College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS
|
|
- Leslie Doyle
- 8 years ago
- Views:
Transcription
1 College of Nursing EVALUATION PLAN FOR UNDERGRADUATE BSN, MASTERS IN NURSING SCIENCE AND DOCTORAL PROGRAMS Elements CIPP Model (Stufflebeam s Educational Decision Model, 1983) CONTEXT INPUT PROCESS PRODUCT Mission and goals Resources Implementation Learner Outcomes Setting Support systems Course Evaluation Satisfaction Internal and External Forces Learners Teaching-Learning Transaction Discipline-Specific Aggregate Data (BSN only) Philosophy Program Plan Assessing Student Learning Community Curriculum organization Support Courses and Liberal Education Foundation Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The purpose of this phase is to define the context where change is needed, identify unmet needs, identify problems underlying those needs, and identify opportunities for change. Needs, problems, and opportunities are evaluated on an ongoing basis. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Input Evaluation This element addresses the intended means and primarily focuses on the resources available to meet the intended ends. Input elements include evaluation of resources, support systems, learners, program plan, curriculum organization, and support courses related to the curriculum. Process Evaluation Involves an evaluation of the delivery. It monitors actual means to assess progress and to intervene if the evidence suggests that there is a lack of congruence between intended and actual means. Process evaluation includes the elements of implementation, course evaluation, teaching/learning transaction, and assessing student learning. Product Evaluation provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals. This determines the program effectiveness in attaining the program objectives. Elements that are evaluated are learner outcomes, satisfaction (which includes students, alumni, and employers), and discipline-specific aggregate data.
2 College of Nursing Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community -Annual review to determine whether activities are on target and to identify problems. -Extensive collegiate review every five years. -Annual review to determine whether activities are on target and to identify problems. -Extensive review every five years. -Academic program goals updated yearly. Mission, Goals, and Philosophy Congruence of College of Nursing and University of Iowa goals and strategic plans Setting in which learning will occur supports the mission, and, goals and strategic plans. -Mission statements -Philosophy -Strategic plan with indicators -Academic program goals -Mission statements -Strategic plan with indicators -Academic program goals -Clinic settings Mission, goals, & philosophy for the school reflect the collective wisdom of administration and faculty about the obligation and capacity of the college to meet advanced knowledge needs of society for health. -Futuristic trends of the discipline are reflected. Academic and clinical settings -Structure of the organization to determine its fit to mission, goals, and philosophy. -Roles and responsibilities attached to each position in the structure. -Role clarification -lines of authority and lines of collaboration. Collect data via survey or focus group. -Dean -Associate Dean for Academic Affairs -Directors -Academic Council -Dean -Associate Dean for Academic Affairs Council -Directors of BSN & RN-BSN, MSN, and PhD Programs -CCNE -IBN -CCNE -Updated Program and Reports with goals sent to State Board of Nursing 2
3 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years One year after graduation Product of curriculum (graduates) currently in demand Review of health care setting and employment opportunities using surveys and focus groups Employment of graduates Self-report of graduates Self-report of employers Survey of graduates Literature review Comprehensive review of health care settings -Dean -Associate Dean for Academic Affairs -CCNE -IBN -Board of Regents -Provost s Office 3
4 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every ten years with interim reports as needed State Board report every six years and interim reports as needed Internal and External Forces - Forces which influence or govern the curriculum - Accreditation standards -Media coverage -Peer group rankings -Alumni feedback -Feedback from IBN and AACN Schools bylaws Congruence of schools bylaws with the constitution and bylaws of the larger institution and the structures included to facilitate faculty governance in relation to academic authority Standing committees address major issues related to faculty affairs, student affairs, curriculum, budget, and major thrusts of the mission Extent to which stakeholders are included in the committee structures delineated in the bylaws student representation, voting privileges Minutes of standing committees reflect membership agenda items, salient discussions, decisions made and actions taken. Representation intended (who is supposed to come, vs actual participation) -Extent to which the curriculum provides content related to professional nursing organization guidelines/standards -Ratings in US News and World Report -Comparison to essentials of Baccalaureate Education of Professional Nursing Practice by AACN -Number of media reports -Other peer group rankings -Dean -Associate Dean for Academic Affairs -Directors of BSN & RN- BSN, MSN, and PhD Programs -Academic Council -Marketing Director? - CCNE -Board of Regents - Iowa State Board of Nursing Education commissions and governmental regulations, accrediting bodies. State board. National accreditation -Forum to evaluate the congruence with bylaws Specialty accreditation from relevant organization and regulating bodies 4
5 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the College of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years Philosophy - Mission and philosophy congruent internally (College of Nursing) and externally (The University of Iowa) Mission statements (CON and UI) Philosophy (CON and UI) Strategic Plan? Congruence between UI and CON Mission and Philosophy Strategic Plan? Appropriate Organizational Structure Evaluation of documents to establish congruence -Dean -Associate Dean for Academic Affairs -Academic Council -Directors -CCNE -Provost s Office and Board of Regents 5
6 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Context Evaluation Elements of context evaluation are designed to assess the operational context of the school of nursing. The intended ends of the organization are evaluated. The structure of the organization is reviewed to determine whether it is appropriate to the mission and goals, environment, internal and external forces, philosophy, and community. Elements of context evaluation Mission and goals Setting Internal and External Forces Philosophy Community Every five years Continuing Community Engagement of alumni and donors in University advancement -Help meet the graduate nursing education needs for State of Iowa: -Hospitals -Agencies -Community and Technical Colleges -Attract BSN nurses interested in pursuing graduate education -Help meet the need of Iowa constituents for ARNPS -Develop recognition as a leader in providing graduate educated nurses for rural settings - Develop recognition as a leader in providing research training and knowledge for nurses and student report Alumni and donor report -Employer surveys -Graduate surveys -Legislative initiatives -Graduates employed in HPSA or MUSA locales in US -Peers from CIC Universities -Externally funded centers, major projects, certificate programs or publications involving faculty from different departments -Programs that provide service to the international, national, state and local constituencies -Research that provides knowledge to the international, national, state and local constituencies -New scholarships, donations -Availability of Programs -Legislative/ State directives -Number of applicants -Employer need/demand -Inclusion of Iowa emphasis and rural practice issues -Number of graduates working in areas designated as HPSA or MUSA -Number of externally funded centers, externally funded research grants, major projects, certificate programs or publications involving faculty from different departments -Number of programs that provide service to the international, national, state and local constituencies -Number of new scholarships, donations -Data from faculty reported at administration review -State Funding -Employer satisfaction -Graduate satisfaction New funding initiatives from Governments/ employers/ agencies designed to support their own needs -Dean -Associate Dean for Academic Affairs -Director of External Relations -Director of Student Services -Marketing Director? -Dean -Graduate -Course Directors? -Program Directors -Individuals involved with student recruitment and publicity -Marketing -Academic Affairs Fiscal report on external funding -Provost s Office -Board of Regents -State & Federal Government -Public -Citizens of Iowa Marketing Issues: The Public outside of Iowa already thinks rural when they think of Iowa. They also associate good, country and/or pastoral It is our strength and we need to build on it to compete with other schools. Marketing efforts should make the following links University of Iowa CON: -meeting the nursing needs of rural America or - meeting the educational needs for rural nursing or - serving the citizens in the heartland 6
