Assessment

Defines the purpose and process of student learning assessment at A-State. This book includes foundational concepts, committee structures, assessment cycles, and documentation procedures that guide academic units in evaluating and improving student learning.

Chapter 1: Getting Started

Assessment Manual
A-State Assessment Cycle
Assessing Cocurricular, Extracurricular, and Auxiliary Units

Chapter 2: Assessment Governance

A-State Assessment Committee (AAC)
Cocurricular Assessment Committee (CCAC)
Program-Level Assessment Committee (PAC)
General Education Committee

Chapter 3: Planning and Designing Assessment

Introduction to Program-Level Assessment
Developing Learning Outcomes and Curriculum Maps
Designing Assessment Methods
Using Results for Improvement

Chapter 4: Student Learning Outcomes (SLOs)

University Learning Outcomes
General Education Learning Outcomes
College of Agriculture - Student Learning Outcomes
Neil Griffin College of Business – Student Learning Outcomes
College of Education & Behavioral Science – Student Learning Outcomes
College of Engineering and Computer Science – Student Learning Outcomes
College of Liberal Arts and Communication – Student Learning Outcomes
College of Nursing and Health Professions – Student Learning Outcomes
College of Science and Mathematics – Student Learning Outcomes
University College – Student Learning Outcomes
College of Veterinary Medicine

Chapter 5: General Education Review Process

Quad Review Timeline and Calendar
Quadrennial Review Rubric

Chapter 6: Program Review and Reporting

Overview of Program Review
ADHE Program Review Requirements and Procedures
Internal Planning Timeline
Guide to Writing the Self-Study Report
Example Planning Documents
Program Assessment Review (PAR) Rubric
Frequently Asked Questions (FAQ)

Leaving the Den Survey Results

Chapter 1: Getting Started

This chapter introduces the foundational concepts and institutional framework for academic assessment at Arkansas State University. It includes the Assessment Manual, outlines the university’s annual assessment cycle, and provides guidance on evaluating co-curricular, extracurricular, and auxiliary units. These resources help faculty and staff understand the scope of assessment, where to begin, and how their efforts align with university-wide goals for continuous improvement.

Chapter 1: Getting Started

Assessment Manual

The purpose of this manual is to articulate Arkansas State University’s (A-State) processes for executing student-learning assessment to its various constituencies. The overall intent of student-learning assessment at A-State is the continuous improvement of curriculum and student-learning opportunities. A process of assessment is essential to continuous improvement, and therefore, commitment to assessment must be deeply embedded in our core values. Assessment applies not only to student learning and educational outcomes, but also to our institution’s approach to improving institutional effectiveness.

What is Student Learning Assessment?

“Assessment is the ongoing process of: 1.) Establishing clear, measurable expected outcomes of student learning, 2.) Ensuring that students have sufﬁcient opportunities to achieve those outcomes, 3.) Systematically gathering, analyzing, and interpreting evidence to determine how well student learning matches our expectations, and 4.) Using the resulting information to understand and improve student learning”

Suskie, L. (2018). Assessing Student Learning: A Common Sense Guide, John Wiley & Sons, Incorporated, 2009.

Our commitment to assessing student learning proceeds from the institution’s mission and learning outcomes. It involves faculty and co-curricular leaders at all points in the process and includes analysis of assessment results. Faculty and co-curricular leaders are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment. Furthermore, assessment results are used to improve A-State’s academic programs, co-curricular learning opportunities, ancillary services, and other operations.

This Assessment Manual outlines Arkansas State University’s institutional approach to student-learning assessment. It is organized around three core areas:

A-State’s assessment infrastructure, including the shared governance committees and accreditor expectations that guide assessment practices;
Procedures for documenting student-learning assessment, such as the use of Nuventive, Simple Syllabus, and university surveys; and
Processes for conducting student-learning assessment, including program-level, general education, and cocurricular assessment cycles.

This manual is designed to support faculty, staff, and assessment leaders in aligning their practices with institutional goals and accreditation standards, fostering a culture of continuous improvement across academic and cocurricular programs.

