2 Marquette University Medium Sized Private Catholic University 11,500 students 3549 Graduate and Professional Students 39 Master s Programs 16 Ph.D. Programs 4 Professional Doctoral Programs 31 Certificate Programs Marquette is classified as a doctoral research institution with high research
3 Two Components of Evaluation Assessment The purpose of assessment is to improve student learning Program Review The purpose of program review is the improvement of graduate programs Assessment and Program Review go Hand-in-Hand Both can be linked to improve program quality
4 The Political Climate of Assessment Disciplinary Accrediting Bodies Regional Accrediting Bodies The U.S. News and World Report Rankings The National Research Council The Reauthorization of the Higher Education Act
5 Disciplinary Accrediting Bodies Association to Advance Collegiate Schools of Business Accrediting Council on Education in Journalism and Mass Communication, Commission on Dental Accreditation of the American Dental Association Accreditation Board for Engineering and Technology American Bar Association and Association of American Law Schools Commission on Collegiate Nursing Education National Council for Accreditation of Teacher Instruction American Psychological Association American Speech-Language-Hearing Association National Accrediting Agency for Clinical Laboratory Sciences Accreditation Review Commission on Education for the Physician Assistant American Physical Therapy Association American Society of Exercise Physiology National Athletic Training Association Board of Credentialing
7 U.S. News and World Report Graduate Program Rankings Weightings (in most programs 100% based on Peer Assessment) When data are considered the ratio is 60% from data and 40% from peer assessment Peer assessment: 40% 25% from school officers 15% from employers Placement success: 20 to 35% Student selectivity: 10 to 25% Faculty resources: 0 to 25% Research activity: 0 to 30%
8 NRC Study Process Collection of the Program List Collection of names of faculty, names of candidacy students, institutional data, faculty data, and student data Administration of the Rating Questionnaire Methodology Guide Tookit from CGS
10 Assessment Definition: the systematic collection of information about student learning in order to inform decisions about how to improve learning It is a type of action research used to inform local action. It does not necessarily require standardized tests or objective measures. One can assess critical thinking, scientific reasoning, or other qualities by making informed professional judgments
11 Where did Assessment Come from? Universities have always engaged in informal assessment 1990 in Scholarship Reconsidered, encouraged quality teaching. In 1992 the federal government required accrediting agencies to include student learning outcomes as part of accreditation. In 1993 The Wingspread Group on Higher Education called for putting student learning first. In 2005 in the publication of The Responsive Ph.D. emphasized as one of its four principles, conducting assessment with reasonable consequences
12 The Political Climate
13 Reauthorization of the Higher Education Act Requirement for accountability and assessment 200 new regulations/consumer website Important changes Transfer Policies must be publically disclosed by university Institutional Appeal must provide the right to legal representation when university denied Verification of Student Identity to reduce the risk of fraudulent identity in distance education Student Growth monitoring enrollment growth data Approval of Certificate Programs if 50% of courses are not a part of an existing program
15 Step One Document departmental goals for student learning Articulate the student learning outcome statements (what the student will be able to do upon completion) Gather evidence on performance Direct measures Indirect measures Use a rubric to evaluate how well goals are being met Use the information for improvement
16 Step One Example: Departmental Goals Acquire advanced knowledge and a deeper understanding of the skills and knowledge in the discipline Develop a sense of responsibility towards, as well as an understanding of the ethical dimensions of the discipline Develop the competence, knowledge, and independence for the realization of leadership potential Other goals specific to the discipline
17 Step Two Document departmental goals for student learning Articulate the student learning outcome statements (what the student will be able to do upon completion) Gather evidence on performance Direct measures Indirect measures Use a rubric to evaluate how well goals are being met Use the information for improvement
18 Step Two: Student Learning Outcomes The goals must be operationalized into learning outcome statements within the context of the discipline The statements should describe the attitudes, behaviors, skills, and ways of thinking
19 Example: Learning Outcomes At the completion of the degree in communication, the graduate will be able to: 1. Communicate effectively in both oral and written format during capstone experience. 2. Articulate the historical, theoretical and methodological foundations of the discipline of communication. 3. Apply research-based, theory-informed knowledge of the field to solve real-life problems in a variety of work or community settings. 4. Apply ethical decision making skills in a variety of communication situations. 5. Integrate knowledge from theory, methods, and ethics from the discipline of communication to a particular specialization 6. Design and execute an original thesis research project.