7 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Every Semester Every semester Resources Resources used efficiently and effectively Library with adequate holdings -Demographic profile of faculty and faculty expertise Extent of nursingrelated library holdings profile with number and type of adjunct faculty, clinical preceptors, and clinical sites -faculty/staff elected to American Academy of Nursing -faculty receiving regional, national, international awards -faculty elected or appointed to major professional and service organizations -faculty/staff participation in mandatory annual performance assessments -faculty available with specific expertise -Mix of faculty needed to meet the mission and goals. The nature of programs delivered by the school and the faculty mix expectations of the parent institution and accrediting bodies -Analyze the faculty profile against the goals -Goals related to scholarship and service credentials are one criterion of assessment. -The source of the credentials -Representation of a wide variety of educational institutions in the faculty profile differences education and experience relevant to their areas of assignment -Mix of full-time and part time faculty to help meet broad goals of teaching scholarship and service. -Characteristics of Library holdings -Salary structure -Profile of clinical preceptors, Preceptor affiliations -number of faculty/staff elected to American Academy of Nursing -number of faculty receiving regional, national, international awards -number of faculty elected or appointed to major professional and service organizations -number of faculty/staff participation in mandatory annual performance assessments -number of faculty available with specific expertise -Amount and variety of Library holdings - Dean -Associate Dean for Academic Affairs -Associate Dean for Academic Affairs -Data Base Management - CCNE Self-Study NOT EVERY SEMESTER -Provost Office yearly -Board of Regents yearly - CCNE (NOT EVERY SEMESTER) -IBN 7
8 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Every semester Physical Space adequate for teaching Internal fiscal resources to meet teaching needs External fiscal resources to support the College mission Clinical facilities to support the College mission Classrooms, offices, research, lounge, meeting space. Overall CON budget Amount of external funding received by faculty and staff Profile of clinical units -Classroom characteristics available to faculty -Funds and their allocation -Funds from NIH, private foundations -Clinical facilities data to include: -Clinical facilities -Clinical site, Availability -Profile of clinical units -Population -Number and variety of classrooms -Amount of money received -Travel and related expenses support- Budget for curriculum development, maintenance, evaluation, and revision expenses- Office supply budget for faculty and students -Amount of money received -Fiscal resources percentage related to curriculum and instruction, teachingrelated grant amounts -Number and variety of clinical sites -Associate Dean for Academic Affairs -Dean -Director of Operations and Finance -Dean -Director of Operations and Finance -Associate Dean for Research -Director of Academic Outreach -Associate Dean for Academic Affairs -Directors of BSN & RN- BSN, MSN, and PhD Programs Haven t inserted the Board of Visitors anywhere. Might need to insert this group also. - CCNE What about staff? -Provost -Board of Regents 8
9 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Support systems Support staff to support the College mission -Demographic profile of faculty and faculty expertise Diversity (gender and ethnic) statistics and trends (faculty, students, staff) Support systems needed -continuity -innovation Diversity program: Diversity director or officer Support staff evaluation Administrative evaluation Staff evaluation Evaluation plan for technology -Dean -Associate Dean for Academic Affairs -Director of Student Services -OICT Director -Undergraduate Assembly -CCNE -Graduate Assembly Organization Student services to support the College mission Information and Instructional Technology to support the College mission support to support the College mission Student services data Student services data Student services data Quality of faculty and staff -Diversity program -Remediation programs -Tutors -Enrollment support, -Services to support second degree, part-time, commuter students, distance education -Retention activities -Recruitment activities -Advanced placement options and programs -Specialized laboratory or simulation equipment -Teaching related supplies, software, and instructional design -Updated technological infrastructures for educational and support programs -Staff available with expertise to help with hardware and software -Release time for course development -Time and FTE for secretarial, clerical, and student services support per student and FTE faculty -# of diversity programs -# of remediation programs -# of tutors -# of enrollment support, -# of services to support second degree, part-time, commuter students, distance education -# of retention activities -# of recruitment activities -# of advanced placement options and programs -# of specialized laboratory or simulation equipment -# of teaching related supplies, software, and instructional design -# of updated technological infrastructures for educational and support programs -# of staff available with expertise to help with hardware and software -amount of release time for course development -amount of time and FTE for secretarial, clerical, and student services support per student and FTE faculty Student services data to include Student services : -Enrollment support, advising, scheduling, parking, library support, tutors -Associate Dean for Academic Affairs -Area chairs -Director of Student Services -Directors of BSN & RN-BSN, MSM, and PhD Programs -OICT Director -Technology Committee (faculty, staff, student representatives) -Academic Council -Dean, -Associate Dean for Academic Affairs -Area chairs -Undergrad Assembly -CCNE Self-Study -Graduate Assembly Organization -Undergrad Assembly -Academic Council -CCNE -Graduate Assembly Organization -Undergrad Assembly - CCNE -Graduate Assembly Organization 9
10 Evaluation Plan for Undergraduate BSN, Masters in Nursing Science and Doctoral Programs INPUT EVALUATION Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Each cohort of learners Learners High quality learners are admitted, progress through the program in a timely fashion, and graduate successfully - Admission profile - Demographic data - Commitments beyond school - Plans of study Demographic data: BSN and RN/BSN, MSN, and PhD -Number of students in the program -% Part-time and fulltime enrollments -Graduation rates -Acceptance rates -Racial and cultural characteristics -Gender Admission profile: ACT/SAT/GRE -High school rank -GPA -Motivation of students essay -TOFFEL minimum -Prior completion of programs started (second degree) -Prior learning (courses and programs) by students -Prior grades -Supporting courses -Previous nursing education -Licensure -Practice history Admission Data -Associate Dean for Academic Affairs -Directors of BSN & RN-BSN, MSN, and PhD Programs -Director of Student Services -Program Associates -Academic Council -CCNE -Undergraduate Assembly -Graduate Assembly Organization 10
