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Assessment Summary Report

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I. Executive Summary This report presents a summary of Tiffin University's Outcomes Assessment (OA) strategies, data gathered, analysis conducted, and conclusions reached as a result of assessment activities carried out in the Academic Year (AY) . This annual report limits itself to the actual assessment data collected, analyzed and the resulting action plans. For specific data details, contact the Director of Outcomes Assessment at . Progress toward the strategic goals for the Office of Assessment for the Academic Year and the goals for Academic Year are outlined below. AY 2010/2011 Goals Update 1) Transition to a new Director of Outcomes Assessment. Result: Transition was successful with the load reduction and summer hours. The Outcome Assessment Report was completed with the assistance of the previous Dean of Outcomes Assessment, Dr. Teresa Shafer and the current Director of Outcomes Assessment, Rhonda Gilreath. The Outcome Assessment Report was completed by the current Director of Outcomes Assessment. The summer hours are sufficient to complete the report because the deadline for the report has been extended by one month to September 30, 2011 by Dr. Christensen. The reason for the revised deadline is because the NSSE survey results were not received by Tiffin University until August 2011. It was decided that pushing the deadline back one month was beneficial to be able to include the most current NSSE results as opposed to including them in the following year's report when the data would be one year old. 2) Transition to two new academic school deans (School of Arts & Science and School of Business) and a new School of Business Outcomes Assessment representative. Result: Transition was adequate. The Director of Outcomes Assessment has met with the all of the academic deans several times throughout the academic year to discuss outcomes assessment relative to their school. The new SOB-representative is understanding the process and participating more in the role the second semester of the academic year. 3) Establish an institutional task force to discuss 2009 NSSE results prior to re-administration. Result: A NSSE committee was formed and met two times during the academic year. The first meeting was to share the three previous NSSE results and discuss the goal of improvement in Tiffin University's NSSE results. The second meeting consisted of the committee members bringing ideas of what can be done to help improve students experiences at Tiffin University. The NSSE committee will meet early in the academic year to evaluate the NSSE results from the spring 2011 semester survey. The committee members consist of Gene Crutsinger, Mike Herdlick, Sherry Truffin, Lisa Kirchner, Annette Staunton, Gene Chintala and Rhonda Gilreath. 4) Host the 3rd Annual TU Assessment Day, with MAPP exams for juniors and MFT for seniors Results: The 3rd Annual TU Assessment Day was a success. The academic year was designated for the Major Field Test not the MAPP exam. The MAPP exam will be administered in the spring of 2012. The School of Business implemented a requirement in the capstone course (MGT495) for the students to take the 5 Business Major Field Test. A raffle for prizes helped improve participation from the previous MFT administered in 2009. 5) Coordinate completion of Program Assessment Plans for new MBA concentrations and all other new programs Results: The following programs were implemented for the academic year: MBA-Elder Care Management (Mt. Lyon) MBA-Health Care Management MBA-Human Resource Management MBA-International Business MBA-Marketing BA-General Science-Green Technologies BBA-Org Management-Health Care Management-Degree Completion BCJ-Law Enforcement ABA-Health Care Administration All new programs have a Program Assessment Plan in place and have reported the results from the academic year in the annual Goal Assessment Report. 6) Automate data collection efforts with respect to the WAC program Results: A new spreadsheet was created for faculty to use to report the data. A new database is being created to import the data. The purpose of creating a database is to be able to have a common depository for all years data. The database will support the creation of comparative reports that will give detailed information which can be analyzed in different ways then currently assessed. The new database was started in the summer of 2011. The Writing Across the Curriculum Committee has approved a new rubric that simplifies the data analysis of each paper analyzed. The new rubric will be implemented starting with the Fall 2011 semester. The data gathered from the fall of 2011 and beyond will not be comparable to previous WAC data. 7) Automate GAR submissions Results: This goal was established based upon two ideas: 1. Put procedures in place to help automate the GAR submission process and 2. Evaluate the possibility of technologically automating the submission. The first goal of putting procedures in place to help automate the process of the GAR submission was completed. The new processes include the Director of Outcomes Assessment evaluating the schedule for all assessment courses. That information is then sent to the Outcomes Assessment reps and they are to make sure that the appropriate faculty are aware that their class is an Outcomes Assessment course and the criteria they should be measuring. This process will eliminate faculty forgetting about collecting data and make sure adjunct faculty are also collecting data. Adjuncts were previously removed from the data collection process. There will also be an annual Outcomes Assessment workshop at the end of the academic year. The goal is that the faculty will come together and finalize the Goal Assessment Report for the year. An important part of this process is to allow faculty to determine if their outcomes need to be evaluated and changed. The faculty can decide on the changes and make sure the changes are in place for the coming academic year. These steps will drastically help implement the reporting of the Goal Assessment Reports on a timely basis. The second goal of evaluating the use of technology to help the Goal Assessment Report submission results was completed. Outcomes Assessment software was evaluated and all the software packages evaluated would only increase the amount of time and effort to collect data. In addition, the cost of these software packages was a large 6 initial charge and yearly fees. Cloud software, public type survey software, Cengage Assessment Programs and eCollege Assessment add-ons were evaluated. While each had benefits that would be beneficial only to a small percentage of the data collection process, none of the tools evaluated would give Outcomes Assessment an increased benefit from how we currently collect data. To use one type of assessment tool, all of the programs would have to change their program assessment plans to be able to measure data based off of "how can we collect data" as opposed to determining the identifiable student learning outcome. However, Ivy Bridge is embedding the measurements in the master shells in eCollege so that the individual chairs will be able to pull data from each course and they will then analyze the data. In conclusion, there is no software to collect our Goal Assessment Reports but data collection is being technologically automated as much as possible. 