INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS
These indicators reflect an institution's commitment to systematic improvement of student learning. This is a developmental document in which the institution can
indicate what activities are already underway and what remains to be done.Successive updates will show progress over time.
CATEGORY (1)
Have formal
learning outcomes been developed?
(2)
Where are these
learning outcomes
published?
(Please specify)
(3)
Other than GPA, what
data/evidence is used to
determine that graduates have
achieved stated outcomes for
the degree? (e.g., capstone
course, portfolio review,
licensure examination)
(4)
Who interprets
the evidence?
What is the process?
(5)
How are the
findings used?
(6)
Date of last
program review
for this degree
program
Institutional level: Yes. To be published on university website. Pending. Pending. Pending.  
Core Curriculum: Yes. Published on Core Curriculum website. Includes samples of student work (e.g., tests, assignments, capstone projects, performances) from all departments that offer Core courses. Core Curriculum Committee, in collaboration with Associate Dean, will oversee process, coordinating the collection and interpretation of evidence, and reporting of findings. Identify where and how the Core Curriculum is meeting its goals. Evaluate the need for revision of the Core Curriculum. Core Curriculum underwent a general revision process culminating in Fall, 2004.
College of Arts and Sciences:Undergraduate
B.A., Anthropology Yes. To be published in bulletin and/or on department website. Includes tests, quizzes, reports, presentations, projects, discussions. Faculty members discuss student progress at faculty meetings, and revise course content and structure as appropriate to more closely meet goals. To restructure or maintain course content and to design new course material.  
B.A., Art History Yes. To be published on department website. Includes exams, essays, bibliographies, research papers, presentations, capstone thesis. Includes faculty reviewing all program syllabi and assignments, student evaluations, and representative samples of student work for courses taught by both tenure-track and part-time faculty. Courses and course assignments are revised; New courses are developed; Long-term plans for the program are carefully calibrated in response to the challenges and opportunities revealed in this on-going process of self-reflection and strategizing.  
B.A., Biochemistry Yes. Published in catalog and bulletin. ETS exam in Chemistry. Writing/research produced in capstone course. ETS exam results reviewed at annual department retreat. Writing/research produced in capstone course examined by faculty teaching course using a rubric. At annual department retreat, strengths and weaknesses of program are evaluated. These discussions continued in weekly department meetings. Spring 2006, American Chemical Society
B.A., Biology Yes. Published on department website. Majors Field Test, which includes an added questionnaire to gather specific information. Faculty examine and discuss test scores at regular intervals for discussion, and look for multi-year trends. If a problem is recognized, faculty discuss how to address it. In past, results from the MFT have factored into discussions of curriculum revision and have influenced the type of biologist department has decided to hire.��  
B.A., Chemistry Yes. Published in catalog and bulletin. ETS exam in Chemistry. Writing/research produced in capstone course. ETS exam results reviewed at annual department retreat. Writing/research produced in capstone course examined by faculty teaching course using a rubric. At annual department retreat, strengths and weaknesses of program are evaluated. These discussions continued in weekly department meetings. Spring 2006, American Chemical Society
B.A., Communication Studies Yes. Published in bulletin and on department website. Includes pre- and post-tests or embedded midterm and final exam questions and course assignment and exams across standardized core courses. Includes department Assessment Committee reading and discussing these test results or answers and present them as outlined, as well as collecting and analyzing student work across core courses. Discussing existent assessment activities during bi-annual faculty retreats. Assessment Committee present a summary of assessment findings every Fall and Spring semester during a scheduled faculty meeting.  
B.A., Computer Science Yes. Pending. Coursework At the end of the fall semester each member of the department asked to make an assessment of one of the sections of a course. These assessments will be used by the Assessment Committee, and, ultimately, by the department, to evaluate how effective program is, and to what extent goals are being met.
In addition to examining effectiveness, the information gathered will also serve to guide future work in assessment. The assessments are to be used internally within the department.  
B.A., English Yes. To be published in bulleting and on department website. Essays from 100-, 200-, and 300-level courses. Assessment Committee will review and evaluate the sample essays using a rubric. Findings reviewed by Assessment Committee, who will prepare a report to the department for discussion.  
B.A., Ethnic Studies Yes. Published in bulletin and on department website. Senior thesis project. Department Assessment Committee will evaluate a sample of these final projects at the end of each academic year, along with writing a narrative summarizing findings. Assessment Committee will utilize the findings to be shared at annual retreat to assist in improving all facets of the department. Additionally, Ethnic Studies will articulate and advocate for the direct correlation of educational assessment and university resources.  