20 Step Three Document departmental goals for student learning Articulate the student learning outcome statements (what the student will be able to do upon completion) Gather evidence on performance Direct measures Indirect measures Use a rubric to evaluate how well goals are being met Use the information for improvement
21 Step Three: Gather Evidence Direct Measures Courses papers, projects, original work Comprehensive examinations GRE General test and subject test Certification examinations Licensure examinations Locally developed pretest and/or posttest Portfolios with evidence of learning Audio or videotapings Thesis/dissertations Peer-reviewed publications Disciplinary presentations Funded grants and fellowships Indirect Measures Benchmarking with peer institutions Career Placements Employer Surveys Advisory groups on curriculum development Student Graduation/retention rates Exit interviews Student satisfaction surveys Focus Groups Alumni surveys Alumni honors Analysis of grade distributions Peer review of courses and programs
22 Step Four Document departmental goals for student learning Articulate the student learning outcome statements (what the student will be able to do upon completion) Gather evidence on performance Direct measures Indirect measures Use a rubric to evaluate how well goals are being met Use the information for improvement
23 Step Four: Use a Rubric Provides in writing various clear and explicit criteria for evaluation of student work Changes professional judgment into numerical ratings on a scale Allows comparison among various faculty across courses
24 Example Communication Rubric Created by Lee Bash, Higher Learning Commission Presentation
25 Step Five Document departmental goals for student learning Articulate the student learning outcome statements (what the student will be able to do upon completion) Gather evidence on performance Direct measures Indirect measures Use a rubric to evaluate how well goals are being met Use the information for improvement
26 Step Five: Closing the Feedback Loop (Spiral) Assessment is only helpful if it is used to strengthen student learning How/what did the program change as a result of assessment? How did or will the changes improve student learning
27 Example: Student lack of quantitative skills in understanding graphs, charts, and numerical concepts Embedding Math Across the Curriculum
28 Graduate Core Competencies Graduate education doesn t have general education courses or a core curriculum Therefore is it possible to have GRADUATE CORE LEARNING OUTCOMES? Are there outcomes that are common across all graduate programs?
29 Possible Graduate CORE Learning Outcomes Communicate the history of the discipline Demonstrate a mastery of the theory that underlies the foundation of the discipline Demonstrate a mastery of the methodology and techniques specific to the discipline Demonstrate proficiency in oral and written communication within the field of study Demonstrate a mastery of research, scholarship, and critical evaluation within the field of study Demonstrate creative or innovative activity within the field of study Function as a professional and a steward of the discipline Demonstrate a mastery of professional ethics and/or research ethics
30 Procedural Items to be Addressed in Assessment Planning Who will be responsible for administration of the assessment plan What are the resources and structures for assessment Who are the targeted students (population vs. sample) When will the student assessments be conducted and repeated How is assessment data to be used for improvement of learning What are the recommended changes to improve the assessment mechanism
32 Purpose of Program Reviews Formative evaluation rather than summative Continuous program improvement Data driven and outcome based Evaluative and not simply descriptive Meeting need for accountability Disciplinary accrediting bodies Regional accrediting bodies
33 Methods of Program Review At Marquette: The Graduate Dean coordinates each program review All reviews must involve the college or school administration Program reviews should occur every six years Departments must complete a self study guide Faculty from other universities serve as reviewers Programs that have outside accreditation may have program reviews prior to accreditation visits or may substitute accreditation visit for the program review An approved action plan must be a required outcome of the review Annual progress toward action plan must be reported Now Looking at Annual Program Profiles
34 What to Look For in Graduate Programs
35 Quality Indicators University Environment: Course offerings should be sufficient to permit students to complete their coursework within two years. Adequate physical plant to house the program should be provided which includes classroom space, clinical space, laboratories, faculty offices, and student areas. Sufficient library resources need to exist to support the program. In doctoral programs, there should be enough financial assistance for a sufficient number of students to engage in full-time study.