8) Monitor action plans originating from the outcome assessment results Results: Action Plans are monitored and evaluated on a continuous basis. Academic Year Goals 1. Transition to two new academic school deans (School of Art & Science and School of Criminal Justice). 2. Continue the newly formed institutional task force (NSSE Committee) to review the 2011 NSSE results and identify two to three goals to help improve the student experience and student learning at Tiffin University. 3. Host the 4th Annual TU Assessment Day for the junior MAPP exam. 4. Coordinate completion of Program Assessment Plans for new programs and continue monitoring of current Program Assessment Plans and Goal Assessment Reports. 5. Implement the new Writing Across the Curriculum Rubric into Writing Intensive courses. Training sessions will be held to help ensure adequate understanding of the new rubric. Video taping of training sessions will be embedded in the Minimum Course Content Guides of Writing Intensive courses and Degree Completion and Ivy Bridge master shells. 6. Map Student Learning Outcomes from page 37 of the Academic Bulletin to the class level to ensure adequate coverage of all assessment goals. 7. Develop a database to incorporate all Outcomes Assessment data to have a centralized location for historical data. Overall Evaluation and Action Plan The Minimum Course Content Guides were reviewed for the second year in a row. It appears more effort has gone into updating the Guides. The Guides are critical in ensuring that all faculty and adjuncts cover the required information and follow the identified assessment requirements. The faculty outcomes assessment workshops held in May 2011 stressed the importance of maintaining these documents. It was also stressed to incorporate rubrics used for assessment into the Guides to make sure that data collected for each criteria is consistent. The faculty will be requested to evaluate the Minimum Course Content Guides again in the fall. The deans will be requested to take responsibility for the updating of those documents. The lead instructors would be the obvious ultimate responsible faculty. 7 The GEC OA Council was combined into the TU Academic Outcomes Assessment Committee to help streamline roles and responsibilities. The committee members remain the same as last year with the exception of the Outcomes Assessment Rep for the School of Business. The committee made no major changes in the areas of assessment. No major changes were made because it was decided that the focus should be on using the data collected to evaluate where improvement can be made in assessment. The School OA Reps continued to maintain spreadsheets that documented the outcome measures in their respective schools. The deans requested that the School OA Reps notify the faculty in their schools of the all of the classes that will be used in any form of assessment (program and general education) . It was thought that having one primary outcomes assessment contact would help eliminate confusion among faculty of who they report data to. Meetings were held with the TU Academic Outcomes Assessment Committee members responsible for the General Education outcomes. The issue addressed was consistency among all classes no matter who teaches the course(s) or the modality of delivery. Common rubrics was requested to be created. Ivy Bridge was given the data as it was developed to implement into the master shells. The Academic Outcomes Assessment Committee will continue to play a crucial role in assessment to determine the goals and measures, expand the knowledge of assessment, and facilitate a culture of assessment. The non-academic divisions have not been consistently incorporated into the Annual Report. The indication is that non-academic divisions play a critical role in the student experience and indirectly in student learning outcomes. This year, Enrollment Management was incorporated into the Annual Report. Next year, another division will be identified to incorporate into the Annual Report in an effort to give a increased evaluation of Tiffin University's role in students and their learning experience. The 3rd Annual TU Assessment Day took place on April 6th, 2011. The Major Field Test was administered to School of Business students and Criminal Justice students. The School of Business embedded the Major Field Test for Business into the senior capstone course, MGT495, for the spring semester. The School of Business will be administering the Major Field Test in Business as a pretest in MKT151, the first business course that business majors will take. The Major Field Test will then be given as post-test in the capstone course, MGT495. The use of the Major Field Test as a pre- and post-test in the School of Business will be done for a 3-4 year period. Every student in those courses will be required to take the exam. The goal of this is to measure a percentage increase of business knowledge gained in the business courses and use this as a baseline measure. A secondary benefit of this process is to gain additional Major Field Test results for ACBSP accreditation. The School of Criminal Justice discussed the possibility of incorporating the Major Field Test as a requirement. Further discussions are to be held next year. The next scheduled year for the Major Field Test for the School of Criminal Justice is spring of 2013. This will allow adequate time to embed the Major Field Test if that is the final decision made by the faculty. The MBA Major Field Test resulted in zero participants. The MFT was given online at the last administration of the exam in April 2009. ETS indicated that the test cannot be given in a non-proctored environment so it was decided that the MBA students would be given the MFT on two separate dates. Emails were sent to all eligible students requesting their participation. The Dean of Graduate Program, Dr. Bonnie Tiell, has developed some possible incentives to help the participation rate of the next exam administration. The next scheduled date for the MBA MFT is April 2013.