B.A., French Yes. To be published in bulletin. Pending. Pending. Pending.  
B.A., History Yes. To be published in bulletin. Freshman papers from Ancient World class and senior history major papers from Historians� Methods class. Exit questionnaire. At the end of the semester, two faculty members will read and evaluate the papers, using a rubric. Will tabulate data and write annual assessment report that includes questionnaire results. Annual assessment report will be reviewed by the department and incorporated into its strategic planning endeavors.  
B.A., Interdisciplinary Humanities Yes. To be published on department website. Senior thesis, which is publically presented. Exit interview. Program director and a second reader read and assess senior thesis. Student receives an assessment of both their written and public performance, using a rubric. The program director and/or faculty coordinators conduct the exit interview. Program director reviews the students� DARS audit. After the program director collects sufficient data, he/she will work with the faculty coordinators to determine whether or not majors have achieved the stated learning goals. This group also will consider the degree to which the program has been successful in helping students to achieve these goals.  
B.A., International Relations Yes. To be published on department website and in bulletin. Comprehensive exam. Each student is assigned to two full-time faculty, who review the comprehensive question and written exam and decide on if student has failed, should rewrite, or advance to oral phase of exam. Oral exam may include discussion of written exam and student's program of study as a whole. After oral exam, faculty examiners complete an evaluation form which is filed in department office. Once each semester, student evaluation forms are reviewed and discussed in departmental meeting. Typically, reevaluations and adjustments to both curriculum and format of assessment procedure are made. This process cannot be sustained without additional resources because of the high number of undergraduate majors.  
B.A., Liberal Studies Yes. To be published on department website. Exams, reflection on work produced, performance on problems and at Family Math Night. Towards end of fall semester, collect student work from Family Math Night and evaluate the students learning based on the established learning goals. The prepared lesson plans will be used to assess one goal using and the videotape will be used to assess a second goal (both assessed using a rubric). Results of our assessment process will be put into an annual assessment report. This report will include recommendations for the improvement of the program.  
B.A., Marine Science Yes. To be published on department website. Includes exit exam, collection of student work/portfolios, capstone projects, laboratory experiments & reports, presentations, external juried review of student projects, pre- and post-tests, exit interviews. One dedicated faculty member in charge of assessment reports aided by several faculty members who are focused on specific aspects of our assessment plan. Foci will be capstone experience, ocean literacy course, and core curriculum courses. Planning to change the evaluation format by developing a more objective rubric to balance the written comments that can be difficult to quantify.Furthermore, department expects better and more comprehensive data from the student evaluators. ENVI 104 course has been successful in meeting the department�s learning objectives and are considering making this course an option for our marine science majors and minors. Department considering adding a lab component to the class to give students more �hands on� experience with lecture concepts.  
B.A., Math Yes. Pending. Coursework. At the end of the fall semester each member of the department asked to make an assessment of one of the sections of a course. These assessments will be used by the Assessment Committee, and, ultimately, by the department, to evaluate how effective math program is, and to what extent our goals for those program are being met.
In addition to examining effectiveness, the information gathered will also serve to guide future work in assessment. The assessments are to be used internally within the department.  
B.A., Music Yes. Published in bulletin. Senior project portfolios. Review music courses with attention to learning outcomes. Identify the learning goal of the senior project. Assess how the music courses taken help prepare for the senior project. Assessment data from senior project portfolios reflects both the diversity as well as cohesion of learning among our majors in different emphases�use it to improve program.  
B.A., Philosophy Yes. Published on department website. Essays. Professors from two courses will select representative essays from students related to one or two of the goals. At least three other professors will read through the selected essays using a rubric. An improvement-oriented report will be made available to the department.��  
B.A., Physics Yes. To be published on department website. Research projects from capstone course. Attitudes-based assessment test. For majors, each student�s overall achievements in the physics program, as exemplified in capstone course�s research project presentation, will be evaluated by a panel of department faculty. For students in Core Curriculum courses, a pre- and post-test attitudes-based assessment will be administered. Results from faculty panel and attitudes-based assessment will provide needed information to help faculty assess the extent to which program serves students.  