11 GRADUATE CURRICULUM EVALUATION PLAN SPECIFIC TO THE DOCTORAL PROGRAM Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Every two years for curricular evaluation. Resources Diverse intellectual perspectives are valued; represented by the faculty Students,, Alumni Respect for academic freedom is apparent. represent diverse intellectual perspectives DPE, item #2 DPE, item #1 Director, PhD Program Area Program Associates maintain administrative database. Presented to faculty, administration, & students. conceptualize & implement research that attract & engage students Students,, Alumni, Applicants are regionally, nationally, and internationally known for their research and scholarly work. are recognized leaders in nursing. encourage graduate students to participate in their research. work with students on student research encourage students to present or co-present papers at research conferences DPE, Facullty item #4 University Indicator: National Ranking Number of in AAN (Annual Review) Number of faculty elected or appointed to major professional and service organizations- (Annual Review) Number of Manuscripts, presentations developed by faculty and students. Administrative data base Graduate student data base Student report. During Annual Review. report in Administrative review documents and their vitas. Number of and student presentations Administrative data base Graduate student data base include in annual Administrative Review materials and for Administrative Data Base Area Chairs, Office of Research and students and students Area Chairs, Office of Research Area Chairs, Office of Research University Indicator: Report to Office of the Provost Area Chairs, Office of Research Director of PhD Program 11
12 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Twice A Year Survey using Doctoral Program Evaluation Questionnai re every 2 years. conceptualize & implement research that attract & engage students create environment in which mentoring, socialization of students, & a community of scholars is evident assist students to understand the value of programs of research and scholarship that continue over time and build upon previous work. Students,, Alumni, Applicants Students,, Alumni, Applicants Student report Alumni report are funded or are seeking funding and have appointments on research review committees and/or editorial review boards. promote the welfare and professional development of students. host social events for students doctoral student relationships are positive devote a significant proportion of time to dissertation advisement; generally each faculty member serve as major advisor/chair for no more than 3-5 students during the dissertation phase. members are accessible to doctoral students are enthusiastic as teachers and stimulate students to learn Master teachers capable of preparing graduates for faculty roles discuss issues related to the substance of nursing science with students. Number of externally funded awards per capita. Number of on research review committees and editorial review boards Administrative Review Research Office Items on Section I for on the Doctoral Program Evaluation Questionnaire DPE- faculty items 10,11,12 GPSA item 22 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program. Items on Section I for on the Doctoral Program Evaluation DPE faculty item12 Student report at annual review. Opportunities are available to report to faculty advisors, AGNS, and Director of PhD Program. receive collegiate teaching awards Student evaluations Research Office Director of PhD Program Dean Dean Dean identify, generate, and use resources within the University and broader community Students, faculty, alumni, administration discuss issues related to research methodologies with students. foster interaction between the College of Nursing PhD Program and other related disciplines or programs on the campus Items on Section I for on the Doctoral Program Evaluation Questionnaire.- DPE faculty item 18 # of comprehensive exam and dissertation co-chairs and committee members from other disciplines (not including statisticians). # of multidisciplinary grants, manuscripts, and presentations reported by students and faculty. Area Chairs provide data for administrative review on number of grants, manuscripts /presentations that are multidisciplinary. University Indicator: Report to Office of the Provost Data stored on Administrative Database 12
13 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program TIME-LINE STANDARDS DATA SOURCES INDICATORS MEASURES PERSONS RESPONSIBLE REPORT GOES TO Research Ongoing identify, generate, and use resources within the University and broader community Research is an explicit component of the mission of The University of Iowa and the College of Nursing The University and the College of Nursing value, support, and reward faculty and student research and scholarship Students, faculty, alumni, administration, students, alumni. University and College mission statements & strategic plans., students, alumni workload assignments participate in multidisciplinary scientific pursuits collaborate in clinical research or administrative endeavors with members of the nursing community outside the College research findings are disseminated to the practice community and the public at local, state, national, and international levels. Most faculty are members of several professional organizations and organizations that are interdisciplinary hold leadership positions in professional nursing organizations Endowed professorships in College of Nursing are well-trained and experienced researchers influence nursing science & students participate in the discussion at the nursing research colloquia publish in refereed journals (an average of two per year) participate in NIH study sections & other grant review activities Number of students enrolled in courses from other disciplines Administrative review Items on Section on in Doctoral Program Evaluation Questionnaire DPE faculty 20 Student, administration, and faculty report Number of reports at local, state, national, and international levels Items on Section I for on the Doctoral Program Evaluation Questionnaire Number of Professional Organizations reflected on faculty vita Number of leadership positions held by AACN survey Administrative data base Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 2 Amount in dollars of faculty funding and number of published articles. Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE RESEARCH 4 Number of people attending as shown on the sign-in sheet at colloquia Number of articles published with faculty as authors Number of faculty participating in NIH Study Sections Area Chairs Office of Assoc. Dean for Research. Associate Dean for Research Area Chairs University Indicator: Report to Office of the Provost Data stored administrative database. provide data for administrative review. Data stored administrative Database. submit data with administrative review materials Data stored administrative data base University Indicator: Report to Office of Provost 13
14 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Continuation page Annually Programs of research that are developed over time and build upon previous exist and are congruent with research priorities within nursing and its constituent communities, students, alumni Funding record A variety of mechanisms (e.g. peer review, mentoring, consultation) exist that foster high quality research Number of externally funded grants involving interdisciplinary/ interdepartmental/cross-collegiate PIs Funded Centers of Excellence exist related to faculty programs of research Sufficient research exists to support the curricular goals obtain and maintain research funding over extended periods of time. Items on Section II for Research on the Doctoral Program Evaluation Questionnaire DPE research 7 Number and variety of research topics for faculty Number of funded grant proposals per capita at University and NINR ranking DPE RESEARCH 8 DPE research9, Area Chairs, Assoc Dean for Research University Indicator: Report to Office of Provost 14