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TIFFIN
UNIVERSITY
Office of Outcomes Assessment Summary Report
Academic Year 2010-2011


Prepared for: Dr. Charles R. Christensen,
Vice President for Academic Affairs
& Dean of the Faculty

Prepared By: Office of Assessment & Accreditation
Professor Rhonda Gilreath, Director of Outcomes Assessment
Ms. Jeanie Fisher, Assistant to the VPAA




Table of Contents
I. Executive Summary
............................................................................................................................................. 5
II. Academic Affairs Division Assessment ...........................................................................................................
10
III. General Education Curriculum Assessment ................................................................................................... 18
National Survey of Student Engagement .......................................................................................................... 31
IV. Academic School Assessment ........................................................................................................................ 36
School of Arts and Sciences ............................................................................................................................. 37
School of Arts & Sciences GAR ....................................................................................................................... 39
Master of Education GAR ................................................................................................................................ 43
Master of Humanities GAR .............................................................................................................................. 47
BA - Arts Administration – Music Concentration GAR .................................................................................. 49
BA – Arts Administration – Visual Arts Concentration GAR ......................................................................... 52
BA – Communications GAR ............................................................................................................................ 54
BA – Communications – Electronic Media Concentration GAR ..................................................................... 56
BA – Communications – Journalism Concentration GAR ............................................................................... 58
BA – Communications – Public Relations Concentration GAR ...................................................................... 61

, BA – English GAR ........................................................................................................................................... 63
BA – General Science – Behavioral Science Concentration GAR ................................................................... 71
BA – History GAR............................................................................................................................................ 72
BA – Professional Studies GAR ....................................................................................................................... 74
School of Business ............................................................................................................................................ 78
School of Business GAR .................................................................................................................................. 79
Master of Business Administration GAR ......................................................................................................... 85
MBA – General Management Concentration GAR .......................................................................................... 87
MBA – Leadership Concentration GAR........................................................................................................... 88
MBA – Sports Management Concentration GAR ............................................................................................ 89
MBA – Healthcare Administration Concentration GAR .................................................................................. 90
MBA – International Business Concentration GAR ......................................................................................... 91
MBA – Marketing Concentration GAR ............................................................................................................ 92
MBA – Human Resources Management Concentration GAR ......................................................................... 93
MBA – Elder Care Management Concentration GAR ..................................................................................... 94
BBA – Accounting GAR .................................................................................................................................. 95
BBA – Computer and Information Technology GAR ...................................................................................... 98
BBA - Finance GAR ....................................................................................................................................... 102
BBA – Management –Equine Business Management Concentration GAR ................................................... 106
BBA – Management –Hospitality and Tourism Management Concentration GAR ...................................... 107
BBA – Management – Human Resources Management Concentration GAR ............................................... 109
BBA – Management – International Business Concentration GAR ............................................................... 111
BBA – Management – Managerial Studies Concentration GAR ................................................................... 118
BBA – Marketing GAR .................................................................................................................................. 120
BBA – Organizational Management GAR ..................................................................................................... 122
BBA – Sports & Recreation Management GAR ............................................................................................ 126
ABA – Accounting GAR ................................................................................................................................ 129
ABA – Business GAR .................................................................................................................................... 130
ABA – Healthcare Administration GAR ........................................................................................................ 131
ABA – Information Technology GAR ........................................................................................................... 132
School of Criminal Justice & Social Sciences GAR ...................................................................................... 133
MSCJ – Crime Analysis Concentration GAR ................................................................................................ 137
MSCJ – Criminal Behavior Concentration GAR............................................................................................ 139
MSCJ – Homeland Security Administration Concentration GAR ................................................................. 142
MSCJ – Justice Administration Concentration GAR ..................................................................................... 144
MSCJ – Forensic Psychology Concentration GAR ........................................................................................ 145
BA – Government & National Security GAR ................................................................................................ 148
BA – Psychology GAR ................................................................................................................................... 151
BCJ – Corrections GAR.................................................................................................................................. 156
BCJ – Cyber-Defense and Information Security GAR ................................................................................... 158
BCJ – Forensic Psychology GAR ................................................................................................................... 160
BCJ – Forensic Science GAR ......................................................................................................................... 164
BCJ – Homeland Security & Terrorism GAR ................................................................................................ 167
BCJ – Justice Administration GAR ................................................................................................................ 169
BCJ – Law Enforcement GAR ....................................................................................................................... 173
V. Academic Support Programs Assessment...................................................................................................... 176
Academic Advising GAR ............................................................................................................................... 176