B.A., Political Science Yes. To be published on department website and in bulletin. Comprehensive exam. Each student is assigned to two full-time faculty, who review student's comprehensive question and written exam and decide on if student has failed, should rewrite, or advance to oral phase of exam. Oral exam may include discussion of written exam and student's program of study as a whole. After oral exam, faculty examiners complete an evaluation form which is filed in department office. Once each semester, student evaluation forms are reviewed and discussed in departmental meeting. Typically, reevaluations and adjustments to both curriculum and format of assessment procedure are made. This process cannot be sustained without additional resources because of the high number of undergraduate majors.  
B.A., Psychology Yes. To be published on department website, in new adjunct faculty and student handbooks. Annual senior exit survey, Major Field Exam, work from student research projects, samples of student writing. Assessment Committee oversees assessment efforts (and now has enough data to discuss trends). Plan to continue to work to gain consistency in such core courses as research methods, in order to improve our achievement of outcomes in writing-related areas. Plan to make processes more organized and systematic before deciding how to most usefully disseminate data.  
B.A., Sociology Yes. Publish on department website. Paper(s), and possibly portfolios and projects, produced in capstone course. Each professor will use a rubric to create an assessment-related narrative at the end of each semester. Also, every course will copy a few pieces of exemplary work and a piece of less than exemplary work to substantiate the narrative and add to our assessment file.�� In conversation with the department�s Assessment coordinator, the teacher of the capstone course will examine a couple past years of these assessment-related reflections and augment or adjust the capstone course accordingly.  
B.A., Spanish Yes. To be published in bulletin. Includes Oral Proficiency Interview (OPI) and exit exam. Investigating use of outside OPI interviewer. Working on identifying assessment tools currently used and establishing overall protocol for greater uniformity. Select group of graduating seniors will use placement exam as an �exit exam.� Well-developed matrix that aligns learning objectives and courses will be used evaluate program effectiveness.  
B.A., Theatre Arts Yes. Published on department website. Senior capstone project The faculty will evaluate student proposals; these proposals will be reviewed and discussed, and then suggestions will be made as to how the student should proceed with their project in the upcoming semester. Through faculty advisement of this course will assess how effectively the students have synthesized their study in the various areas to the service of the learning goals. Utilizing the senior capstone project and observations of student behavior as direct evidence, will create a feedback loop for program improvement. The faculty will better ascertain how successfully learning goals have been met and the process will augment and expand our annual assessment forums into document; an annual assessment report that will facilitate our program making adjustments as necessary.  
B.A., Theology & Religious Studies Yes. Published on website. Academic portfolios (quizzes and exams, papers, journals, presentation and project artifacts, self-assessments) Each student will review her portfolio, using a rubric, each semester and write a short statement assessing her work with respect to the learning goals. This written assessment would become part of the portfolio. This self-assessment will then be shared with the student�s advisor, discussed by both, and be used by both to construct a plan for the next semester. Study questions for a review of portfolios developed by the assessment committee could include: �Do the department�s learning outcomes line up with the evidence in the portfolios? If not, is the problem with the learning outcomes, advising process, the requirements of the major, or the contents of our classes, or some combination of these?� and �Are there patterns of strengths and weaknesses with respect to certain learning outcomes? If so, why are these patterns present?�
 
B.A., Visual Arts Yes.   Includes artwork, presentations, and papers from capstone experiences (junior review and senior thesis).�� Coordinated by the department chair and a faculty member, evidence will be collected at the conclusion of each semester�s Junior Review and Senior Thesis and presented at a meeting with all full-time Visual Arts faculty. The evaluation of learning outcomes will be accomplished by reviewing the stated evidence. Summary judgments will follow from their results and used for improvement.  
College of Arts and Sciences:Graduate
M.A., History Yes. To be published on department website. Pending. Pending. Pending.  
M.A., International Relations Yes. To be published on department website and in bulletin. Comprehensive exam. Each student is assigned to two full-time faculty, who review the comprehensive question and written exam and decide on if student has failed, should rewrite, or advance to oral phase of exam. Oral exam may include discussion of written exam and student's program of study as a whole. After oral exam, faculty examiners complete an evaluation form which is filed in department office. Once a semester student evaluation forms are reviewed and discussed in departmental meeting. Typically, reevaluations and adjustments to both curriculum and format of assessment procedure are made.  
M.A., Pastoral Care & Counseling Yes. To be published on department website. Exams, papers, projects, performance, thesis. Successful completion of the Integration Paper (thesis) that is evaluated by the program coordinator and three outside readers. Supervisors� assessments of student�s pastoral counseling skills. Student�s meeting the standards of the American Association of Pastoral Counselors and passing the interview. Pending.  