36 Quality Indicators Program Faculty: The ratio of students to faculty should allow adequate guidance and interaction including having enough faculty to direct dissertations and theses without overburdening faculty. There should be a sufficient number of research active faculty who can serve as advisors for their students. Faculty should have a strong record of scholarship and research which can include external grants, patents, journal articles, monographs, books, invited scholarly activities, and other peer reviewed activities.
37 Quality Indicators Students: There should be a demonstrated and welldocumented need for graduate prepared professionals in the discipline of the program. The departments must have an active recruitment program with adequate resources to allow funds for printed materials and attendance at conferences for recruitment. There should be a critical mass of students to generate a program identity, richness of discussion, collegial activity, and ensure a sufficient number of graduates. There should be a sufficient pool of well qualified diverse students who desire the degree and meet the admissions criteria (i.e. high GPA and good test scores).
38 Quality Indicators Curriculum: There should be a carefully planned and systematic program of study with a clear degree plan, but which allows flexibility to meet individual needs. The curriculum should contain advanced courses and seminars as well as the usual foundational courses. The curriculum should include research tools courses/activities appropriate to the discipline (i.e. statistics, language, methods courses) that prepare students to generate new knowledge or to practice successfully. Programs must have an acceptable assessment plan that identifies student learning outcomes and where relevant meet the requirements of external programmatic accrediting bodies. Programs must have a rich academic environment that provides extra and co-curricular activities to acculturate students into their discipline.
39 Quality Indicators Program Outcomes: In those fields where funding is available, programs should seek external research funding that includes support for post doctoral fellows and research assistants. Students should be making reasonable progress toward graduation with time-to-degree so that they are at or near the national average for the discipline. The attrition rate within the program should not exceed the national average for the discipline. Graduates of Ph.D. progrtams the should produce impactful scholarship as evidenced by citation indexes, invited presentations, and other measures of productivity. The placement record of the department should demonstrate that students are hired into meaningful employment in business, practice, research, or in tenure track positions in colleges and universities.
40 Helpful Resources Walvoord B.E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass, Suskie, L. Assessing Student Learning. San Francisco: Jossey- Bass, Maki, P. and Borkowski, N. The Assessment of Doctoral Education. VA: Stylus Palomba, C.A., and Banta, T.W. (eds). Assessing Student Competence in Accredited Disciplines: Pioneering Approaches to Assessment in Higher Education. Sterling, VA: Stylus Banta, T.W., Lund, J.P., Black, K.E., and Oblander, F.W. Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass, Banta, T.W., and Assoicates. Building a Scholarship of Assessment. San Francisco: Jossey-Bass, Huba, M.E., and Freed, J.E. Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights, MA: Allyn & Bacon, 2000.
Assessment of Graduate Programs: Clear, Simple, and USEFUL Barbara E. Walvoord, Ph.D. Professor Emerita University of Notre Dame Notre Dame IN 46556 Walvoord@nd.edu Mobile: 574-361-3857 1 SACS Standards
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual
Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master
Reimagining the Doctoral Learning Experience WALDEN UNIVERSITY was founded in 1970 as a doctorate-granting institution for working professionals. Supported by a diverse and global faculty of leading scholar-practitioners
GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the
ASSESSMENT GLOSSARY OF TERMS It is important that faculty across general education areas agree on the meaning of terms that will be used in assessing courses and programs. Selected terms are defined below.
