pancake)
UPDATE: the Registrar has been more
diligent about scheduling Philosophy
courses in Smart-equipped classrooms. At
the division level, Cheryl Golden has
successfully lobbied for a dedicated upperdivision seminar room in Sacred Heart Hall.
UPDATE:
with the
announce
d
retiremen
t of
Merrifield
, we will
have to
develop
one more
NSP
course
UPDATE:
we will
renovate
and
furnish
the room
during the
35
Summary of Assessment Changes and Impact: 2012-13
coming
year
Recruitment and retention activities this
year were down from previous years, since
one faculty member was on sabbatical, the
other was leading the Gerber Institute, and
both have shared responsibility for toddler
children. Nonetheless, the Department was
not entirely inactive. In Spring, the
Department hosted Dr. Ed Emmer of
Emporia State University, whose
presentation on the topic of kitsch drew a
respectable number of student, faculty, and
staff attendees from on campus, as well as
from the WSU Department of Philosophy. In
the future, better collaboration with the
scheduling and publicity entities on campus
would be desirable, since these sorts of
events enhance campus life in many ways.
Going forward, we will resume our contacts
with the “Socrates Café” Philosophy club at
Butler CC. We also will push our majors to
submit papers so as to create a Philosophy
panel for Scholar’s Day. Beyond that, our
departmental budgets and staff support are
adequate.
UPDATE: Fox took a combined total of seven
students in Philosophy and Art on a visit to
the Nelson-Atkins Gallery in Kansas City. A
photograph from this trip was featured on
the back cover of the Alumni Challenge
Magazine.
We have planned for students in Philosophy
and Theology to meet separately with
Gerber speaker Ian Kerr, but his illness led
to the cancellation of his visit to campus.
Otherwise, between Findling’s continued
directorship of the Gerber Institute and
Fox’s half-time family leave in Spring 2013,
little further action taken on these items.
Radiologic Technology
Changes
Impact
Our lower retention actually has a positive
effect on improvement of the graduates
finding work. We will continue to provide
students with information about any jobs
that come our way, and attend the annual
career fair.
Attrition rates: We continue to adjust our
application process (requiring resumes and
looking into the Noel-Levitz testing) in an
attempt to improve the accepted applicant
pool.
Continue to add new volumes to the library
holdings.
We continue to have excellent job placement
rates and high employer satisfaction. We will
continue current practices.
OnGoing?
For various reasons, the testing was not an
effective intervention. We will continue to
improve our application process and look for
ways to increase the applicant pool.
Respiratory Care
Changes
Impact
Although the entering class for Fall 2012 is
full, future recruitment and enrollment of
Upon the March 15th deadline, the program
received 12 applications for the Fall 2013
OnGoing?
See
recruitin
36
Summary of Assessment Changes and Impact: 2012-13
quality students remains a concern.
Potential competition from an area
community college is also a concern.
class. At this time, 15 students are enrolled
for Fall 2013. Recruitment and enrollment of
quality students remains a concern.
We will continue to assess the use of
E*Value™ for electronic tracking of clinical
performance objectives and evaluations.
E*Value™ has proven to be user-friendly for
students and clinical instructors. It has
eliminated the need for paper copies and
provides electronic storage of student
records (which must be maintained for 5
years).
An adjunct laboratory instructor has been
hired to cover release time for the Program
Director. This was included in the 2012-13
budget.
Release time was used for administrative
duties required of the Program Director.
The program will continue to inventory and
replenish equipment and supplies with
student laboratory course fees. An
intubation manikin may be purchased 201213.
Continue to Partner with the Office of
Admissions – The program will continue to
work with Admissions to increase efforts to
market the program; increase public
awareness of respiratory therapy as an allied
health profession; and ultimately, increase
the number of applicants to the program.
Suggested strategies include: partnering
with Kansas HOSA (the national student
organization of future health care
professionals) and exhibiting at their state
leadership conference; establishing a
relationship with high school career
counselors in the state of Kansas; and
marketing within local medical centers.
Promote the Profession – The program will
continue to present career information to
high school students in the NU Native
American Scholars Program, NU Hispanic
Scholars Program, NU Investigative Summer
Science Program, St. Gianna Catholic Health
Academy, Wichita West High School and
Rose Hill High School. A number of students
Course fees are appropriate for laboratory
equipment and supplies. The intubation
manikin will be purchased prior to fall (2013)
semester.
g and
retention
activities
below.
The
program
will
continue
to use
E*Value
™
The
adjunct
laborator
y
instructo
r will
return
Fall 2013.