Assessment Infrastructure

The Office of Accreditation and Assessment utilizes a shared governance committee structure to make decisions, implement change, and oversee the evaluation of assessment efforts. The Office of Accreditation and Assessment coordinates these efforts through three committees that support accreditation and assessment.

Accreditation and Assessment Committee

The Accreditation and Assessment Committee (AAC) at A-State is charged with the primary responsibility of planning and directing assessment at the university level and for the University Learning Outcomes. The AAC recognizes that faculty and co-curricular leaders are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment at A-State.

Program Assessment Committee

The Program-Assessment Committee (PAC) at Arkansas State University is charged with the primary responsibility of planning, advising, and directing program-level assessment. The PAC acknowledges that faculty are subject-matter experts, and their input is respected and critical for thorough and effective student-learning assessment of each program offered at A-State.

Cocurricular Assessment Committee

The Cocurricular Assessment Committee (CAC) at Arkansas State University (A-State) is charged with the primary responsibility of planning and directing the assessment of co-curricular units. The CAC acknowledges that co-curricular leaders are experts in their field(s) and their input is respected and critical for thorough and effective student-learning assessment of the co-curricular units at A-State.

➤ See: Shared Governance for more information about shared governance committees at A-State.

At the highest level, the institution is assessed through University Learning Outcomes established by the Accreditation and Assessment Committee. These are institutional outcomes that all programs map to in the assessment process. Other assessment efforts reported to the Office of Accreditation and Assessment include Program Assessment, General Education Assessment, and Cocurricular/Other Assessment.

Accreditor Expectations

A-State's institutional accreditor, the Higher Learning Commission (HLC), and programmatic accreditors have expectations for the assessment of academic and cocurricular programs as a way of ensuring continuous improvement. The HLC lists their expectations for assessment in Criterion for Accreditation 3 and Assumed Practices C.

Procedures for Documenting Student-Learning Assessment

Using Nuventive

Nuventive is the university’s official platform for documenting student-learning assessment. Faculty and assessment leaders use Nuventive to enter outcomes, methods, findings, and summaries that support program review and accreditation reporting. For step-by-step instructions, refer to the Nuventive Book in the Office of Accreditation & Assessment’s Knowledge Base, which includes specific How-To Guides for managing workspaces, entering assessment data, and aligning outcomes with institutional goals.

➤ See: Nuventive

Syllabi

A-State syllabi are published in Simple Syllabus. Syllabus templates are determined by college deans and department chairs in conjunction with the Office of Accreditation and Assessment. Syllabi published from fall 2024 and beyond are available in the A-State Syllabus Library. Syllabi published between fall 2017 through summer 2024 may be requested from the Office of Accreditation and Assessment. Older syllabi are not stored by the Office of Accreditation and Assessment. A recorded Simple Syllabus training video is available online, and one-on-one, or group training may be requested from the Office of Accreditation and Assessment.

➤ See: Simple Syllabus

Leaving the Den Exit Survey

The Leaving the Den exit survey is administered to all graduating students during the weeks surrounding August, December, and January commencements. The survey includes several blocks of questions, including questions about students’ educational experiences, questions about each university learning outcome, and questions about students’ post-graduation plans. Leaving the Den data is accessible on the Knowledge Base Page or by request from the Office of Accreditation and Assessment. The data can be disaggregated by graduation term, college, degree, and major.

Processes for Conducting Student-Learning Assessment

Program Assessment

The Office of Accreditation and Assessment requires assessment at the program level. Course level assessments may be used as “key assessments” at the program level. Refer to your specialized accreditor standards to determine whether course-level assessment is required for your accreditation purposes. Programs are assessed by the Program Assessment Committee (see Committees) using the Program Assessment Rubric on a bi-annual basis in either odd or even academic years, with three distinct deadlines for Outcomes/Methods (March 15th), Findings (October 15th), and End of Cycle Summaries (May 15th), to help keep assessment leaders on-track.

➤ See: A-State Assessment Cycle for more details on the assessment deadlines.