M.F.A., Dramatic Arts Yes. Published on program website. Performances, auditions, coursework, performance projects/productions, showcase, performance thesis (capstone project). Diagnostic audition, end-of-semester reviews, in-class assessment, professional review. Student course evaluations allow for making improvement-oriented adjustments. During Informal meetings and formal weekly faculty meeting, discuss ways to better coordinate student training. Alumni feedback on student and program performance.  
M.S., Marine Science Yes. To be published on department website. Includes field and lab experiences, thesis projects, experience in experimental design, collection of focused research data, statistical analysis, thesis writing. Though department evaluates some components of our graduate program, planning to enhance assessment strategy in 2008-09. Pending.  
School of Business Administration:Undergraduate
Bacc, Accountancy Yes. Published in catalog and assessment plan documents. CPA exam results, job placement, embedded assignments and exam questions, student papers, student presentations, EBI senior student survey, professional responsibility scores. Faculty review data related to outcomes. Course revision, curricular revisions.  
B.A., Economics Pending. Pending. Pending. Pending. Pending. Pending.
B.B.A., Business Administration Yes. Published in assessment plan document. EBI senior student survey, embedded assignments and exam questions, e-portfolios, student papers, student presentations, participation in study abroad program. Faculty review data related to outcomes. Curricular revision and pedagogical improvement.  
B.B.A., Business Economics Yes. Published in assessment plan document. EBI senior student survey, embedded assignments and exam questions, e-portfolios, student papers, student presentations, participation in study abroad program. Faculty review data related to outcomes. Curricular revision and pedagogical improvement.  
B.B.A., Finance Yes. Published in assessment plan document. EBI senior student survey, embedded assignments and exam questions, e-portfolios, student papers, student presentations, participation in study abroad program. Faculty review data related to outcomes. Curricular revision and pedagogical improvement.  
B.B.A., Marketing Yes. Published in assessment plan document. EBI senior student survey, embedded assignments and exam questions, e-portfolios, student papers, student presentations, participation in study abroad program. Faculty review data related to outcomes. Curricular revision and pedagogical improvement.  
School of Business Administration:Graduate
M.B.A. Yes Published in assessment plan document. EBI exit student survey, embedded assignments and exams, course work, company project with external evaluation. Faculty review data related to outcomes. Curricular revision and pedagogical improvement. 2006 and on-going
International M.B.A. Yes. Published in assessment plan document. EBI exit student survey, embedded assignments and exams, course work, company project with external evaluation. Faculty review data related to outcomes. Curricular revision and pedagogical improvement. 2006 and on-going
M.S., Accountancy Yes. Published in catalog, assessment plan documents. CPA exam results, job placement, embedded assignments and exam questions, student papers, student presentations, EBI senior student survey, professional responsibility scores. Faculty review data related to outcomes. Course revision, curricular revisions.  
M.S., Executive Leadership Yes. Published in course outlines. Learning outcomes associated with courses are related to course assignments and evaluated with assignments. Faculty review data related to outcomes; scale of 1-5 competency. Curriculum and course revision. WASC approval, 1999
M.S., Global Leadership Yes. Pending. Assessment rubrics, capstone exercise, student presentations and other embedded assessments, student surveys. M.S., Global Leadership faculty, administrators and executive committee. Curriculum and course revision. WASC approval, 2000
M.S., Real Estate Yes. Pending. Surveys are planned and direct feedback. Staff and faculty, director of M.S., Real Estate academics. Program curriculum committee reviews and strategizes on suggested program changes.  
M.S., Supply Chain Management Yes. Published in assessment plan document. Exit interviews, learning portfolio/journal. Faculty review data related to outcomes. Curricular revision and pedagogical improvement. WASC approval, 2003
M.S., Taxation Yes. Published in catalog, assessment plan documents. CPA exam results, job placement, embedded assignments and exam questions, student papers, student presentations, EBI senior student survey, professional responsibility scores. Faculty review data related to outcomes. Course revision, curricular revisions.  
M.B.A. and J.D. concurrent degrees Pending. Pending. Pending. Pending. Pending.  
International M.B.A. and J.D. concurrent degrees Pending. Pending. Pending. Pending. Pending.  
