Middle States Requirements
MSCHE is looking for
Course competencies –> Program competencies –> Institutional competencies
A departmental website that contains:
- Mission statement: State the primary purpose of your program and what the program is intended to prepare students to know think and do.
- For example, you might include educating students to prepare them for particular jobs and/or to prepare them for graduate school.
- Include the primary groups of individuals to whom you are providing your program and/or those that will benefit from programs or services.
- For example, students, faculty, staff, parents, employers, etc.
- Highlight the most important learning outcomes, and/or offerings of your program.
- Make sure that your mission is aligned with the mission of the University.
- Does your statement distinguish you from other programs?
- If the name of the program was removed, it should not be applicable to another program.
- Specific learning outcomes/competencies for students in program
- A link between programmatic outcomes and general education competencies that have been operationalized to fit the program’s context.
- Course syllabi listing measurable learning objectives that connects to the program outcomes.
- Outcomes should be measured in at least two ways and one must be a direct measurement (Faculty can see their students demonstrate the skills), and the other can be a direct or an indirect measurement (Students self-report about how well they think they have attained the skill). Departments should consider also storing the syllabi on the Saki site.
- A curriculum map that indicates when and how programmatic competencies are assessed over the duration of a student’s career.
- Documented evidence that assessments are being used to inform decisions regarding curriculum improvement, enhanced teaching/learning, etc.
- Annually, all departments should review their site for the course catalog.
- Minimally, all departments should have a website with specific learning outcomes/goals and linkages between those program goals and UD general education competencies by July 1, 2010.
- CTAL staff and other resource persons will assist units with the construction of a curriculum map. This map for each major should be provided as a link on the website with appropriately developed course syllabi. This should be revisited for every Academic Program Review.
- Annually document the assessment of at least one learning goal with a direct and an indirect measurement. Explain how the information gathered is being used to improve learning.
- Academic Program Review
- A statement of the purposes, development and planning for undergraduate education in the unit.
- Description of undergraduate curricula and programs for majors and non-majors.
- Statistical data on course enrollments, class size, and number of majors and number of minors.
- Description of the unit’s role in meeting University curricular needs, such as general education initiatives including first-year experience, study abroad, undergraduate research, service learning and other discovery learning programs, capstone course (s), group requirements, multicultural courses, honors courses, and prerequisites for other programs.
- Information about student quality and achievements.
- Description of the advisement plan for undergraduate students and analysis of who provides advisement.
- Description of the undergraduate student learning outcomes (including clear statement of expected student learning outcomes in the areas of knowledge, skills, and competencies), assessment plans, and utilization of assessment results.
- A statement of the purposes, development and planning for graduate education.
- Description of the graduate curriculum.
- Statistical data on the size of graduate program(s), including number of students in masters and doctoral programs, and number of funded students and source of funding.
- Quality of graduate students as defined by numerical indicators and career placement of graduates.
- Career placement of graduates relative to market conditions.
- Description of the advisement plan for graduate students and analysis of who provides advisement.
- Description of graduate student learning outcomes (including clear statement of expected student learning outcomes in the areas of knowledge, skills, and competencies
A note to programs with professional accreditation: Populate your departmental website with the assessment information required by your accreditor; i.e., AACSB, ABET, NCATE, etc. But make sure you clarify the linkages with UD General Education competencies.