Program-Level Student Learning Outcomes

Program-Level Student Learning Outcomes are determined by the department. Program Outcomes must include student learning outcomes (i.e., skills and knowledge), but may also include administrative outcomes (i.e., faculty to student ratios, cohort sizes, etc.) and/or student achievement outcomes (i.e., retention and completion, board pass rates, etc.). These may be decided by a specialized accreditor, by the department, or through Program Review. To update your program-level student learning outcomes, contact the Office of Accreditation and Assessment.

Certificate-Level Student Learning Outcomes

All certificate programs require a minimum of three outcomes. These may be learning outcomes or a combination of learning and administrative outcomes

Determining Appropriate Outcomes

For programs with certificates that are fully embedded within a degree program:
1. Track and report the number of students completing the certificate each year. If student enrollment for the certificate program exceeds five students, the certificate must be assessed separately from the larger degree program. If fewer than five students complete the certificate in an academic year, answer "Yes" to the low enrollment question on the Program Information page.
2. If you are unsure as to whether your certificate is embedded, consider the following question: Are the certificate outcomes (a) a subset of the parent degree outcomes, or do they (b) represent a distinct set of competencies?
  1. If (a)—the certificate outcomes are a subset of degree outcomes:
    1. You may adopt the parent degree outcomes and assessment methods
    2. Disaggregate your data by student program enrollment (Note: Program type is available as a filter in Nuventive's Canvas dashboards. Faculty would need to use Canvas for grading to enable this.
  2. If (b)—the certificate represents distinct competencies:
    1. Develop unique outcomes and methods to assess the certificate of program specific competencies.

Special Requirements

Canceled Programs: Canceled programs should be assessed until they are fully taught out. Assessment requirements will change when fewer than five students are enrolled in the program.

Concentration or Emphasis Areas: Concentrations and emphasis areas are all included within the same umbrella workspace. These are differentiated where the concentration or emphasis area diverges in assessment. For instance, if the concentration or emphasis areas diverge at the outcome level, use the “Outcome Short Name” within Nuventive to delineate between concentrations/emphases. See the example below.

Example: Art BFA has two emphases, Art Education and Studio.

For core or shared outcomes, there is no need for a prefix in the outcome short name. To differentiate outcomes by emphasis, Art BFA will use a prefix of “Art Education:” or “Studio:” before naming the outcome (i.e., “Art Education: Communication” or “Studio: Content Knowledge”). Ensure that you use the colon between the prefix and outcome short name.

➤ For more information on external accreditation and consultant-led reviews, see the External Academic Reviews page in the Accreditation Knowledge Base book.

General Education Assessment

General Education Assessment is performed at the course level and overseen by the General Education Committee through a process called Quadrennial Review.

➤ See: Nuventive

Cocurricular and Other Assessments

In the context of higher education, the terms cocurricular, extracurricular, and auxiliary units refer to different types of activities and support systems that complement academic learning and enhance the overall student experience.

Cocurricular programs and activities are structured activities that complement the academic curriculum. They often align with educational goals.

Extracurricular programs and activities are voluntary activities that students participate in outside of the academic curriculum. These activities may not directly relate to academic goals but contribute to personal growth, social skills, and community engagement.

Auxiliary units provide additional services and support to enhance the educational experience but are not directly tied to academic or cocurricular activities. They often help facilitate student life, well-being, and institutional operations.

Assessment Requirements

Cocurricular Programs	At least one learning outcome.
Extracurricular Programs	At least one outcome. It can be either a learning or an administrative outcome.
Auxiliary Units	At least one administrative outcome.

See More

➤ See: A-State Assessment Cycle

➤ See: Nuventive (Link to Knowledge Base Nuventive Book)

➤ See: Simple Syllabus (Link to Knowledge Base Simple Syllabus Book)

Chapter 1: Getting Started

A-State Assessment Cycle

This calendar outlines the recurring assessment responsibilities for academic and non-academic units at Arkansas State University. It supports continuous improvement and aligns with institutional and programmatic accreditation expectations.