15 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum Organization Support Courses and Liberal Education Foundation Support Systems Sufficient human, financial, & institutional resources are available to accomplish the goals of the unit for doctoral education & faculty research Students advisors Technical support exists for: Cutting edge education and research. DPE RESOURCES 1 Peer review of proposals & manuscripts in process Data management & analysis support Hardware & software availability Expertise in advanced technological support exists for data repository and knowledge building to be used for education, research, and practice. Grant proposal development & management Technical support for research design expertise Space is sufficient for: research needs -Doctoral student study, meeting & - socializing -Seminars -Small group work Student & faculty self-report Curricular evaluation questionnaire OICT data DPE resource items, 8,12,13,14,15,16 Office for Research Research Colloquia Doctoral symposia advisors Centers of research excellence Number of centers College Administration Office of OITC advisors College Administration Office of OITC State of the art technical & support services are available & accessible to faculty, students, & staff for state of the science information acquisition, communication, & management Students advisors Computer accessibility Computer consultation & support are accessible Student & faculty self-report DPE resources item 9 advisors College Administration Office of OITC advisors 15
16 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Every two years normally; ongoing informally Library & data base resources are sufficient to support the scholarly endeavors of faculty & students. Support systems exist to promote learning Library acquisitions, Students, Alumni report, Students, Alumni, Administration Nursing journals & journals from other disciplines are available to support research An Office of Research administration is in place A Record of NIH funding exists Postdoctoral programs are in place Internal research funds exist Mechanisms are in place that value, support, & reward faculty & student research & scholarship Mechanisms for financial support for fulltime study Student & faculty self-report DPE resources item 7 List of journals available Curricular Evaluation Questionnaire Annual report of research office DPE resources items 2,3 NIH funding record from office of nursing research Section IV for Resources on Doctoral Evaluation Questionnaire Informal feedback from students CON alumni assist in recruitment of faculty, students, and contribute funds for endowed chair positions University support Students Associate Dean for Research Assoc. Dean for Academic Affairs Advisors Assoc. Dean for research PhD. Director On-going On-going On-going On-going Administration Support Systems Resources needed are adequate Consultant Resources are available for research Students are matched with faculty doing the same research Strategic Planning is developed and used to monitor the doctoral program Resources are allocated in an equitable, fiscally responsible fashion and are aligned strategically Program Evaluation occurs in a regular, systematic fashion Budget report Report of faculty and students, students Students, Students, Budget report, Students, Evaluation Reports and other resources are available Funding proposals are competitive. Consultation for diverse research is available. Students choose dissertation topics related to faculty research Strategic Plan is used for benchmarking and formative evaluation Comparison of program processes and outcomes to standards of parent institution and selected peer groups Focal areas in PhD program receive equitable resources. Resources decisions are made by faculty consensus when possible. Evaluation Report is given to faculty every two years NRSA awards Research Assistantships Section IV on Resources from Doctoral Evaluation Questionnaire and student requests Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports PDE Resource item 2 Section I on from Doctoral Evaluation Questionnaire NRSA awards Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports report to Provost Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports DPE resources item21 Doctoral Evaluation Questionnaire IBN, AACN, CIC, Board of Regents, Statement of Trends reports College Dean Director of Operations and Finance Associate Dean for Research Area Chairs College Dean annually Director of Operations and Finance and Associate Dean for Academic Programs 16
17 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program On-going Annually Facilities are managed to provide support to faculty and students Exceptional Students are accepted Advisors are oriented Program Director and Program Staff are Evaluated Annually Students and faculty Student Applicant pool report Evaluation summaries Students and faculty report that they have adequate facilities for their work Students accepted to the program are moving forward successfully Students report that Advisors are knowledgeable. Students and faculty provide evaluation data for the report. Recognized caliber of: Program Students Section IV on Resources from Doctoral Evaluation Questionnaire. and student reports DPE student item 6 Section V on Doctoral Program Evaluation Questionnaire GPSA item 20 Section I on Doctoral Program Evaluation Questionnaire GPSA items II2, 15 Section I on faculty and Section IV on resources from Doctoral Program Evaluation Questionnaire Administrative Review and Associate Dean for Academic Affairs and Director of Operations and Finance To Associate Dean for Academic Affairs To Associate Dean for Academic Affairs To Associate Dean for Academic Affairs 17
18 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Annual Review STUDENTS Learners Students are exceptional Students represent diversity in gender, ethnicity, and races. Applicant records Student vitas & self-report advisors Student Applications Students are selected from a pool of highly qualified & motivated applicants who represent diverse populations. Students research goals & objectives are congruent with faculty research expertise & scholarship & institutional resources Students are successful in obtaining financial support through competitive intramural & extramural academic & research awards. Students commit a significant portion of their time to the program & complete the program in a timely fashion Students establish a pattern of productive scholarship, collaborating with researchers in nursing & other disciplines in scientific endeavors that result in the presentation & publication of scholarly work that continues after graduation. Applicant profiles PhD Student Services Office Research office report. Number of funded pre-doctoral proposals. Number of students representing diversity DPE student item 6 Student plans of study Time for completion of PhD program, Graduation rates Plan of study Plans of study report Publication records Administrative office Doctoral reviews Alumni surveys Advisors & Associate Dean for research Advisors Advisors University Indicator: Report to Office of the Provost 18