METROPOLITAN COLLEGE Goals and Student Assessment Outcomes Measures for Graduate Degree Programs TABLE OF CONTENTS Overview... 3 Degrees Master of Arts in Human Resource Management. 4-10 Human Resource
SCHOOL OF NURSING - GRADUATE NURSING - Dept. Code: NUR The School of Nursing offers two degrees: the Master of Science in Nursing and the Doctor of Philosophy with a major in Nursing. Admission to graduate
Assessment Planning Guide for University of Rochester Graduate Degree Programs I. Introduction II. Useful outcomes-based program assessment: Designing an assessment plan that addresses key questions and
Chapter 4. Organization and Resources Introduction This chapter provides information on the infrastructure of a physical therapist education program, necessary both to place the curriculum in context and
Review of the M.A., M.S. in Psychology 42.0101 Overview of the program. The M.A., M.S. in Psychology program is housed in the Department of Psychology within the College of Arts and Sciences. Other programs
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
ABSTRACT Assessment Practices in Undergraduate Accounting Programs Anna L. Lusher Slippery Rock University This study examined accounting program assessment plans at 102 colleges and universities in the
ASSESSMENT WORKBOOK OFFICE FOR ASSESSMENT OF STUDENT LEARNING California State University, Stanislaus Developed by: Gary Novak, Ph.D., Faculty Coordinator for the Assessment of Student Learning With Contributions
1 St. John s University College of Pharmacy and Allied Health Professions Annual Objectives 2010-2011 Revised 7/22/10 Institutional Goal I: Develop our academic and institutional culture to be studentcentered
1 Assessing Student Learning in Degree Programs Created by Texas Tech University Office of Planning and Assessment Administration Building 237 (806)742-1505 Fall 2013 2 Contents Writing and Assessing Degree
1. Introduction Unit Mission Statement: The University of Kentucky College of Nursing (CON) PhD in Nursing develops nursing scholars who are prepared to create new knowledge that fosters the health and
Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements
OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Ph.D. Program in Educational Psychology Program Description for Educational Psychology Option School Mission The mission of
Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness
The Graduate School: A Model to Enhance Quantity and Quality in PhD Production Maresi Nerad South African PhD Panel Report October 2009 South Africa s universities are confronted with two major challenges.
Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the
Doctor of Education Higher Education with Concentration in Community College Administration Program Handbook College of Education Graduate Education and Research Texas Tech University Box 41071 Lubbock,
IHE Master's of School Administration Performance Report Western Carolina University 2012-2013 Overview of Master's of School Administration Program The cohort-based Master s of School Administration (MSA)
Higher Education Review Unit Programme Review Report Master of Business Administration AMA International University-Bahrain Kingdom of Bahrain Date Reviewed: 26-27 October 2011 Table of Contents 1. The
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of
Higher Education Doctor of Philosophy Program Handbook College of Education Graduate Education and Research Texas Tech University Box 41071 Lubbock, TX 79409-1071 (806) 742-1997 Fax (806) 742-2197 www.educ.ttu.edu
Assessment METHODS What are assessment methods? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate
Graduate Studies Policies Manual Policy Number GP-03 02-Mar-2014 Responsible Office: DVC Research & Grad. Studies Page of this Policy 1 of 1 3. Overview Outlines the framework that governs students pathway
Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and
PH.D. PROGRAM IN SPECIAL EDUCATION EMPHASIS IN APPLIED BEHAVIOR ANALYSIS AND POSITIVE BEHAVIORAL SUPPORT (ABA/PBS; INCLUDING BCBA) (THIS IS A SPECIAL FEDERALLY FUNDED PROJECT) OVERVIEW AND ADMISSION REQUIREMENTS
Neuroscience Program Handbook UNIVERSITY OF WYOMING DOCTORAL GRADUATE NEUROSCIENCE PROGRAM The overarching goal of the Neuroscience Program and its faculty are to provide students with a highly competitive
Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of
Academic Program Review UCSF Graduate Council and Graduate Division May 2014 Table of Contents ACADEMIC PROGRAM REVIEW: AN OVERVIEW OF THE PROCESS... 2 ACADEMIC PROGRAM REVIEW: PREPARING THE SELF- STUDY...