Continue
to assess.
Communication with NU Admissions has
been sporadic. Recruitment and enrollment
of quality students remains a concern.
See
recruitin
g and
retention
activities
below.
Two students currently enrolled in the
program were participants in the NU
Hispanic Scholars Program.
Continue
to
present
career
informati
on to
high
school
37
Summary of Assessment Changes and Impact: 2012-13
from the NU Hispanic Scholars Program and
St. Gianna Catholic Health Academy have
enrolled at NU and graduated from the
Respiratory Care Program.
Student Scholarships – The program will
continue to work with the clinical affiliates
to fund student scholarships. Via Christi
Hospitals and Wesley Medical Center offer
substantial scholarships requiring students
to work at the granting institution for a
specified time after graduation. These
scholarships help decrease the cost of
attending Newman University.
Ten 2012 graduates are employed by Via
Christi Hospitals. Four 2012 graduates are
employed by Wesley Medical Center. One
2012 graduate is employed by South Central
Kansas Regional Medical Center. One 2012
graduate did not seek employment in
respiratory care.
students
visiting
NU and
assess
impact.
Continue
to work
with the
clinical
affiliates
to fund
scholarsh
ips and
continue
to assess.
Sociology
Changes
Impact
Goal 1. I want to continue emphasis on the
concepts. In addition to the graded concept
assignments and the audio recordings, I
plan: (1) to provide a model of a concept
write-up and (2) double the concept
assignments in the first third of the course,
with the goal of establishing the
importance of concepts sooner. This will be
implemented in the next regular offering of
Sociological Theory in the Fall 2012
semester.
Goal 4. To strengthen understanding of the
relationship of research and theory, I plan
to provide a reading assignment of a study
that exemplifies the relationship and
provide an accompanying written
explanation. This will be implemented in
the next regular offering of Sociological
Theory in the Fall 2012 semester.
Goal 6. To facilitate timely completion of
the Research and Writing paper, I plan: (1)
to maintain the strategy of breaking
preparation into smaller components, (2)
to encourage students to complete the
components on schedule, (3) to provide
class time research in the library, and (4) to
provide a list of potential topics.
Goal 6. To promote better understanding
of style issues, I plan to require submission
The progress with concepts was steady. Some
students failed to follow my model. Students
listen to the audios sporadically.
OnGoing?
yes
A reading assignment was identified and
shared with students in the Theory class and
facilitated their responses to the research and
theory relationship question.
Even with the components, the Spring 13
group tended to be late in completion. They
stayed on tasked when we worked in the
library computer lab.
The demonstration of style issues (via the
projector) during class time provided an
yes
yes
yes
38
Summary of Assessment Changes and Impact: 2012-13
of assignments on line and to use (with
permission of students) examples of both
success and of issues in the classroom, via
projection of portions of the papers.
The feedback from students, in working
with them on the papers for Sociological
Theory and the Research and Writing
Seminar, is that the library has a shortage
of books. This appears to be especially true
for primary sources related to Sociological
Theory. They sometimes go to other
libraries to supplement the resources of
our library. However, for the literature
review research for the Research and
Writing Seminar, they express appreciation
of the availability of the online resources-and, especially the SocINDEX data base.
Librarian Joe Forte has been especially
generous in permitting us to schedule a
session in the library during which he leads
us through the search process and then
permits us to work together in the library
computer lab on our own.
Drs. Fort and Heck have been programming
some day time criminal justice courses that
are beneficial for traditional students (and
especially student athletes with evening
games) who now must take sociology and
criminal justice courses in the evening.
Beginning in 2012-13, the day offerings will
be expanded by two additional courses,
while maintaining the evening offerings.
These additional day offerings provide all
of the criminal justice core courses, except
Perspectives on Substance Use/Abuse, as
day offerings, while still maintaining
evening offerings. This has been
accomplished to date without any
apparent effect on average class size. The
outcomes are mostly positive, but one
negative outcome is that beginning with
the 2012-13 year, we will have to turn to
part-time instructors of the Principles of
Sociology sections formerly taught by Dr.
Fort. Finding appropriate part-time
instructors for sociology tends to be
problematic, and, given the demands of
writing expectations as a part of the NSP,
appropriate way to demonstrate actual issues.
The librarian, Joe Forte, continues to be
helpful in training for the search process and
in making the library computer lab available
for class use--especially for the Research and
Writing Seminar.