19 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Input Evaluation Addresses the intended means and primarily focuses on the resources available to meet the intended ends. INPUT EVALUATION Resources Support Systems Learners Program Plan Curriculum organization Support Courses and Liberal Education Foundation Formal evaluation every two years normally; ongoing informally Program Plan Core & related course content distribution are Consistent with Goals of the program & student s area of focus Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders Elements for Formal & informal teaching & learning prepare students to be nurse scientists & nursing leaders &/or educators, students, alumni, students, alumni, Employers of graduates, students, alumni, Employers of graduates Requirements (program of study) and their sequence for progression are clear and available to students in writing. Content: History & philosophy of science and their relation to the development of nursing knowledge #2 PROGRAM CLEAR, AVAILABLE Existing and evolving Substantive nursing knowledge Methods & processes of theory/knowledge Development in nursing and other disciplines Research methods & scholarship are appropriate to inquiry Analytical & leadership strategies for dealing with social, ethical, cultural, economic, & political issues related to nursing, health care, & research practice provides opportunities for learning translational research Progressive & guided student scholarship research experiences, including exposure to faculty s interdisciplinary research programs Immersion experiences that foster the student s development as a nursing leader and/or nurse scientist Agencies provide opportunities for the conduct of research and leadership experience Socialization opportunities for scholarly development in roles that complement students career goals Graduate student handbook Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 1 Ongoing faculty report. DPE program item 2 Ongoing student report\ DPE program item 3 DPE program item 4 Items on Section III for Program of Study from Doctoral Program Evaluation Questionnaire DPE program item 4 practice data Number and variety of experiences for research and leadership training Research residency, Research Seminars, Research Colloquia, Research Assistantships Student report at annual review Administrative data base Number and variety Residency experiences GPSA items I16, II,2 Doctoral Advisory Committee University Indicator. Report to Office of the Provost University Indicator. Report to Office of the Provost 19
20 Graduate Curriculum Evaluation Plan Specific to the Doctoral Program Product Evaluation provides the information that informs decisions about the congruence of intended ends and actual ends. The purpose is to determine the fit of product outcome and program goals. PRODUCT EVALUATION Learner Outcomes Satisfaction Discipline Specific Aggregate Data (BSN only) Ongoing Learner outcomes Graduates scholarship & leadership are recognized Alumni, employers of graduates Advancement to candidacy requires faculty s satisfactory evaluation Dissertations represent original contributions to the scholarship of the field Student records Dissertation Abstracts PhD Student Services 3-5 years postgraduation 3-5 years postgraduation Systematic evaluation of graduate outcomes is conducted at regular intervals Graduates have designed & secured funding Employers report satisfaction with leadership & scholarship Graduates scholarship & leadership are recognized through awards, honors, and/or external funding. Student plan of study Survey of graduates References: *American Association of Colleges of Nursing (2000). Task Force to Revise Quality Indicators for Doctoral Education Report. Doctoral, University of Iowa (1999). Doctoral Program Evaluation Questionnaire University of Iowa Strategic Plan Indicators (2001). Stufflebeam, D.L. (1983). The CIPP model for program evaluation. In G.F. Madaus, M.S. Scriven and D.L. Stufflebeam (Eds.) Evaluation models: Viewpoints on educational and human services evaluation (pp ). Boston: Kluwer-Nijhoff. GPSA. (1987). Graduate Program Self-Assessment. Doctoral Programs Questionnaire. Educational Testing Service. DPE.(2000. Doctoral Program Evaluation. College of Nursing, The University of Iowa. American Association of Colleges of Nursing. (November 2001). Indicators of quality in research-focused doctoral programs in nursing. Retrieved March 1, N:caffairs\eval\EvaluationPlan2001 4/9/02 20
Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP)
Johns Hopkins University (JHU) School of Nursing (SON) Master Evaluation Plan (MEP) The SON MEP focuses on congruence between SON and JHU goals, and between SON academic s and professional nursing standards;
More informationFrequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program.
BSN PROGRAM CCNE Standard I: The mission, philosophy, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and
More informationGRADUATE PROGRAM REVIEW POLICY. Texas Southern University
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
More informationProcess Documentation Located Who Has Responsibility Time/
MASTER PLAN FOR PROGRAM EVALUATION 2013-2014 Standard I: PROGRAM QUALITY: MISSION AND GOVERNANCE Mission, goals, and expected outcomes of the program are congruent with those of the parent institution,
More informationUNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING. Excellence in a Caring Environment TOTAL PLAN FOR EVALUATION
1 UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING Excellence in a Caring Environment TOTAL PLAN FOR EVALUATION The Total Plan for Evaluation has been developed by the School of Nursing to assess the quality
More informationNLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS
NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education
More informationMaster of Science in Nursing. Learning Outcomes
Master of Science in Nursing Director: Katherine Willock Program Accreditation: Commission on Collegiate Nursing Education Program Mission: The curriculum of the MSN is designed to prepare professional
More informationSELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS
SELF-STUDY FORMAT FOR REVIEW OF EXISTING DEGREE PROGRAMS Although programs engage in continual self-assessment and review of their work, periodic program reviews are designed to provide a broader view
More informationHow To Manage Nursing Education
NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education
More informationUNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES NURSE PRACTITIONER TRACKS
1 UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF NURSING GRADUATE PROGRAMS MSN PROGRAM OUTCOMES NURSE PRACTITIONER TRACKS Program Outcomes Measurement Report Date 1. Evaluate the principles, personal values,
More informationDON Program Evaluation Plan 1
DON Program Evaluation Plan 1 Western Carolina University College of Applied Sciences Department of Nursing Program Assessment Plan for Academic Year 2006-2007 Department: Programs: Name of Person Completing
More informationDraft Policy on Graduate Education
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
More informationGuidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.
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
More informationCollege of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health
College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health Accreditation Self-Study Report September, 2013 1 WEST CHESTER UNIVERSITY
More informationUniversity of Iowa College of Nursing
University of Iowa College of Nursing Strategic Plan FY 2015 2017 Mission: Preparing Nurse Leaders for Practice, Education and Research Vision: World Class Education and Research to Transform Practice
More informationWittenberg Nursing Program Evaluation Committee Meeting Minutes January 13, 2016 Participants
Wittenberg Nursing Meeting Minutes 1.13.16 ES 1 Wittenberg Nursing Meeting Minutes January 13, 2016 Participants Susan Moeller, RN; Wittenberg RN-BSN Student (by phone) Manager, Case Management, Springfield
More informationDoctor of Philosophy in Nursing (PhD)
Doctor of Philosophy in Nursing (PhD) The Research Focused Doctorate The PhD in Nursing program at UAB is designed to prepare nurse scientists for the roles of researchers, scholars and leaders capable
More informationAACSB Standards. from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010
AACSB Standards from the Eligibility Procedures and Accreditation Standards for Business Accreditation Handbook, revised January 31, 2010 Standard 1: The school publishes a mission statement or its equivalent
More informationSchool of Nursing Framework to Foster Diversity 2010-2015 (2009 Draft)
School of Nursing Framework to Foster Diversity 2010-2015 (2009 Draft) School of Nursing Framework to Foster Diversity 2010-2015 INTRODUCTION The School of Nursing The Penn State University Board of Trustees
More informationEvaluation of Undergraduate Academic Programs. Self-Study Guidelines
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
More informationFIVE YEAR STRATEGIC PLAN 2011-2016
FIVE YEAR STRATEGIC PLAN 2011-2016 (LSU SSW Five Year Strategic Plan 2011 2016 unanimously approved 11/18/11) Vision, Values, Mission, and Goals: Vision The LSU School of Social Work (SSW) aspires to be
More informationThe mission of the Graduate College is embodied in the following three components.