Department of Economics College of Arts and Sciences Texas Tech University Strategic Plan 2012 2020 Mission The Department of Economics is dedicated to excellence in teaching, research, and service. The
May 2011 Master of Arts and Ph.D. in Prevention Science Washington State University Introduction Washington State University (WSU) proposes to begin offering a Ph.D. in Prevention Science in Fall 2011.
Review of the B.A., B.S. in Criminal Justice Sciences 43.0104 Context and overview. The B.A., B.S. in Criminal Justice Sciences program is housed in the Department of Criminal Justice Sciences within the
STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE
UCC Program Review Committee summary of review Program Department of Mechanical Engineering This program includes the following degrees and certificates: B.S. in Mechanical Engineering M.S. in Mechanical
DEPARTMENT OF HEALTH INFORMATICS PROGRAM POLICIES & PROCEDURES I. PROGRAMMATIC STATEMENT The purpose of this document is to inform the students of the policies and procedures contained in the Biomedical
1 St. John s University College of Pharmacy and Health Sciences Annual Objectives 2013-2014 REVISED July 24, 2012 Institutional Goal I: Develop our academic and institutional culture to be studentcentered
SCHOOL OF NURSING AND HEALTH STUDIES GRADUATE NURSING DEPARTMENT CODE: NUR The School of Nursing and Health Studies offers two degrees: the Master of Science in Nursing and the Doctor of Philosophy with
Graduate School Planning Ahead Overview Graduate school is a huge investment of your time and money. The key is to know what you want to get out of your education before you make the investment. To consider
Background Manship School of Mass Communication Annual Report on Mass Communication Graduate Student Learning Assessment May 30, 2011 Amy Reynolds, Associate Dean, Graduate Studies & Research The Manship
NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
Mission The principal educational purpose of the psychology department is to provide an excellent basic education for undergraduates in the theory, methodology, and core content areas of contemporary psychology.
COLLEGE OF PHARMACY Graduate Assessment Plan (Master s program) 1. Program Information: Program Pharmacy M.S. degree Department Pharmaceutical Sciences College College of Pharmacy Report Submitted by Taifo
IS GRADUATE SCHOOL FOR YOU? CAREER DEVELOPMENT & STUDENT SUCCCESS GRADUATE SCHOOL GUIDE Your interest and success with a particular discipline may lead you to personal satisfaction and the chance to broaden
California State University, Fresno (07-08) Section A-1 Contextual Information Masters Degree in Education or Advanced Specialist Certification Early Childhood Education Emphasis California State University,
Website: http://www.ecu.edu/cs-acad/grcat/programcsdi.cfm#audphd Doctoral Programs in Communication Sciences and Disorders The doctoral programs are designed for advanced scholars with interest in communication
From Learning Outcome to Assessment: Measuring for Success Jean Downs Director of Assessment Del Mar College Corpus Christi, TX Formerly Trinidad State Junior College Asako Stone Psychology Instructor/Assessment
Assessment of master programs at a doctoral university Nancy Stamp Vice Provost & Dean The Graduate School The challenge.. is about providing students with clear indications of what their paths through
Graduate Assessment Plan (Master s programs) 1. Program Information: Program Marine Resource Management Department College College of Earth, Ocean, and Atmospheric Sciences Report Submitted by Robert Duncan,
Department of Human Movement Sciences 2007 Student Center 757 683-4995 757 683-4270 Lynn L. Ridinger, Chair The Department of Human Movement Sciences offers programs leading to a Master of Science in degree
Environmental Science/ Environmental Geology M. S. Program Learning Goals Obtain advanced knowledge in geoscience and environmental science Upon graduation: have acquired advanced knowledge in earth sciences,
PH.D. IN COMPUTER SCIENCE PROGRAM ADMISSION REQUIREMENTS PROGRAM REQUIREMENTS ADMISSION REQUIREMENTS FOR THE PH.D. IN COMPUTER SCIENCE A student can be admitted into one of the following graduate degree
Ch. 354 PROFESSIONAL EDUCATORS 22 CHAPTER 354. PREPARATION OF PROFESSIONAL EDUCATORS Sec. 354.1. Definitions. 354.2. Purpose. GENERAL PROVISIONS GENERAL 354.11. Minimum requirements for approval. 354.12.
