STUDENT LEARNING ASSESSMENT PROGRAM

Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department.  Worksheets are due to CASA this year by 
June 15, 2018.  Worksheets should be sent electronically to kjsanders@eiu.edu and should also be submitted to your college dean.  For information about assessment or help with your assessment plans, visit the Assessment webpage at http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.	

SUMMARY FORM AY 2017-2018

B.S. in Organizational Development

Degree and
Program Name:

Bruce K. Barnard, Program Coordinator

Submitted By:	

Please use size 10 font or larger.

PART ONE

What are the learning objectives?	How, where, and when are they assessed? 	What are the expectations?	What are the results?	Committee/ person responsible?  How are results shared?	
1. Graduates will be able to plan, organize, and direct organizational activities in the workplace.	Direct Measures

i) Every major taking OPD 4835 (Supervision) will submit a case study analyzing and explaining a proposed response to a supervisory situation.  OPD 4835 is a required core course for all OPD majors.

Every major taking OPD 4825 (Ethical Behavior) will submit a case study analyzing concepts of ethical conduct, responsible behavior and citizenship, and diverse ideas in the workplace. 

Indirect Measures 

i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to prepare students to plan, organize and direct workplace activities.

The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes to prepare students to plan, organize and direct workplace activities.
  	Performance expectations for the case study are based on a holistic score from a rubric integrated into OPD 4835.  The rubric lists specific, desired outcomes based on the following concepts:
-	planning principles
-	organizing principles
-	directing principles

Performance expectations for the case study are based on holistic score from the rubric integrated into OPD 4825 covering concepts including ethical thinking and standards, analyzing situations from an ethical framework, behaving ethically, and understanding diversity in the work context. 

Expectations are:

10% will exceed expectations
(> 90%)
85% will meet expectations
(<90% & >70%)
5% will not meet expectations
(< 70%)

Expectations for results from the survey of graduating OPD majors are:

30% will be highly satisfied with their learning
65% will be satisfied with their learning
5% will be moderately or very dissatisfied with their learning.

Expectations for results from the employer interviews are: 
75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.
	During the reporting period for OPD majors taking OPD 4835: 

52% exceed expectations
48% meet expectations
 0% did not meet  expectations

During the reporting period for OPD majors taking OPD 4825: 

40%  exceed expectations
60%  meet expectations
 0% did not meet  expectations

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

100% of respondents indicated that OPD 4810 left them either well-prepared or somewhat prepared for current and anticipated employment opportunities.  

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

100% of respondents indicated that OPD 4835 left them either well-prepared or somewhat prepared for current and anticipated employment opportunities.  

100% of respondents indicated that the program had either greatly improved or somewhat improved their responsible citizenship

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il.  as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

100% affirmed the program's core related to planning, organizing, and directing workplace activities. 

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to planning, organizing, and directing workplace activities. 

	The instructors for OPD 4835 are responsible for determining the holistic score of the case study rubric.

The OPD program committee is responsible for reviewing the compiled results from the case study rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation and reporting feedback to the Committee.
Review of these data are incorporated in an ongoing review of the curriculum.	
2. Graduates will be able to design effective improvement initiatives in response to specific workplace challenges	Direct Measures
Every OPD major taking OPD 4840 (Training Program Development) will submit a performance improvement plan.  OPD 4840 is a required course for all OPD majors.

Every OPD major taking OPD 4765 (Grant Writing) will submit a written needs assessment which involves critically evaluating and presenting quantitative demographic and performance information The information is presented using narrative, charts, and graphs. 

Indirect Measures 

i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to design improvement activities.
The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes  to prepare students to design improvement activities. 

	
Performance expectations for the case study are based on a holistic score from a rubric integrated into OPD 4840.  The rubric lists specific, desired outcomes based on the following concepts:
-	analyzing current performance status
-	setting performance goals
-	designing learning objectives for performance improvement
-	implementing and evaluating performance improvement activities

Expectations are:

10% will exceed expectations
(> 90%)
85% will meet expectations
(<90% & >70%)
5% will not meet expectations
(< 70%)

Performance expectations for the needs assessment are based on a holistic score from a rubric integrated into OPD 4765.  The rubric lists specific, desired outcomes based on the following concepts:
-	clarity in communication of quantitative information
-	analysis of available information and gaps
-	clarity of presentation using charts, graphs, and narrative

Expectations are:

10% will exceed expectations
(> 90%)
85% will meet expectations
(<90% & >70%)
5% will not meet expectations
(< 70%)

Expectations for results from the survey of graduating OPD majors are:

30% will be highly satisfied with their learning
65% will be satisfied with their learning
5% will be moderately or very dissatisfied with their learning.