Assessment Schedule by Year and Unit

Year / College	Due	Activity	Details
Odd Academic Years College of Liberal Arts and Communication College of Agriculture Veterinary Medicine Neil Griffin College of Business Nursing and Health Professions Auxiliary and Extracurricular Programs	March 15	Program Outcomes & Methods	Adjust Assessment Outcomes & Methods based on two prior academic years of data.
Even Academic Years Education & Behavioral Science Engineering & Computer Science Beck College of Sciences & Mathematics University College Graduate School Cocurricular Programs	March 15	Program Outcomes & Methods	Adjust Assessment Outcomes & Methods based on two prior academic years of data.
Every Year All Colleges	October 15	Findings	Report Findings on student learning and program outcomes, including data and reflections on curricular effectiveness.
As Needed All Colleges	As Needed	Mapping & End of Cycle Summary	Update Curriculum Maps on an as-needed basis prompted by curricular changes or strategies to improve learning outcomes. Complete the End of Cycle Summary based on prior assessment efforts and current program needs—summaries function as an executive summary and might benefit a program needing to scale efforts.

Continuous Improvement Note

The adjusted assessment calendar alleviates some of the process burden of assessment while also allowing assessment leaders to focus on continuous improvement for a healthier assessment cycle. When assessment leaders are reviewing Assessment Outcomes & Methods there will be an expectation that programs leave the “monitoring phase” of assessment and move toward continuous improvement

Example: if you have held the same methods for a few years and each year the method showed similar findings, it may be time to adjust the method.

Current Assessment Calendars and Schedules

The Office of Accreditation and Assessment maintains current assessment calendars, reporting schedules, and review timelines in SharePoint. These documents are updated as needed and should be considered the official source for current deadlines and reporting cycles.

📅 Assessment Calendars and Schedules

Access the most current assessment calendars, reporting schedules, review timelines, and due dates.

Assessment Calendar – Annual schedule of assessment activities, committee reviews, reporting milestones, and institutional assessment initiatives.

Assessment Due Dates – Official deadlines for Outcomes & Methods, Findings, Mapping updates, and other assessment reporting requirements.

Chapter 1: Getting Started

Assessing Cocurricular, Extracurricular, and Auxiliary Units

Distinguishing between Cocurricular, Extracurricular, and Auxiliary Units

Defining Cocurricular, Extracurricular, and Auxiliary Units

Cocurricular

Cocurricular activities are structured activities that complement the academic curriculum. They often align with educational goals.

It is required to develop at least one learning outcome.

Extracurricular

Extracurricular activities are voluntary activities that students participate in outside of the academic curriculum. These activities may not directly relate to academic goals but contribute to personal growth, social skills, and community engagement.

It is required to develop at least one outcome. It can be either a learning or an administrative outcome.

Auxiliary

Auxiliary units provide additional services and support to enhance the educational experience but are not directly tied to academic or co-curricular activities. They often help facilitate student life, well-being, and institutional operations.

It is required to develop at least one administrative outcome.

General Considerations When Developing Outcomes

Learning Outcome
- This is an outcome that can be directly tied to student learning (i.e., student grades, cognitive development, leadership skills, etc.).
Administrative Outcome
- This is an outcome that is tied to the administration of your unit (i.e., number of students served, effectiveness of service, etc.)
Alignment with Institutional Goals
- Ensure that assessment methods align with the institution’s overall mission and strategic plan, or university learning outcomes.
Continuous Improvement
- Use assessment findings to inform program development and enhancements, fostering a culture of continuous improvement.
Stakeholder Involvement
- Engage students, faculty, and staff in the assessment process to create a comprehensive understanding of outcomes and needs.

Rubric Overview

This rubric evaluates the completeness and quality of program assessment reports. Each category is rated as Exemplary, Good, Developing, or Needs Improvement.