The expansion of CRJ courses to day offerings
has progressed successfully. Now, except for
the Drug Perspectives course, all the CRJ core
courses are available during the day in the
two-year rotation--this is especially helpful for
student athletes.
39
Summary of Assessment Changes and Impact: 2012-13
the task of finding appropriate part-time
instructors may be even more challenging.
A second full-time sociology instructor
would help with this development.
In general the classroom meets the needs
of the sociology courses. A comfortable
"seminar" room would provide an
appropriate environment for the Research
and Writing Seminar course.
During the 2011-12, year, our division has
continued to focus attention on getting
faculty members from appropriate
disciplines to meet with visitors on
Admissions organized visitation events.
Our division faculty have identified
summer registration days when they can
participate throughout the summer.
I meet with all visiting students whom the
admissions staff requests me to visit.
I work diligently at the advising process to
help students create appropriate schedules
to promote timely graduation and to help
students explore job opportunities.
During Fall 2012, I partnered with Greg
Smith to join our courses, along with two T
and T sessions led by Jill Fort and Jane
Weilert, for a social science learning
community. I will continue learning
community activity in the Fall 2012
semester with one of my Principles of
Sociology class joined with Jill Fort’s T and
T section for an open learning community.
Both the Sociological Theory and the Research
and Writing Seminal courses have been
adjusted to larger rooms by reorganizing table.
The faculty of the division tend to be
responsive to meeting with students.
Working on registration days is on ongoing
commitment of the division faculty.
This is an ongoing commitment for me.
This is an ongoing commitment for me.
The Fall 2012 learning community for
sociology was completed.
Sonography
Changes
Impact
An additional 6 month post graduation
assessment with goals and benchmarks will
be added to provide a more comprehensive
look at the program.
The surveys that were received indicate that
our vascular and echo courses can still use
some improvement. The other common
issue was the lack of adequate lab
equipment.
I was able to procure “new” lab equipment
which has had a huge impact on our
program. The issues with the adjunct faculty
still remain.
Again, I was able to improve the issue with
lab equipment which has made a huge
difference. I have also been able to add 2
Although not brought out in these
assessment goals, other data suggests a
change to provide improved lab equipment
and didactic structure from adjunct faculty.
Continue the search for diverse clinical
affiliates. Though not demonstrated in the
above assessment, our laboratory
OnGoing?
See
below
See
below
See
below
40
Summary of Assessment Changes and Impact: 2012-13
equipment fall very short of adequate. The
current equipment is unable to be used after
the second semester and we are required to
find alternate resources. The lack of
equipment makes teaching very difficult and
the students are unable to utilize the lab for
practice. This was a common complaint from
all the students in their exit assessment.
Assess the selection process.
I am currently looking into a better way to
screen potential students for their success in
the program. I would like to find a specific
test that can help show if a student can
understand the concept of spatial
relationships. This concept is the main
building block of ultrasound. The most
recent student who failed was unable to
grasp this concept, I might point out that she
was a 4.0 student as well. Grades and
personality are only two pieces to the
puzzle.
new clinical sites as well as implement new
“specialty rotations”.`
Student assessment of the program.
Currently I have in place an exit
questionnaire for the students to complete. I
don’t really do much with the information at
this point except to look it over and try to
make changes as possible. I would like to
transition this questionnaire into allowing
the students to “grade” the program. This
would allow me to use the information to
assess the program better.
I have already addressed the need for course
revision in both the echo and vascular
courses. I have already purchased materials
needed for the echo course and I am having
my vascular instructor review some desk
copies of a new text for those courses.
Our credentialing body is currently changing
the format and content of the various board
exams. In order to remain current on what is
required I will need to attend a review
session and/or national meeting each year. I
have never been to a national meeting and
the requirements have changed since my
last review course. The review courses cost
approximately $2000.00 to attend (with
41
Summary of Assessment Changes and Impact: 2012-13
course fees, hotel, and transportation). The
national meeting is closer to $2500.00. I will
also need to update our current selection of
review materials so the students can be
prepared to take the board exams.
Our program is currently not accredited. One
requirement for accreditation is that I have
my Bachelor’s degree. I have an AS from
WSU and a certificate of completion from
NU. I am missing some gen eds. I will be
writing a letter of appeal this year to see if I
can complete the remaining gen eds through
a community college online. My schedule
does not allow for traditional classes. I
cannot begin the process of accreditation
until this is complete.
Theatre
Changes
Impact
Promoted Theatre Library in classes and to
students.
Increased number of total users
OnGoing?
X
42