Expectations for results from the employer interviews are: 

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.
	
During the reporting period for OPD majors taking OPD 4840: 

35% exceed expectations
53% meet expectations
12% do not meet expectations

During the reporting period for OPD majors taking OPD 4765: 

33% exceed expectations
67% meet expectations
0 % do not meet expectations

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

87.5% of respondents indicated that OPD 4840 left them either well-prepared or somewhat prepared for current and anticipated employment opportunities.  
12.5% indicated they were somewhat unprepared. 

100% of respondents indicated that the program had either greatly improved or somewhat improved their quantitative reasoning. 

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il. as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

100% affirmed the program's core related to improvement activities. 

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to improvement activities. 

	
The instructors for OPD 4840 are responsible for determining the holistic score of the improvement plan rubric.

The OPD program committee is responsible for reviewing the compiled results from the improvement plan rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The instructors for OPD 4765 are responsible for determining the holistic score of the improvement plan rubric.

The OPD program committee is responsible for reviewing the compiled results from the improvement plan rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

Review of these data are incorporated in an ongoing review of the curriculum.	
3. Graduates will understand and apply principles concerning the interaction of personal and organizational adaptation and change.	Direct Measures
Every OPD major taking OPD 4830 (Organizational Perspectives) will submit a research paper in which they demonstrate the integration of principles concerning the interaction of personal and organizational adaptation and change.  OPD 4830 is a required course for all OPD majors.

Every OPD major taking OPD 4820 (Change in Organizations) will submit an organizational change plan in which they demonstrate comprehensive understanding of factors affecting organizational adaptation to change. 

Indirect Measures 

i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to prepare students to manage personal and organizational change. 

The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes to prepare students to manage personal and organizational change.

Performance expectations for the research paper are based on a holistic score from the rubric integrated into OPD 4830 including concepts of understanding self and others, theories of resistance and development.

Performance expectations for the organizational change plan are based on a holistic score from the rubric integrated into OPD 4820 including concepts of technical system analysis, political system analysis and social system analysis. 

Expectations are:

10% will exceed expectations
(> 90%)
85% will meet expectations
(<90% & >70%)
5% will not meet expectations
(< 70%)

Expectations for results from the employer interviews are: 

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to managing personal and organizational change.  25% will identify gaps or deficiencies.

75% will affirm the program's core related to managing personal and organizational change. 25% will identify gaps or deficiencies.

	
During the reporting period for OPD majors taking OPD 4830: 

39% exceed expectations
52% meet expectations
9 % do not meet expectations

During the reporting period for OPD majors taking OPD 4820: 

43% exceed expectations
51% meet expectations
6 % do not meet expectations

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

87.5% of respondents indicated that OPD 4830 left them either well-prepared or somewhat prepared for current and anticipated employment opportunities.  
12.5% indicated they were neither prepared nor unprepared. 

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il.  as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

100% affirmed the program's core related to personal and organizational change activities. Change management was highlighted by two employers as a critical area for their businesses

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to organizational change activities. 

	
The instructors for OPD 4830 & OPD 4820 are responsible for determining the holistic score of the improvement plan rubric.

The OPD program committee is responsible for reviewing the compiled results from the improvement plan rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

Review of these data are incorporated in an ongoing review of the curriculum.	
4.  Graduates will be able to think critically and solve problems	Every OPD major taking OPD 4870 (Coaching & Mentoring for Critical Thinking) is tested on comprehension of the principles of critical thinking as presented in Paul and Elder's framework. 

Indirect Measures 

i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to prepare students think critically.

The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes  to prepare students to think critically.

	Performance expectations are based on comprehension of critical thinking concepts including egocentric thinking, sociocentric thinking, the elements of reasoning, evaluation of evidence, and a personal improvement plan evaluated by rubric.  

10% will exceed expectations
(> 90%)
85% will meet expectations
(<90% & >70%)
5% will not meet expectations
(< 70%)

Expectations for results from the survey of graduating OPD majors are:

30% will be highly satisfied with their learning
65% will be satisfied with their learning
5% will be moderately or very dissatisfied with their learning.

Expectations for results from the employer interviews are: 

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.
	During the reporting period for OPD majors taking OPD 4870: 

38% exceed expectations
62% meet expectations
 0% do not meet expectations

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

100% of respondents indicated that the program had either greatly improved or somewhat improved their critical thinking.   

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il.  as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

100% affirmed the program's core related to critical thinking. 

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to critical thinking.