Legend

Exemplary — 🟩Green
Good — 🟨Yellow
Developing — 🟧Orange
Needs Improvement — 🟥Red

Cocurricular, Extracurricular, and Auxiliary Unit Assessment Rubric

Possible Assessments

Cocurricular Assessment Examples

Study Abroad, Academic Clubs, Service-Learning Programs

Surveys and Feedback Forms
- Gather student feedback on their experiences, perceived learning outcomes, and areas for improvement.
Learning Outcomes Assessment
- Develop specific learning objectives for each activity and assess whether students meet these through reflective essays, presentations, or projects.
Participation and Engagement Metrics
- Track attendance, involvement in leadership roles, and the number of students participating over time.
Portfolios
- Encourage students to compile work, reflections, and artifacts that demonstrate their learning and development through cocurricular activities

Extracurricular Assessment Examples

Sports Teams, Arts and Performance Groups, Clubs and Organizations

Event Participation Metrics
- Measure attendance and participation rates in events and activities, analyzing trends over time.
Peer Assessment
- Encourage students to assess each other’s contributions and teamwork skills within clubs or teams.
Impact Surveys
- Conduct pre- and post-participation surveys to measure changes in skills (e.g., leadership, teamwork) and personal growth.
Retention and Satisfaction Surveys
- Assess how involvement in extracurriculars affects student retention rates and overall satisfaction with their college experience.

Auxiliary Assessment Examples

Student Health Services, Career Services, Housing and Residential Life

Service Utilization Metrics
- Track the number of students using services (e.g., counseling sessions, health services) and analyze trends.
Outcome Evaluations
- Use assessments like satisfaction surveys to gauge student satisfaction with the services provided and the effectiveness of those services.
Performance Metrics
- For units like career services, measure outcomes such as job placement rates, internship success, and employer satisfaction.
Focus Groups and Interviews
- Conduct qualitative assessments to gain deeper insights into student needs, experiences, and areas for improvement.

Chapter 2: Assessment Governance

This chapter outlines the university’s shared governance structure for academic assessment. It introduces the faculty-led committees responsible for overseeing institutional, program-level, co-curricular, and general education assessment processes. These committees guide planning, review outcomes, and ensure alignment with accreditation standards and university goals.

Chapter 2: Assessment Governance

A-State Assessment Committee (AAC)

Purpose Statement

The A-State Assessment Committee (AAC) at Arkansas State University (A-State) is charged with the primary responsibility of planning and directing assessment at the university level. The purpose of the AAC is as follows:

Reviewing the university learning outcomes and recommending revisions when needed
Developing an assessment process for the university learning outcomes
Recommending the development, acquisition, and use of attitudinal and other types of surveys/questionnaires as institutional assessment instruments
Providing leadership for the development and implementation of campus-wide institutional assessment procedures
Establishing and monitoring the University's annual assessment calendar
Evaluating the institutional assessment procedures and making recommendations to the University's executive leadership (Chancellor, Provost, VC Student Affairs, VC Finance, etc.)
Recommending channels and the types of information that can be routinely communicated campus-wide and to the external constituencies/stakeholders
Coordination of all assessment committees on campus--the Program-level Assessment Committee, General Education Committee, and Co-Curricular Assessment Committee
Utilizes the A-State shared governance oversight process when appropriate for issues related to campus-wide assessment issues and/or procedures

Membership will consist of the following individuals and representatives:

Elected representative/s from the Program Assessment Committee
Elected representative/s from the Co-Curricular Assessment Committee
Elected representative General Education Committee
Elected representative Undergraduate Curriculum Committee
Elected representative Graduate Council
Undergraduate student who is appointed from Student Government Association
Graduate student who is appointed from the Graduate Student Council
Director of Assessment and the Office of Assessment team
Representative from Academic Affairs

Members

2023-2024

Joanna Grymes
Addie Fleming
Melodie Philhours
Addie Fleming
David Harding
Robert Robinette
Cherisse Jones-Branch
Wayne Wilkinson
Kelli Listenbee
Bud Kennedy
Alexandre Sokolov
Tanja McKay
Kevin Hennings
Mary Elizabeth Spence
Melanie Wicinski

Meeting Minutes

Past meeting minutes can be found in the A-State Research and Creativity Hub (ARCH) managed by the Dean B. Ellis Library

They can be found under Accreditation and Assessment Committee Minutes in the University and Administration Collection.

For past meeting dates, contact the Office of Accreditation and Assessment.

