Assessment and 5-Year Program Review Schedule
|School||Department||Program Group||Degree-Major Codes||Current Program Assessment Plan - Last Updated||Assessment Annual Report(s)||Five-Year Review|
|Last Review||Next Review|
|Arts & Sciences||Business & Public Administration||Business Administration||OEC ACCO/FINI, Cert. ACTT/SMBM, AAS BADM, BBA BADM||AY18/AY18||AY 2022||AY22||AY27|
|Public Administration||MPA PADM||AY18||AY 2022||AY22||AY27|
|Humanities||Associate of Arts||AA GENP & GERs||AY18||AY 2022||AY 20||AY25|
|English||BA ENGL||AY16||AY 2022||AY21||AY26|
|Environmental Studies||BA ENVI||AY 23||New in AY 2022||New in AY 22||AY27|
|Liberal Arts||OEC NWCA, BLA LART (ANLS/INDP/INDS/ODAS/PMLA)||AY 21||AY 2021||AY23||AY28|
|Indigenous Language Speaking; Indigenous Language Teaching||Certificates||New in AY 22||New in AY 22||AY27|
|Indigenous Studies||BA||New in AY 23||New in AY 23||AY28|
|Outdoor Studies||Cert. ODS||AY15||AY 2022||AY21||AY26|
|Natural Sciences||Associate of Science||AS GSCI||AY20||AY 2020||AY23||AY28|
|Biology, Marine Biology, Fisheries||BA PBIA/BIOA, BS PMBI/BIOL/PMMB/MBIO/FISH||AY18||AY 2022||AY19||AY24|
|Environmental Science; Environmental Resources||BS ENVS / BS ENRE||AY 23||AY 2021||Revised AY 22||AY27|
|Mathematics||BS MATH||AY17||AY 2022||AY19||AY25|
|Social Sciences||Social Science||BA SOCS||AY12 Addendum Addendum 2||AY 2022||AY 20||AY25|
|Career Education||Career Education||Construction Technology||OEC CNST/BERT, Cert. DRFT, AAS CNST||AY 21||AY 2022||AY19||AY24|
|Applied Fisheries||OEC FIST, Cert. FIST, AAS FIST||AY18||AY 2022||AY21||AY26|
|Marine Transportation||OEC MRTR, AAS MTR||AY18||AY 2022||AY21||AY26|
|Maritime/Multi-Skilled Worker||Workforce Credential||Not Required||Not Required||-||-|
|Medical Assisting||Cert. MAST||AY22||AY 2022||AY 23||AY28|
|Welding||OEC WLDG||Not Required||Not Required||-||-|
|Health Info. Mgmt.||OEC HIT, Cert HEAP/HIMP, AAS HIMT||AY18||AY 2022||AY21||AY26|
|Health Science||OEC CNA, Cert. NURN/PRDT, AAS HEAL||AY18||AY 2022||AY23||AY28|
|Mining||Workforce Credential||Not Required||Not Required||-||-|
|Law Enforcement||OEC LAWN||Not Required||Not Required||AY23||AY28|
|Power Technology||OEC POWT, AAS POWT||AY18||AY 2022||AY21||AY26|
|Education||Education||Educational Leadership||MED EDLD||AY17||AY 2022||AY23||AY28|
|Education Reading||GLI ERED, MED EDRE||AY17||AY 2022||AY19||AY24|
|Elementary Ed. (Undergrad.)||BA BAEL||AY17||AY 2022||AY22||AY27|
|Elementary Ed. (Graduate)||GLI EEED, MAT ELED||AY17||AY 2022||AY21||AY26|
|Secondary Education||GLI EESC, MAT SCED||AY17||AY 2022||AY21||AY26|
|Special Education||BA SPED, GLI ESPE, MAT SPED, MED SPED||AY17||AY 2022||AY18||AY24|
Assessment of academic programs is a best practice in higher education... Assessment is an ongoing process designed to monitor and improve student learning. Faculty explicitly define what they want students to learn, verify that the curriculum is designed to foster that learning, collect empirical data that indicate the extent of the learning, and use the data to improve the program.
Allen, M. J. (2006). Assessing general education programs. Bolton, Mass: Anker Pub. Co. p. 1.
Comprehensive program assessment plans are needed for all UAS certificate, associate, bachelor, and master’s degree programs.
Generally, it is the combination of courses the students have taken to degree completion. The emphasis is NOT on the individual courses. The assessment plan does not assess general education courses and developmental courses, but is focused on the learning outcomes of an overall degree or certificate program.
Graduate Student Competencies were adopted by the Graduate Curriculum Committee in Spring 2008. However, it is expected that undergraduate competencies will be reflected in graduate students skills and behaviors.
Assessment vocabulary and definitions vary throughout the academic assessment literature. UAS policy indicates the use of the following definitions so that all faculty, staff and administrators will have a common understanding of the terms.
Definition of Terms
- Goals – What students should learn, understand or appreciate as a result of studies. Statements found in mission statements, professional organization standards.
- Outcomes –What students should be able to demonstrate, represent or produce? Three areas of outcomes: Knowledge (content), skills (abilities), disposition (professional behavior). Should identify what students.
- Curriculum Map – tracks where goals and outcomes are addressed (i.e., Introduced, Developed or Mastered) in the curriculum. The six UAS Competencies can be mapped separately or included in the degree program map.
- Direct Measures- observation – Student work such as completion of capstone course, portfolio, tests, labs, presentations.
- Indirect Measures-perception – How students, employers, alumni feel about learning as through surveys, focus groups, time to degree, job placement data.
- Rubric – carefully designed rating chart or scoring guide by reference to goals, outcomes and expectations for proficiency. (Future rubrics designed by faculty)
Yes, if the course is taught to specific outcomes and if the performance and criteria are stated and shared among faculty (i.e., if the grade reliably represents learning of specific outcomes at an identified level of proficiency).