	The instructors for OPD 4870 are responsible for determining the holistic score of the improvement plan rubric.

The OPD program committee is responsible for reviewing the compiled results from the improvement plan rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

Review of these data are incorporated in an ongoing review of the curriculum.	
5. Graduates will demonstrate the ability to write effectively.	Direct Measures
Every OPD major taking OPD 4810 (Principles of Career Development) will submit a class portfolio related to their work experience.  This portfolio will be assessed using the University’s suggested rubric for writing  

The program also reviews data from EWP submissions. 

Indirect Measures 
i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to prepare students write well.

The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes to prepare students to write well.

	Performance expectations for the portfolio are based on a holistic score from the rubric integrated into OPD 4810.  This rubric includes the following concepts:
-	content
-	organization
-	style
-	mechanics

Performance expectations for average EWP scores are to maintain mean scores at or exceeding the average score for all other programs at EIU.

Expectations for results from the survey of graduating OPD majors are:

30% will be highly satisfied with their learning
65% will be satisfied with their learning
5% will be moderately or very dissatisfied with their learning.

Expectations for results from the employer interviews are: 

75% will affirm the program's core related to writing. 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to writing. 
25% will identify gaps or deficiencies.
	
During the reporting period for OPD majors taking OPD 4810: 

41% exceed expectations
47% meet expectations
11% do not meet expectations

EWP submissions from Organizational Development students received a rating of 3.44 in Fall, 2017 and 3.41 in Spring, 2018 compared to an overall rating of 3.40 for all submissions. 

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others. 

100% of respondents indicated that OPD 4810 left them either well-prepared or somewhat prepared for current and anticipated employment opportunities.  

100% of respondents indicated that the program had either greatly improved or somewhat improved their writing and critical reading.

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il.  as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

100% affirmed the program's core related to writing and critical reading.  One indicated a need for effective use of social media for communication to the public.  

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to writing.  

	The instructors for OPD 4810 are responsible for determining the holistic score of the portfolio rubric.

The OPD coordinator is responsible for reviewing the compiled results of the EWP Submission scores.

The OPD program committee is responsible for reviewing the compiled results from the portfolio rubric.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes.

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

Review of these data are incorporated in an ongoing review of the curriculum.

	
6. Graduates will demonstrate the ability to speak effectively.	Direct Measures

Every OPD major taking OPD 4800 (Strategies and Processes of Teaching and Training) makes two oral presentations.  The second oral presentation will be assessed for the ability to speak effectively. The University’s suggested rubric for assessing individual and group presentations will be used.

Every OPD major taking OPD 4820 makes an oral presentation of their change management plan.  The rubric includes organization of material, language, visual aids, verbal and non-verbal presentation. 

OPD Majors take Senior Seminars in which major speech data is reported and compared across campus.   

Indirect Measures 

i)  Survey of Graduating Seniors.

An online survey of all graduating seniors is conducted each April to measure both satisfaction and perception of learning regarding each assessment goal including each of the University level undergraduate learning goals.  

ii)   Employer Interviews  

Current and prospective employers of Organizational Development majors are interviewed by the Coordinator regarding their perceptions of the core classes to prepare students to present material effectively. 

The interviews are conducted each May. 

iii) The School of Technology Advisory Committee

The Committee receives a brief presentation regarding the Organizational Development core and comments on their perceptions of the core classes to prepare students to think critically.

	

Performance expectations for the oral presentation are based on a holistic score from the rubric integrated into OPD 4800.  This rubric includes the following concepts:
-	organization
-	language
-	material
-	analysis
-	nonverbal delivery
-	verbal delivery

Expectations are:
10% will exceed expectations
75% will meet expectations
15% will not meet expectations

Expectations are that average scores for OPD majors will exceed the institutional average. 

Expectations for results from the survey of graduating OPD majors are:

30% will be highly satisfied with their learning
65% will be satisfied with their learning
5% will be moderately or very dissatisfied with their learning.

Expectations for results from the employer interviews are: 

75% will affirm the program's core related to presenting material effectively 
25% will identify gaps or deficiencies.

75% will affirm the program's core related to planning, organizing, and directing workplace activities. 
25% will identify gaps or deficiencies.

During the reporting period for OPD majors taking OPD 4800: 

33% exceed expectations
61% meet expectations
6 % do not meet expectations

During the reporting period for OPD majors taking OPD 4820: 

14% exceed expectations
86% meet expectations
 0% do not meet expectations

During SU 2017, OPD majors had an average of 3.94 compared to 3.57 for the institution. During FA 2017 OPD majors had an average score of 3.58 compared to 3.51 for the institution.  