This content is included from: Shared Governance → A-State Assessment Committee (AAC)

Chapter 2: Assessment Governance

Cocurricular Assessment Committee (CCAC)

Purpose Statement

The Cocurricular Assessment Committee (CCAC) at Arkansas State University (A-State) is charged with the primary responsibility of planning and directing the assessment of cocurricular units. The purpose of the CCAC is as follows:

Defining cocurricular assessment
Developing assessment planning processes that are meaningful for personnel in all cocurricular areas
Providing leadership by identifying cocurricular outcomes and directing assessment efforts within the cocurricular areas
Review submitted assessment plans and reports and recommend revisions on an ongoing basis

Members

2023-2024

Matthew Robins
Heather Brake
Martha Spack
Beth Silverthorn
Jennifer Salo
Katey Provence
Kelli Listenbee
Tabatha Simpson Farrow
Robert Robinette
Natalie Eskew
Kari Harris
Jessica Epstein
Kevin Hennings
Mary Elizabeth Spence
Melanie Wicniski

Meeting Minutes

Past meeting minutes can be found in the A-State Research and Creativity Hub (ARCH) managed by the Dean B. Ellis Library

They can be found in the University and Administration Collection.

For past meeting dates, contact the Office of Accreditation and Assessment.

This content is included from: Shared Governance →Co-Curricular Assessment Committee (CCAC)

Chapter 2: Assessment Governance

Program-Level Assessment Committee (PAC)

Purpose Statement

The Program-Assessment Committee (PAC) at Arkansas State University is charged with the primary responsibility of planning, advising, and directing program-level assessment. The purpose of the PAC is as follows:

Review submitted assessment plans and reports and recommend revisions as appropriate
Verify that assessment results have been used for programmatic improvements (close the loop)
Facilitate the Assessment Grant
Facilitate Learn@Astate
Discuss assessment processes and make recommendations that would improve student learning assessment
Communicate with AAC, Office of Assessment, and Academic Affairs on all matters related to program-level assessment

Members

2023-2024

Jerica Rich
Jason Stewart
Melodie Philhours
Jessica Curtis
Minghui Gao
Marika Kyriakos
Ruth Owens
Dinnah Tetteh
David Harding
Stacy Walz
Addie Fleming
Martin Huss
Nikesha Nesbitt
Montserrat Juarez Aubry
Andre Possani Espinoza
Kevin Hennings
Mary Elizabeth Spence
Melanie Wicniski

Meeting Minutes

Past meeting minutes can be found in the A-State Research and Creativity Hub (ARCH) managed by the Dean B. Ellis Library

They can be found in the University and Administration Collection.

For past meeting dates, contact the Office of Accreditation and Assessment.

This content is included from: Shared Governance →Co-Curricular Assessment Committee (CCAC)

Chapter 2: Assessment Governance

General Education Committee

MISSION

The general education program develops a foundation and motivation for the lifelong pursuit of learning in undergraduate students at Arkansas State University by introducing them to a broad range of essential areas of knowledge that will enable them to think critically and participate ethically in a democratic nation and a global society.

Purpose

The General Education Committee (GEC) guides the Vice Chancellor for Academic Affairs and Research (VCAAR) in improving the quality and relevance of the university's general education curriculum. The committee:

Reviews proposals for modifications to the General Education Program.
Reviews each general education course on a four-year cycle to determine continued acceptability within the program.
Reviews assessment data provided by the Office of Assessment and Accreditation.
Makes recommendations regarding general education policy, curriculum, and assessment to the VCAAR.

Membership

Voting members will consist of faculty representatives from each college, with additional representation from multi-department colleges. These members need to be tenured faculty with a minimum of three years of continuous service prior to serving on the committee. Each college will be responsible for determining the selection of its representative(s).

In those cases where there is an issue affecting a broad area of the general education core that is not represented by the composition of the current committee, a representative from the area not represented must be invited to attend the meeting and be afforded the opportunity to participate in the discussions before action is taken.

