2005 Assessment

Guiding Questions

List the student learning outcomes (goals) for your unit. Include the specific website address where the learning outcomes can be accessed. An example of a student learning outcome is: “A student who graduates from the School of Computer Information Systems should be able to possess the following:

Practical knowledge of various productivity software packages
Practical knowledge of various programming languages
Knowledge of information systems development methods and techniques
Knowledge of data communications and local area networks
Teamwork problem-solving skills

Please see the following supporting documentation specific to our unit:

Learning Objectives: See Appendix A

Demonstrate how your unit’s specific student learning outcomes (goals) are linked to the mission of UAM. Please use your enumerated list from Question 1 to complete the section to the right.

UAM MISSION STATEMENT		Unit Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24	The mission the University of Arkansas at Monticello shares with all universities is the commitment to search for truth, understanding through scholastic endeavor. The University seeks to enhance and share knowledge, to preserve and promote the intellectual content of society, and to educate people for critical thought. The University provides learning experiences that enable students to synthesize knowledge, communicate effectively, use knowledge and technology with intelligence and responsibility, and act creatively within their own and other cultures. The University strives for excellence in all its endeavors. Educational opportunities encompass the liberal arts, basic and applied sciences, selected professions, and vocational/ technical preparation. These opportunities are founded in a strong program of general education and are fulfilled through contemporary disciplinary curricula, certification programs, and vocational/technical education or workforce training. The University assures opportunities in higher education for both traditional and non-traditional students and strives to provide an environment that fosters individual achievement and personal development.	Objective 5 Objective 1 – 5 Objective 1 - 5

Provide specific evidence of the ways that your unit communicates student learning outcomes to prospective and current students (Examples: website, catalog, syllabi, brochures).

See supporting documentation in Appendix C:

School website – Statement of Philosophy and Principles
2005 – 2007 UAM Catalog – page 117
Display board for recruitment of prospective and current students

See supporting documentation in Appendix D:

PowerPoint presentations for recruitment of prospective and current students

See supporting documentation in Appendix E:

School recruiting brochure

See supporting documentation in Appendix F:

Syllabi

Microcomputer Applications

Business Data Communications

Senior Project

Plan of action:

Report employment and graduate school data for graduates on School website. Dr. Jim Roiger will research the legalities of what information can be listed.

Provide specific evidence of how your unit assesses whether students have achieved your unit’s student learning outcomes. (Examples: pre/post tests, post tests, capstone courses, surveys, graduation rates, etc.) Address historical patterns or trends.

See supporting documentation in Appendix G:

Summary of the General Education Elements of the CIS Major – utilizes Senior Project our capstone course

Plan of action:

The subjective ranking will be changed to reflect the ranking in the Student Exit Survey, on a scale of one (1) to five (5), with one being high and five being low on future surveys

See supporting documentation in Appendix A:

The five Learning Objective Summaries for CIS

See supporting documentation in Appendix H:

Student Surveys

Exit Survey

Student Comments

Spring 2005

Analysis of Data

Spring 2005

Student Comments

Fall 2005

Analysis of Data

Fall 2005

2003-2005 Comparison Study

Provide evidence of the measures of student performance that your unit collects and analyzes regularly (Examples: retention rates/pass rate for classes, teacher made tests, research papers, recitals, field experiences, etc.). Give specific examples of how analyses of student performance have been used to improve unit decisions.

The School of CIS analyzes student performances in courses, which leads to further:

Modification of present course offerings

Informal discussions between faculty regarding course modifications and on-going improvement of various concepts presently taught

Analysis of student performance led to tightening of course prerequisites

See supporting documentation in Appendix I:

Recommendation for new course offerings, includes C&S proposals and syllabus

See supporting documentation in Appendix J:

Discussions and proposals in formal faculty meetings

Provide specific evidence of how your unit utilizes information, other than student performance, to determine necessary unit decisions. Describe how your unit analyzes and selects a course of action. Attach documentation that supports your determination. (Examples: senior surveys, alumni surveys, professional meetings, minutes from faculty or committee meetings, etc.)

See supporting documentation in Appendix H:

Student Exit Surveys

See supporting documentation in Appendix K:

Alumni Surveys

Survey Form

Analysis

Survey Comments

Statistical Analysis

See supporting documentation in Appendix J:

Faculty meetings to discuss course modifications

Based on your answers to Questions 5 and 6 regarding student learning outcomes, prioritize your unit’s future course of action. Include plans for what will be done, by whom, to what extent, and how often.

The School of CIS plans the following future courses of action regarding analyses of information obtained from Questions 5 and 6:

A comprehensive employer list to be used in future Employer Surveys. This will be done by the faculty in the unit, and the survey will be done every three years.

Revision of the Employer survey to take out specific references to UAM students. This will be done by Ms. Angela Marsh and Dr. Jim Roiger.

After further analyses of the student and alumni surveys, the unit will offer a seminar course in Advanced Web Design. This will be done by Dr. Jim Roiger. How often the course will be taught is to be determined.

Specifically describe how your unit is making student learning accessible, including, if applicable, alternative modes of instruction (CIV, WebCT, weekend, Early College High School, etc.). Address historical patterns and trends.

The School of CIS has incorporated the following to enhance learning accessibility by our students:

Microsoft� Academic Alliance Information

PC Maintenance course, lab, and server

CIS server

WebCT

See supporting documentation in Appendix L for course offerings:

Class offerings at College of Technology campuses

Non-traditional class times:

Night Classes

Morning classes before 8:00 am

Monday-Wednesday 2:00 – 3:30

Plan of action:

Keep better statistics on these courses offerings and develop a trend analysis for the above courses

Specifically describe how your unit involves students directly in the assessment process.

The School of CIS uses end-of-term student evaluations, senior exit surveys, and alumni surveys to directly involve our students in the assessment process.

See supporting documentation in Appendix H:

Student Exit Surveys

See supporting documentation in Appendix K:

Alumni Surveys