The survey had a 50% response rate.  Of those responding to the survey:

50% were highly satisfied
50% were satisfied
  
88% indicated they were very likely to recommend the program to others.   

100% of respondents indicated that the program had either greatly improved or somewhat improved their speaking and listening.

.

Interviews were conducted with Carle Hospital in Champaign, Il; Thyssen Krupp in Danville, IL, State Farm Insurance in Bloomington, IL & Rosecrance in Rockford Il.  as representative of health care providers, manufacturers, service organizations, and community nonprofits.  

75% affirmed the program's core related to presenting material effectively. 25% expressed concern about this learning objective given the online nature of the program. 

The Advisory Committee received the presentation and materials at its meeting in April.  100% affirmed the program's core related to presenting material effectively.

	

The instructors for OPD 4800 are responsible for determining the holistic score of the portfolio rubric.

The OPD coordinator is responsible for reviewing the compiled results of the speaking scores.\.

The OPD program committee is responsible for identifying trends and recommending desired changes that improve learning content and processes

The Coordinator is responsible for preparing and administering the survey and submitting results to the Program Committee.  

The OPD program committee is responsible for reviewing the results of the surveys and recommending ways to improve the learning content and process related to this learning objective.  

Review of these data was incorporated into revisions of course content and materials.

The Coordinator is responsible for preparing and conducting the interviews. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

The Coordinator is responsible for preparing and conducting the presentation. 

The Program Committee is responsible for reviewing the results of the interviews and recommending ways to improve the learning content and process related to this learning objective.

Review of these data are incorporated in an ongoing review of the curriculum	

(Continue objectives as needed.  Cells will expand to accommodate your text.)

PART TWO
Describe your program’s assessment accomplishments since your last report was submitted.  Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

While the program has traditionally used multiple formats of instruction including online, hybrid, seminar and traditional delivery, students are consistently choosing online course delivery.  Due to limited faculty availability and student demand, all courses delivered during the reporting period were delivered online.  Consequently, all courses providing direct assessment data for this report were delivered online.  The Program Committee anticipates this trend will continue in the future.  

A graduating senior survey was developed for online administration using Qualtrics to facilitate the assessment process and reduce mailing cost.    The survey now asks graduating students to rate the extent to which they have improved in each of the University undergraduate learning goal areas as well as rate the extent to which each core class prepared them for current and anticipated professional opportunities.  That information has been incorporated into this report.   

This past year the committee was able to establish course rotations for courses in the major and each of the minors.  Having an established rotation will benefit the assessment process by providing data drawn form course projects in a regular rotation facilitating discussion of course content and outcomes. Additional data was added to the assessment report from courses to strengthen the assessment regarding the development of quantitative reasoning skills and responsible citizenship.

This report is based on students graduating under the old catalog, consequently the courses in the expanded core are not evaluated.  The graduating senior survey will be revised in the next reporting cycle to include the expanded core. An additional survey will be scheduled in the next year to gather data from current students.  The Committee will review this data, in addition to the graduating senior data, as we consider changes to the curriculum. 

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program.  How have you used the data?  What have you learned?  In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?  

In general, the Committee is pleased with the current curriculum as it relates to preparing students to excel in their careers.  Students have responded favorably to the current 8 week format classes and changes to core courses.  We continue to improve the curriculum to respond to the changing needs of employers and students. 

OPD 4870, Coaching and Mentoring for Critical Thinking was redesigned to emphasize critical thinking goals and integrate critical thinking content more effectively. The instructor used Redden funds to participate in a class from the Foundation for Critical Thinking focused on infusing critical thinking into the curriculum.  Data from the newly revised rubrics which incorporate intellectual standards as presented by Paul and Elder will be incorporated into future assessment reports. 

As noted here, one employer expressed concern regarding the ability to improve student speaking and presentations in online classes.  The Committee will specifically address this question in the next year and develop a plan to ensure we are effectively meeting that goal in online classes. 

A significantly higher number of students are exceeding expectations on designated assignments than anticipated.  The committee will review the assignments and expectations to determine the most effective way to adjust the definitions and/or expectations to provide meaningful data for continuous improvement. 
 
While the Advisory Committee affirmed the core courses, they indicated that the course names and descriptions could be updated to appeal to younger students entering the major.  The Committee will review this recommendation in the next reporting period.  

The courses required for the Organizational Leadership and Talent Development minors have been added to the course rotation with a full cycle of courses completed each two year period.  Sufficient data will be available in the next reporting cycle to prepare assessment reports for the two minors.