Degree Program Student Learning Report (rev. 7/14) Fall 2013 Spring 2014 The Department of Applied Technology in the School of Business & Technology Business Information Technology, B.S. Effectively assessing
Strategic Planning View Plans OSU System Home System at a Glance System News Administration School of Applied Health and Educational Psychology This is the School of Applied Health and Educational Psychology
Attachment 5 Review of the Bachelor s of Science in Information Science and Technology Academic Program and Curriculum Committee Committee: Dave Clark, Associate Professor of English (Chair) Tian Zhao,
HIED 752 Applied Inquiry in Higher Education Dr. William E. Knight Spring 2007 Office of Institutional Research 6:00 Tuesdays 708 East Wooster St. 206 Education email@example.com Phone (Office): 372-7816
A Member of the Texas State University System Center for Doctoral Studies in Educational Leadership Ed.D. Application for Admission to Online Doctoral Program Admission Considerations to Doctoral Program
0. PROGRAM DESCRIPTION DATA SUPPLIED BY PROGRAM Official U of S Program URL: Provide the URL for the graduate program, or department website that introduces the graduate degree, and provides information
244 ANDREWS UNIVERSITY God calls students to live by principles of good health as stewards of His gift of life. God calls students to develop and maintain supportive personal and professional relationships
Appendix H External Program Review Guide Program Review Overview Every department or academic program at Texas A&M University-Texarkana undergoes the academic program review process at least once every
Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized
Assessment Plan Department of Educational Leadership Nathan Weiss Graduate College Kean University Advanced Professional Education s MA in Educational Administration, Post MA in Educational Administration,
Academic Designations Criteria and Standards School of Social Work and the Human Service Department The Human Service Department April 2009 TABLE OF CONTENTS I. General Principles... 4 II. Weighting Criteria...
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
REQUEST FOR NEW PROGRAM APPROVAL Catalog Copy for New Program Doctor of Nursing Practice (DNP) The doctor of nursing practice (DNP) degree prepares nurses with a blend of clinical, organizational, economic,
Review of the B.A., B.S. in Psychology 42.0101 Overview of the program. The B.A., B.S. in Psychology program is housed in the Department of Psychology within the College of Arts and Sciences. Other programs
1 Conley, D. T. (2010). College and Career Ready: Helping all Students Succeed Beyond High School. San Francisco: Jossey Bass. (Abstract prepared for AVID Postsecondary by Harriet Howell Custer, Ph.D.)
Addendum 2014-2015 Graduate Catalog DOCTOR OF PHILOSOPHY (PH.D.) IN SPORT MANAGEMENT NOTE: All applicants to the inaugural class of August 2015 must meet the program requirements listed in the Addendum
Certificates Addictions Counseling Psychology Child and Family Counseling Psychology Providing training in professional psychology at the graduate level, the program is designed for those pursuing further
Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs
BOARD OF HIGHER EDUCATION REQUEST FOR BOARD ACTION NO.: BHE 06-15 BOARD DATE: May 31, 2006 MOVED: The Board of Higher Education hereby approves the expedited application of the University of Massachusetts
Improving Graduate Programs at the University of Miami National University of Ireland, Galway Mary M. Sapp, Ph.D. Assistant Vice President Planning & Institutional Research University of Miami Coral Gables,
A Guide to Assessment of Student Learning in Journalism and Mass Communications 2001, Accrediting Council on Education in Journalism and Mass Communications Assessment of student learning The Council seeks
Terry College of Business Strategic Plan The mission of the University of Georgia s Terry College of Business is the pursuit and dissemination of knowledge for the effective and ethical practice of business.