CS 3.3.1.1 (Institutional Effectiveness: Educational Programs) The institution has not articulated expected student learning outcomes, provided information about assessment as it relates to these outcomes, or provided evidence of improvement based on analyses of assessment activities. The institution included MAPP test results for multiple years, yet offered no analyses. It also offered the reports from external auditors for a few departments; and while there were references in these audits to the existence of outcomes and measurement, neither the assessment of those outcomes nor the actions taken as a result of those assessments was included. Surveys of student perception/satisfaction, lists of assessment milestones, and course syllabi that listed intended student learning outcomes were also offered, but none of these categories of information met the intent of this standard. Document that educational programs identify program-level student learning outcomes, demonstrate the extent to which students achieve those outcomes, and provide evidence of improvement based on the analysis of the results. If sampling is used, include a representative sample that reflects the array of educational programs offered. RESPONSE: Austin Peay State University s assessment of its general education student learning outcomes and processes for quality improvement for its academic majors and programs has followed the (TBR) Tennessee Board of Regents General Assessment of its Universities General Education curriculum and its annual Academic Audit process, which is directed at the academic major and program level. The General Assessment Report of the General Education curriculum contains assessment results for mathematics, writing and oral communication and critical
thinking. These results address the courses and tests used for assessment, the sampling method, the people who evaluated students work and their methods, records of results, summary understandings of results, and strategies for improvement. See (Appendix 2-TBR General Assessment and Reporting Cycle Calendar), (Appendix 3- APSU 2010 Report on Assessments in General Education) and (Appendix 3A-APSU 2009 Report on Assessments in General Education). The Academic Audit is a robust formative assessment unlike a program review summative evaluation that involves each academic major and program undergoing systematic review by peer faculty reviewers within the Tennessee Board of Regents System. The process culminates with a Provost s meeting with dean, chair and/or program director to review the audit findings, reflect upon the comments and to recommend strategies to be implemented for improvement at the academic major and program level. (Appendix 2A-TBR Educational Quality Improvement: A Handbook for the Academic Audit 2010-2011). Despite this established and systematic process for review of the University s onground and online academic majors and programs, the University recognizes that assessment and evaluation of its academic programs and disciplines while substantive and in keeping with the University s governing Tennessee Board of Regents needs a more narrowly tailored assessment model focusing on student learning outcomes within the University s on-ground and online academic programming. Therefore, the University has recently adopted new student learning outcomes and a centralized action plan for creating a more narrowly-tailored culture of
assessment of student learning outcomes occurring within its on-ground and online majors and programs. A faculty-led committee consisting of an academic dean, the faculty senate president, a political science professor, a mathematics professor, an education professor, an English professor, an art professor, business professor and a student worked diligently to survey the University community to determine those student learning outcomes that Austin Peay State University graduates should possess upon graduation. This work has culminated with the following new student learning outcomes that Austin Peay State University has not only adopted in January 2011 but has immediately started to assess in spring 2011: (BRAVO) Basics, Reasoning, Awareness, Values and Outcomes. The BRAVO student learning outcomes at Austin Peay State University are designed to assess student learning outcomes and progression across the University s on-ground and online majors and programs. It is designed to ensure that graduates are moving fluidly from foundational concepts within their academic majors to being able to reason critically with and synthesize discipline-specific material. Further, the University wishes to see students become an actively engaged citizen within their local communities by helping students to become not only social- and civic-minded but to also possess those values that would empower them to act in keeping with such awareness. Thus the outcome of a student s undergraduate education at Austin Peay State University would be one to be applauded by both internal (i.e. faculty) and external constituencies (i.e. employers) because students would have demonstrated in measurable terms these attributes prior to graduation. In sum, the newly adopted
BRAVO framework allows the University to coalesce and enhance current assessment activities. The faculty-led adoption process began in June 2010, and it has received approval for adoption by all academic approving bodies, including academic departments, Deans Council, Faculty Senate and Academic Council. Subsequent to these approvals, the University devised and developed the following action plan to ensure that it is in SACS compliance with current and future student learning outcomes assessment: Austin Peay State University: Student Learning Outcomes Assessment for Academic Majors and Programs Revise and Revamp Austin Peay State University s student learning outcomes through a faculty-led effort. This action was completed January 2011. BRAVO Student Learning Outcomes Assessment website was developed for posting and disseminating information about the BRAVO student learning outcomes initiative. This action was completed January 2011. See http://www.apsu.edu/bravo. Develop an administrative leadership team that will provide central leadership for coordinating on-ground and online student learning outcomes assessment within the University. (Assistant Vice President for Academic Affairs, Academic Dean, Research Analyst, Institutional Research and Effectiveness and Coordinator, Academic Affairs.) This action was completed January 2011. The administrative leadership team will review Best Practices for establishing campuswide assessment models. This will involve attending a conference titled, Creating a
Campus Culture of Assessment (Academic Impressions San Antonio, TX, March 24-25). This action was completed March 2011. On-ground and online academic majors and programs began assessment of newly adopted BRAVO student learning outcomes. This action was completed April 2011. (see Representative Evidence of BRAVO Student Learning Outcomes Assessment; Appendix 4-BRAVO Assessment College of Education, Appendix 5-BRAVO Assessment Health and Human Performance, Appendix 6-BRAVO Assessment Nursing, Appendix 7-BRAVO Assessment Political Science, Appendix 8-BRAVO Assessment Psychology and Appendix 9 BRAVO Assessment Agriculture, Appendix 10-BRAVO Assessment Allied Health Sciences Appendix 11-BRAVO Assessment Biology, Appendix 12-BRAVO Assessment Radiologic Technology, Appendix 13-BRAVO Assessment Chemistry, Appendix 14-BRAVO Assessment Math, Appendix 15-BRAVO Assessment Physics, Appendix 16-BRAVO Assessment Computer Science and Information Systems, Appendix 17-BRAVO Assessment History, Appendix 18 BRAVO Assessment Philosophy, Appendix 19 BRAVO Assessment African American Studies) College Deans will appoint college-level assessment Coordinators to work with administrative leadership team for assessment. Coordinators will be required to train on recently purchased assessment software and to work with assessment administrators to discuss data retreat logistics. To be completed April 2011. Data Retreat dates will be set aside for faculty during Pre-School Workshops and Post- School Workshops and will be disseminated to faculty members. These workshops will be led by college level coordinators and assessment administrators, and will be designed for closing the loop on assessment to ensure that departments are interpreting and
analyzing assessment results for making improvement to both on-ground and online courses. To be completed May 2011. A highly publicized introduction of the University s newly adopted student learning outcomes utilizing the website, student newspaper, mass emails and print posters will initiated. To be completed May 2011. The Provost/Academic Affairs Office is in the process of purchasing assessment software to assist the administrative leadership team and assessment coordinators in their assessment work. To be completed July 2011. A University-wide assessment calendar will be developed and disseminated to the University community. To be completed August 2011. The University will possess a fully completed cycle of assessment results based upon its newly-adopted BRAVO student learning outcomes, which will include interpretation of results, analysis of results and documentation as to how the results will be used for improving on-ground and online academic majors and programs, which is the culminating goal of this revitalized effort. To be completed December 2011.