Action Plan for the Graduate College Feb. 2012 Western Michigan University Introduction The working premises of this plan are that graduate education at WMU is integral to the identity and mission of the
More informationDepartment of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines
02 02 10 DRAFT 1 Department of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines For all general information on Promotion and Tenure, refer to the School of Medicine s Office of Faculty
More informationCollege of Medicine Promotion and Tenure Procedure FLORIDA ATLANTIC UNIVERSITY
College of Medicine Promotion and Tenure Procedure FLORIDA ATLANTIC UNIVERSITY Approved by majority vote of College Faculty March 25, 2014 Table of Contents Introduction... 1 Governance... 1 a. Membership...
More informationSELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs
SELF STUDY TEMPLATE Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student
More informationUniversity of Florida College of Nursing Page 1 of 11 Strategic Plan July 2010 June 2013
University of Florida College of Nursing Page 1 of 11 MISSION 1: DELIVER NATIONALLY RECOGNIZED NURSING EDUCATION PROGRAMS THAT INCLUDE INTERDISCIPLINARY EXPERIENCES AND PREPARE GRADUATES WHO LEAD IN PRACTICE,
More informationCAREER SYNOPSIS. Marsha L. Lewis, PhD, RN
CAREER SYNOPSIS Marsha L. Lewis, PhD, RN Marsha Lewis, PhD, RN is the Dean of the UB School of Nursing (UB SON). Dr. Lewis was recruited to the position in February 2012 following a national search. Dr.
More informationAcademic Program Review
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...
More informationCollege Goals 2013-2014
College Goals 2013-2014 The 2013-2014 college goals, outcomes and metric are described below. Threads to be incorporated throughout the document (horizontal threads) include: Technology, Celebrations/Honors,
More informationMississippi Nursing Degree Programs Accreditation Standards Effective June 1, 2015
Mississippi Nursing Degree Programs Accreditation Standards Effective June 1, 2015 Office of Academic and Student Affairs 3825 Ridgewood Road Jackson, Mississippi 39211 662.432.6501 http://www.mississippi.edu/nursing/
More informationWest Virginia University School of Nursing Priorities and Goals for 2007-2008 Academic Year
West Virginia University School of Nursing Priorities and Goals for 2007-2008 Academic Year WVU s 2010 Plan Goal 1: Attract and Graduate High-Quality Students Goal 2: Recruit and Retain High-Quality Faculty
More informationMaster of Public Health Program Goals, and Objectives September 2006
Goals for Teaching (), Learning (Students), Research, Service, and Operations Mission: The DMU-MPH program serves humanity through advancing and disseminating core public health knowledge through teaching,
More informationDoctor of Nursing Practice (DNP)
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,
More informationSTANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS SUPPLEMENTAL RESOURCE AUGUST 2015
STANDARDS FOR ACCREDITATION OF BACCALAUREATE AND GRADUATE NURSING PROGRAMS SUPPLEMENTAL RESOURCE AUGUST 2015 NOTE ABOUT THIS RESOURCE The CCNE Standards for Accreditation of Baccalaureate and Graduate
More informationOKLAHOMA STATE UNIVERSITY STILLWATER SCHOOL OF APPLIED HEALTH AND EDUCATIONAL PSYCHOLOGY
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
More informationESSENTIAL DUTIES AND RESPONSIBILITIES. Program Duties and Responsibilities:
An Invitation to Apply: Simmons College School of Nursing and Health Sciences: Department of Nursing Director of the Doctor of Nursing Practice (DNP) Program THE SEARCH Simmons College School of Nursing
More informationTHE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews
I. The Department/Unit (or Program) II. Resources University at Buffalo Comprehensive Program Reviews The Graduate School THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews A. Mission
More informationSCHOOL OF NURSING FACULTY EVALUATION PROCEDURES AND CRITERIA FOR RETENTION, PROMOTION, TENURE, AND PERIODIC REVIEW
SCHOOL OF NURSING FACULTY EVALUATION PROCEDURES AND CRITERIA FOR RETENTION, PROMOTION, TENURE, AND PERIODIC REVIEW This document is to be used in conjunction with the UA Board of Regents policies, University
More informationUAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks
Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology
More informationCommission on Peer Review and Accreditation
Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA
More informationProgram Overview and Mission
PhD in Nursing Science Plan Graduate Program Review, 2011-2012 Program Overview and Mission The PhD program is an integral part of the CON programs. The overview section provides a good description, showing
More informationTexas Southern University
Texas Southern University College of Education Bylaws 2012 [Type text] 2 College of Education Bylaws Preamble Texas Southern University was founded in 1927 and became a state institution in 1947. Texas
More informationRutgers, The State University of New Jersey School of Nursing Legacy CON Faculty
1 Rutgers, The State University of New Jersey School of Nursing Legacy CON Faculty Appointment, Reappointment, and Promotion of Clinical Track Faculty (Policy 60.5.10) Individuals whose status is qualified
More informationSchool of Accounting Florida International University Strategic Plan 2012-2017
School of Accounting Florida International University Strategic Plan 2012-2017 As Florida International University implements its Worlds Ahead strategic plan, the School of Accounting (SOA) will pursue
More informationMississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010
Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010 Office of Academic and Student Affairs 3825 Ridgewood Road Jackson, Mississippi 39211 662.432.6501 http://www.mississippi.edu/nursing/
More informationStandards for Accreditation of. Baccalaureate and. Nursing Programs
Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009 Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009
More information2. Educational Policy and Accreditation Standards
2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by
More informationSchool of Nursing Program
School of Nursing Program 18 Admisssion and Progression The Duke University School of Nursing Program MISSION The mission of the Duke University School of Nursing is to create a center of excellence for
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
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
More informationPart III. Self-Study Report Template
Part 3 Ministry Of Education And Higher Education Directorate General of Higher Education Part III Self-Study Report Template LABE SELF-STUDY QUESTIONNAIRE http://www.labe.org.lb General Instructions Introduction
More informationAACSB INTERNATIONAL SELF-EVALUATION REPORT GUIDELINES
AACSB INTERNATIONAL SELF-EVALUATION REPORT GUIDELINES AACSB International accreditation processes are founded on two key principles, self-assessment and peer review. The self-assessment process is documented
More informationCollege of Nursing and Health Sciences Strategic Goals and Objectives 2013-
Objective 1.1: Actively pursue VSU s Complete College Georgia Plan (CCG). See www.valdosta.edu/planning Strategy 1.1.1: Develop partnerships with K-12. 1 (USG Strategic Imperative 1a) Strategy 1.1.2: Improve
More informationSchool of Nursing Program
School of Nursing Program 18 School of Nursing Program The Duke University School of Nursing Program Mission The mission of the Duke University School of Nursing is to create a center of excellence for
More informationIn Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012