Current Voting Members

First Name	Last Name	College/Office	Term Expires	Appointed by	Email
Bert	Greenwalt	College of Agriculture	2026	College of Agriculture	bertg@astate.edu
Gauri	Ghua	Neil Griffin College of Business	2028	Neil Griffin College of Business	gguha@astate.edu
Sarah	Scott	Media	2029	CLAC - Communications	sscott@astate.edu
Maggie	Hance	College of Education and Behavioral Science	2027	Education and Behavioral Science	mhance@astate.edu
Donghoon	Kim	College of Engineering and Computer Science	2027	College of Engineering and Computer Science	dhkim@astate.edu
Claire	Abernathy	Fine Arts	2029	CLAC - Fine Arts	cgarrard@astate.edu
Carmen	Williams	Honors		Honors	clwilliams@astate.edu
Kristen	Ruccio	English and Heritage Studies	2029	CLAC - Humanities and Social Sciences	kruccio@astate.edu
Andrea	Davis	History	2029	CLAC - Humanities and Social Sciences	andavis@astate.edu
Amy	Buzby	Government-Law-Policy	2029	CLAC - Humanities and Social Sciences	abuzby@astate.edu
Kathryn	Flannigan	College of Nursing and Health Professions	2027	Nursing and Health Professions	kflannigan@astate.edu
Ferebee	Tunno	Beck College of Sciences & Mathematics	2029	Sciences/Mathematics	ftunno@astate.edu
Brook	Fluker	Beck College of Sciences & Mathematics	2029	Sciences/Mathematics	bfluker@astate.edu
Lisa	Ferrell	University College	2028	University College	lferrell@astate.edu

The chair, who must be tenured, will serve a three-year term and may not be reappointed to a consecutive three-year term.

Ex-Officio, Non-Voting Members

The committee will also consist of ex-officio, non-voting members from the Independent Department of Military Science, the Associate Vice Chancellor for Academic Services, and the Director of Assessment Services to provide support and guidance.

First Name	Last Name	College/Office	Term Expires	Appointed by	Email
MAJ Jeremy (Matt)	Weeks	Military Science	2027	Military Science	jweeks@AState.edu
Melanie	Wicinski	AVC for Assessment and Accreditation	Position	AVC for Assessment and Accreditation	mwicinski@astate.edu
*Steve	Beaupre	Academic Affairs and Research	Position	AVCAS	sbeaupre@astate.edu
*Kelli	Listenbee	Assessment and Accreditation		Assessment and Accreditation	klee@astate.edu
Carlos	Gutierrez	ASUCQ	2027		cgutierrezvirgen@astate.edu
Sanjay	Nanwani	ASUCQ	2027		snanwani@astate.edu
Liliana	Guadalupe	ASUCQ	2027		lguadalupe@astate.edu

Membership information is updated as appointments are received from the colleges and academic units.

Assessment and Review Process

The General Education Committee plays an important role in the assessment and continuous improvement of the university's General Education Program. Information about the quadrennial review process, assessment timelines, reporting requirements, learning outcomes, and supporting resources is maintained in the Assessment Manual.

➡ See: Chapter 5: General Education Review Process of the Assessment Manual for current procedures, review schedules, assessment expectations, and related resources.

Meeting Minutes

Past meeting minutes can be found in the A-State Research and Creativity Hub (ARCH) managed by the Dean B. Ellis Library.

They can be found under General Education Committee Minutes in the University and Administration Collection.

For past meeting dates, refer to the official Shared Governance archives or contact the Office of Academic Affairs.

Resources

This content is included from: Shared Governance → General Education Committee

Chapter 3: Planning and Designing Assessment

This chapter supports academic departments in developing and refining program-level student learning outcomes and designing effective assessment strategies. It provides structured guidance and practical tools for planning outcomes, mapping curriculum, selecting appropriate methods, and using results to inform decisions and drive meaningful improvement. The resources in this chapter help ensure that assessment practices are intentional, measurable, and aligned with accreditation standards and institutional goals.

Chapter 3: Planning and Designing Assessment

Introduction to Program-Level Assessment

Program-level assessment is a structured process for evaluating how well students achieve the learning outcomes defined by their academic program. It plays a critical role in supporting continuous improvement and meeting accreditation standards by ensuring that programs are intentional, effective, and responsive to student needs.

