MSCHE Expectations

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.
  • 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.
    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.

  • Schedule
    • 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
    1. A statement of the purposes, development and planning for undergraduate education in the unit.
    2. Description of undergraduate curricula and programs for majors and non-majors.
    3. Statistical data on course enrollments, class size, and number of majors and number of minors.
    4. 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.
    5. Information about student quality and achievements.
    6. Description of the advisement plan for undergraduate students and analysis of who provides advisement.
    7. 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.
    8. A statement of the purposes, development and planning for graduate education.
    9. Description of the graduate curriculum.
    10. 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.
    11. Quality of graduate students as defined by numerical indicators and career placement of graduates.
    12. Career placement of graduates relative to market conditions.
    13. Description of the advisement plan for graduate students and analysis of who provides advisement.
    14. Description of graduate student learning outcomes (including clear statement of expected student learning outcomes in the areas of knowledge, skills, and competencies
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