1 In Pursuit of Excellence and Equity Gevirtz Graduate School of Education Strategic Plan 2007 2012 The Gevirtz Graduate School of Education is one of five colleges at the University of California, Santa
More informationAppendix A. Educational Policy and Accreditation Standards
Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice
More informationABHE Commission on Accreditation Manual
2012 ABHE Commission on Accreditation Manual 2012, Ed.1 EXCERPT All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information
More informationLaney Graduate School Curricular Revision Guidelines. Updated September 2012
Laney Graduate School Curricular Revision Guidelines Updated September 2012 Contents 1. Courses... 3 1.1. Credit Hour Determination... 3 1.2. Revisions to Existing Courses... 3 1.3. New Course Proposals...
More informationNursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse
NEPAB Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse January 2013 Approved by the College and Association
More informationSt. John s University College of Pharmacy and Health Sciences Annual Objectives 2013-2014 REVISED July 24, 2012
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
More informationStandards for Accreditation of Master s Programs in Library and Information Studies. Introduction
Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction
More informationWittenberg Nursing Curriculum Committee Meeting Minutes January 13, 2016 Participants
Wittenberg Nursing Curriculum Meeting Minutes 1.14.16 ES 1 Wittenberg Nursing Curriculum Meeting Minutes January 13, 2016 Participants Susan Moeller, RN; Wittenberg RN-BSN Student (by phone) Manager, Case
More informationEducational Policy and Accreditation Standards
Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July
More informationBylaws of the Nursing Program Approved December 15, 2008 Updated September 4, 2009
Bylaws of the Nursing Program Approved December 15, 2008 Updated September 4, 2009 I. Unit Definition (size disciples, majors, etc) The Nursing program comprises the faculty appointed in the area of Nursing.
More informationSt. John s University. College of Pharmacy and Allied Health Professions. Annual Objectives. 2010-2011 Revised 7/22/10
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
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
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
More informationPolicy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005
Policy Abstract for the Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Significant institutional resources are devoted to academic program
More informationStandard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.
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
More informationA Transparent Approach to Higher Education Accountability
A Transparent Approach to Higher Education Accountability Developed and Implemented by The University of Texas System Our Commitment to Accountability One of the highest priorities of the Chancellor and
More informationReport on 10 indicators and strategic plan for 2007-08 by Dean WVU School of Nursing:
Report on 10 indicators and strategic plan for 2007-08 by Dean WVU School of Nursing: College/School: NURSING 1a. Fall Headcount Enrollment: based enrollment approved by HEPC; this reflects enrollment/registration
More informationHow To Improve The School Of Nursing
Florida Agricultural and Mechanical University School of Nursing Strategic Plan 2010-2020 2020 Vision With Courage Approved by the FAMU School of Nursing Faculty September 19, 2010 Florida A&M University
More informationAn Invitation to Apply: UNIVERSITY of CALIFORNIA IRVINE DIRECTOR, PROGRAM IN NURSING SCIENCE
An Invitation to Apply: UNIVERSITY of CALIFORNIA IRVINE DIRECTOR, PROGRAM IN NURSING SCIENCE THE SEARCH The University of California, Irvine (UCI) invites applications and nominations for the position
More informationUNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING FACULTY BYLAWS (Approved 4/30/2009; Amended 8/31/2009; 9/27/2010; 4/29/2013; 8/26/2013)
1 UNIVERSITY OF WEST GEORGIA SCHOOL OF NURSING FACULTY BYLAWS (Approved 4/30/2009; Amended 8/31/2009; 9/27/2010; 4/29/2013; 8/26/2013) PREFACE. These Bylaws establish the role and function of the School
More informationNursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Re-Entry to Practice as a Registered Nurse
NEPAB Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Re-Entry to Practice as a Registered Nurse September 2014 Ratified by the College and Association
More informationSELF-STUDY GUIDELINES. Part I: Program History, Mission, and Administrative Structure
SELF-STUDY GUIDELINES Part I: Program History, Mission, and Administrative Structure I.1 Program History Briefly describe the historical development of the program and associated components. I.2 Mission
More informationAccreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs
Accreditation Standards and Rules and Regulations for Mississippi Nursing Degree Programs Revised July 1, 1992 Revised July 1, 1993 Amended April 1995 Amended June 1998 Amended July 1999 Revised November
More informationFaculty Appointments, Promotions and Titles at The Geisel School of Medicine at Dartmouth
Faculty Appointments, Promotions and Titles at The Geisel School of Medicine at Dartmouth The information contained in this document is accurate as of the date of publication. However, Dartmouth College
More informationPhD Program Outcomes*
Outcomes* 1. Incorporate the philosophical foundations of nursing knowledge into research. 2. Complete original research that contributes to nursing knowledge and translation into practice. 3. Synthesize
More informationLearning Outcomes Data for the Senate Committee on Instructional Program Priorities
Learning Outcomes Data for the Senate Committee on Instructional Program Priorities Program: Baccalaureate of Science in Nursing Registered Nurse to Baccalaureate of Science in Nursing (RN to BSN) Program
More informationUniversity Assessment Committee Evaluation Report - Assessment of Academic Programs For AY 2013 2014
University Assessment Committee Evaluation Report - Assessment of Academic Programs For AY 2013 2014 Part I Academic Programs Table Rubric: Review the assessment plans and reports submitted by the academic
More informationPurdue University Department of Computer Science West Lafayette, IN Strategic Plan 2010-2015
Purdue University Department of Computer Science West Lafayette, IN Strategic Plan 2010-2015 Final Version 5.0: May 3, 2010 Computer science is a discipline that involves the understanding and design of
More informationIdaho State University Strategic Plan. Mapping Our Future: Leading in Opportunity and Innovation. 2012-2015 Executive Summary
Idaho State University Strategic Plan Mapping Our Future: Leading in Opportunity and Innovation 2012-2015 Executive Summary 1 Idaho State University 2011-2015 Strategic Plan Vision Idaho State University
More informationVision 2020 Strategic Plan
UNIVERSITY OF HOUSTON COLLEGE OF PHARMACY Vision 2020 Strategic Plan A VISION OF THE FUTURE Caring for Texans through health and discovery The college will be a leader in education, research, service and
More informationSTANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE
1 STANDARD I PROGRAM QUALITY: MISSION AND GOVERNANCE The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent institution, reflect professional nursing
More informationSCHOOL OF BUSINESS STATE UNIVERSITY OF NEW YORK AT NEW PALTZ
SCHOOL OF BUSINESS STATE UNIVERSITY OF NEW YORK AT NEW PALTZ Five-Year Strategic Plan Revised June 1, 2008 by Chih-Yang Tsai, Associate Dean This strategic plan for the School of Business is the result
More informationRE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies
EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.