Department of Engineering:Undergraduate
B.S./B.A., Electrical Engineering Yes. Bulletin, website, information materials such as brochures, syllabi Curriculum matrix mapping outcomes to specific courses where evidence will be collected, senior design projects, evaluation of senior design presentations by faculty and industry, Senior exit survey (EBI), EBI alumni survey, internship survey, alumni employer survey. Faculty review evidence for each outcome each year, Advisory board also reviews evidence periodically. Curriculum revision and pedagogical improvement. 2003 ABET review
B.S./B.A., Industrial & Systems Engineering Yes. Bulletin, website, information materials such as brochures, syllabi Curriculum matrix mapping outcomes to specific courses where evidence will be collected, senior design projects, evaluation of senior design presentations by faculty and industry, Senior exit survey (EBI), EBI alumni survey, internship survey, alumni employer survey. Faculty review evidence for each outcome each year, Advisory board also reviews evidence periodically. Curriculum revision and pedagogical improvement. 2003 ABET review
B.S./B.A., Mechanical Engineering Yes. Bulletin, website, information materials such as brochures, syllabi Curriculum matrix mapping outcomes to specific courses where evidence will be collected, senior design projects, evaluation of senior design presentations by faculty and industry, Senior exit survey (EBI), EBI alumni survey, internship survey, alumni employer survey. Faculty review evidence for each outcome each year, Advisory board also reviews evidence periodically. Curriculum revision and pedagogical improvement. 2007 ABET review
School of Leadership and Education Sciences:Graduate
M.A., Counseling Yes. Pending. Pending. Pending. Pending.  
M.A., Leadership Studies Yes. Pending. Pending. Pending. Pending.  
M.A., Marital and Family Therapy Yes. Pending. Pending. Pending. Pending.  
M.A., Teaching (M.A.T.) Yes. Pending. Pending. Pending. Pending.  
M.Ed., Curriculum and Teaching Yes. Pending. Pending. Pending. Pending.  
M.Ed., Literacy, Culture, and TESOL Yes. Pending. Pending. Pending. Pending.  
M.Ed., Mathematics, Science, and Technology Education Yes. Pending. Pending. Pending. Pending.  
M.Ed., Special Education Yes. Pending. Pending. Pending. Pending.  
M.Ed., Special Education with Deaf and Hard of Hearing credential Yes. Pending. Pending. Pending. Pending. WASC approval, 2005
Ph.D., Leadership Studies Yes. Pending. Pending. Pending. Pending.  
School of Law:Graduate
J.D. Yes. Pending. Pending. Pending. Pending. Accreditation Visit, ABA April 2005.
LL.M., Comparative Law Yes. Pending. Pending. Pending. Pending. Reviewed by ABA, April 2005.
LL.M., International Law Yes. Pending. Pending. Pending. Pending. Reviewed by ABA, April 2005.
LL.M., Taxation Yes. Pending. Pending. Pending. Pending. Reviewed by ABA, April 2005.
LL.M., Business & Corporate Law Yes. Pending. Pending. Pending. Pending. Reviewed by ABA, April 2005.
LL.M., General Yes. Pending. Pending. Pending. Pending. Reviewed by ABA, April 2005.
Hahn School of Nursing and Health Sciences:Graduate
B.S., Nursing Yes. Undergraduate bulletin, school web page. Clinical performance reviews, graduate study, employment. Clinical observation; Quadrennial survey of students, employers, alumni; Faculty, program director, curriculum committee. Assessment of individual student performance, overall program improvement. 2001 (internal); 2004 CCNE interim accreditation report.
M.S., Nursing Yes. Graduate bulletin, school web page, relevant student handbooks. Clinical performance reviews, capstone project, licensure/certification exam pass rates, further graduate study, employment. Clinical observation; Quadrennial survey of students, employers, alumni; Faculty, program director, curriculum committee. Assessment of individual student performance, overall program improvement. 2006 (internal); 2004 CCNE interim accreditation report.
Ph.D. Yes. Student handbook. Dissertation, course performance, publication, presentations, research grants, employment. Dissertation defense; Dissertation committee; Quadrennial survey of students, employers, alumni; Faculty, program director, PhD committee. Assessment of individual student performance, overall program improvement.  
Doctor of Nursing Practice Yes. Student handbook (in development). Clinical performance reviews, DNP residency project, certification exam pass rates, publications, presentations, employment. Clinical observation; Quadrennial survey of students, employers, alumni; Faculty, program director, curriculum committee. Assessment of individual student performance, overall program improvement. Pending WASC approval.
Joan B. Kroc School of Peace Studies:Graduate
M.A., Peace & Justice Studies Pending. Pending. Pending. Pending. Pending.