2

, Career Development GAR .............................................................................................................................. 178
ELAC – English Language & American Culture Program GAR ................................................................... 180
Student Success Center GAR.......................................................................................................................... 182
Supplemental Instructor Program GAR .......................................................................................................... 184
Study Abroad GAR ......................................................................................................................................... 186
VI: Athletic Division Assessment ....................................................................................................................... 188
VII: Student Affairs Assessment ........................................................................................................................ 191
VIII: Enrollment Services Division .................................................................................................................... 194
VIIII: New Program Assessment Plans .............................................................................................................. 213
BA – General Science Major – Green Technology Concentration ................................................................. 213
MBA— Elder Care Management Concentration ............................................................................................ 216
MBA – Healthcare Administration Concentration ......................................................................................... 218
MBA – International Business Concentration ................................................................................................ 220
MBA – Marketing Concentration ................................................................................................................... 222
BBA - Finance Major...................................................................................................................................... 224
BBA - Computer Information Technology ..................................................................................................... 227
BBA – Organizational Management Major Elder Care Administration Concentration ................................. 233
BBA – Organizational Management Major Health Care Administration Concentration ............................... 236
ABA – Healthcare Administration Major ....................................................................................................... 239




3

, I. Executive Summary

This report presents a summary of Tiffin University's Outcomes Assessment (OA) strategies, data gathered,
analysis conducted, and conclusions reached as a result of assessment activities carried out in the Academic Year
(AY) 2010-2011. This annual report limits itself to the actual assessment data collected, analyzed and the
resulting action plans. For specific data details, contact the Director of Outcomes Assessment at 419-448-3581.
Progress toward the strategic goals for the Office of Assessment for the Academic Year 2010-2011 and the goals
for Academic Year 2011-2012 are outlined below.

AY 2010/2011 Goals Update

1) Transition to a new Director of Outcomes Assessment.

Result: Transition was successful with the load reduction and summer hours. The 2009-2010 Outcome
Assessment Report was completed with the assistance of the previous Dean of Outcomes Assessment, Dr. Teresa
Shafer and the current Director of Outcomes Assessment, Rhonda Gilreath. The 2010-2011 Outcome
Assessment Report was completed by the current Director of Outcomes Assessment. The summer hours are
sufficient to complete the report because the deadline for the report has been extended by one month to September
30, 2011 by Dr. Christensen. The reason for the revised deadline is because the NSSE survey results were not
received by Tiffin University until August 2011. It was decided that pushing the deadline back one month was
beneficial to be able to include the most current NSSE results as opposed to including them in the following year's
report when the data would be one year old.

2) Transition to two new academic school deans (School of Arts & Science and School of Business) and a
new School of Business Outcomes Assessment representative.

Result: Transition was adequate. The Director of Outcomes Assessment has met with the all of the academic
deans several times throughout the academic year to discuss outcomes assessment relative to their school. The
new SOB-representative is understanding the process and participating more in the role the second semester of
the academic year.

3) Establish an institutional task force to discuss 2009 NSSE results prior to re-administration.

Result: A NSSE committee was formed and met two times during the academic year. The first meeting was to
share the three previous NSSE results and discuss the goal of improvement in Tiffin University's NSSE results.
The second meeting consisted of the committee members bringing ideas of what can be done to help improve
students experiences at Tiffin University. The NSSE committee will meet early in the 2011-2012 academic year
to evaluate the NSSE results from the spring 2011 semester survey. The committee members consist of Gene
Crutsinger, Mike Herdlick, Sherry Truffin, Lisa Kirchner, Annette Staunton, Gene Chintala and Rhonda Gilreath.

4) Host the 3rd Annual TU Assessment Day, with MAPP exams for juniors and MFT for seniors

Results: The 3rd Annual TU Assessment Day was a success. The 2010-2011 academic year was designated for
the Major Field Test not the MAPP exam. The MAPP exam will be administered in the spring of 2012. The
School of Business implemented a requirement in the capstone course (MGT495) for the students to take the

4

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