More informationGUIDELINES FOR THE PREPARATION OF THE SELF-STUDY REPORT UTILIZING THE 2013 ACEN STANDARDS AND CRITERIA
GUIDELINES FOR THE PREPARATION OF THE SELF-STUDY REPORT UTILIZING THE 2013 ACEN STANDARDS AND CRITERIA PURPOSE This guide provides the program with a review of the Standards and Criteria offering explanations
More informationPermanent Status Program Review MS in Health Services Administration
Note Oct. 28, 2006: Based on the file properties, this undated self-study was finalized by Professor Purnell sometime in Dec. 2005 and sent to the department chair prior to Jan. 8, 2006. (Chuck Mason,
More informationAccreditation Standards Graduate & Post-Graduate Marriage and Family Therapy Training Programs
American Association for Marriage and Family Therapy Commission on Accreditation for Marriage and Family Therapy Education Accreditation Standards Graduate & Post-Graduate Marriage and Family Therapy Training
More informationKennesaw State University WellStar College of health and Human Services WellStar School of Nursing. Bylaws
:1- Kennesaw State University WellStar College of health and Human Services WellStar School of Nursing Bylaws PREAMBLE This organization shall be known as the WellStar School of Nursing (WSON) Faculty
More informationCOLLEGE OF NURSING ASSESSMENT PLAN DATA COLLECTION AND REVIEW PROCESS FOR 2013-2014
COLLEGE OF NURSING ASSESSMENT PLAN DATA COLLECTION AND REVIEW PROCESS FOR 2013-2014 COLLEGE/UNIT MISSION STATEMENT The College of Nursing is a consortium program with Bowling Green State University. Both
More informationThe University of Tennessee Diversity Plan College/Dept. Nursing. Goal One: Create and sustain a welcoming, supportive and inclusive campus climate.
The University of Tennessee Diversity Plan College/Dept. Nursing Goal One: Create and sustain a welcoming, supportive and inclusive campus climate. Objectives Strategy/Tactics Date Provide a supportive
More information2014-2015; September 2014. University of Pennsylvania School of Nursing DOCTORAL STUDENT HANDBOOK 2014-2015
University of Pennsylvania School of Nursing DOCTORAL STUDENT HANDBOOK 2014-2015 1 Contents 1. ABOUT THE STUDENT HANDBOOK... 6 2. MISSION AND PHILOSOPHY OF THE SCHOOL OF NURSING... 6 3. MISSION OF THE
More informationINSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION
INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION Degree granting institutions in New York State may designate the New York State Board of Regents and the Commissioner of Education as their nationally
More informationS TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION
S TANDARDS for Accreditation and R EQUIREMENTS of Affiliation THIRTEENTH EDITION Middle States Commission on Higher Education StandardS for accreditation and requirements of affiliation thirteenth edition
More informationWestern Carolina University School of Nursing Strategic Plan 2014-2020 Strategic Direction #1 Fulfill the Educational Needs of State and Region
Western Carolina University School of Nursing Strategic Plan 2014-2020 Strategic Direction #1 Fulfill the Educational Needs of State and Region Goal 1.1: Prepare nurses at the undergraduate and graduate
More information0. PROGRAM DESCRIPTION
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
More informationThe University of Toledo College of Medicine and Life Sciences Faculty Tracks for Academic Rank and Criteria for Promotion
The University of Toledo College of Medicine and Life Sciences Faculty Tracks for Academic Rank and Criteria for Promotion Faculty Tracks for Academic Rank. There are six tracks for full-time and part-time
More informationMASTER PLAN FOR EVALUATION 2014-2019 BSN, MSN, and DNP PROGRAMS
UNIVERSITY OF TOLEDO MASTER PLAN FOR EVALUATION 2014-2019 BSN, MSN, and DNP PROGRAMS COLLEGE OF NURSING CCNE STANDARD I: The mission, goals, and expected program outcomes are congruent with those of the
More informationCollege of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11
Introduction: The Clinical Faculty College of Education Clinical Faculty Appointment and Promotion Criteria Provost Approved 11/11/11 In accordance with University guidelines most professional programs
More informationGUIDELINES FOR CONDUCTING EVALUATIONS OF ACADEMIC PROGRAMS
GUIDELINES FOR CONDUCTING EVALUATIONS OF ACADEMIC PROGRAMS OFFICE OF THE PROVOST UNIVERSITY OF PITTSBURGH PITTSBURGH, PENNSYLVANIA 15260 JULY, 2002 Guidelines for Conducting Evaluations of Academic Programs
More information