At Arkansas State University, departments are expected to define clear, measurable learning outcomes for each academic program and to assess those outcomes regularly. This process helps faculty identify strengths and areas for improvement, align curriculum with desired competencies, and demonstrate accountability to stakeholders including students, accreditors, and the institution.

Why Program-Level Assessment Matters

Supports accreditation by documenting student achievement and program effectiveness.
Improves curriculum through evidence-based decisions.
Engages faculty in meaningful reflection on teaching and learning.
Aligns with institutional goals for student success and continuous improvement.

Assessment as a Cycle for Improvement

Assessment is most effective when it leads to data-informed decisions. Departments are encouraged to use results to plan actions for continuous improvement, documenting both short-term adjustments and long-term strategies. This cyclical process ensures that assessment is not just a reporting requirement, but a meaningful driver of change.

Glossary of Assessment Terms

Understanding key terminology is essential for effective communication and collaboration in assessment planning. The glossary below defines commonly used terms in program-level assessment at A-State.

▶ See: Glossary of Assessment Terms

This resource includes definitions for:

Assessment
Action Plan
Closing the Loop
Curriculum Map
Direct Assessment
Indirect Assessment
And more...

Departments are encouraged to refer to this glossary when developing outcomes, designing assessments, and preparing reports to ensure consistency and clarity across programs.

What This Chapter Covers

This chapter guides departments through the key steps of program-level assessment:

Writing student learning outcomes
Mapping outcomes to curriculum
Designing assessment methods
Using results to inform decisions
Planning for short- and long-term improvement

Each section includes practical tools, templates, and examples to help departments build a sustainable and meaningful assessment process.

Chapter 3: Planning and Designing Assessment

Developing Learning Outcomes and Curriculum Maps

Clear, measurable student learning outcomes are the foundation of effective program-level assessment. They define what students should know, be able to do, or value by the time they complete a program. Curriculum maps help departments align these outcomes with courses and learning experiences, ensuring that students have structured opportunities to achieve them.

Writing Student Learning Outcomes

Effective outcomes are:

Student-centered: Focused on what students will achieve.
Measurable: Use observable action verbs.
Aligned: Reflect program goals and institutional priorities.

Tips for Writing Outcomes:

Start with a verb from Bloom’s Taxonomy (e.g., analyze, create, evaluate).
Avoid vague terms like “understand” or “appreciate.”
Include context or conditions when appropriate.

See: Bloom’s Taxonomy Action Verbs
See: Revised Bloom's Taxonomy - All Domains

Student Learning Outcomes Session

This session walks through the process of identifying and aligning program learning outcomes (PLOs), administrative outcomes, and course learning outcomes (CLOs). It also covers how to include outcomes on syllabi.

Download Slides: Student Learning Outcomes Session (PowerPoint)

Topics Covered:

Identify Program Learning Outcomes (PLOs)
- Writing your own vs. using prescribed standards
- Aligning PLOs to University Learning Outcomes (ULOs)
Identify Administrative Outcomes (e.g., retention, graduation)
Understand how Course Learning Outcomes (CLOs) fit with PLOs
- Using PLOs as CLOs in capstone or culminating courses
- Aligning CLOs to PLOs
Include learning outcomes on syllabi

Curriculum Mapping

A curriculum map visually connects learning outcomes to the courses and experiences where they are taught and assessed. It helps departments:

Identify gaps or redundancies in instruction.
Ensure that each outcome is introduced, reinforced, and mastered.
Clarify how assessment data will be collected.

Typical Curriculum Map Structure:

Outcome	Course A	Course B	Course C
Outcome 1	I (Introduce)	R (Reinforce)	M (Master)
Outcome 2	R	M	—

See: Curriculum Mapping Template
See: Curriculum Audit Worksheet

Curriculum Mapping Session

This session provides practical strategies for aligning required and elective courses to PLOs and documenting those connections in syllabi and appendices.

Download Slides: Curriculum Mapping Session (PowerPoint)

Topics Covered:

Align required and elective courses to applicable PLOs
- Excel worksheet for mapping
- Choose a mapping scheme that fits your program:
  - “Touches” vs. Assessed
  - Contributes / Introduce–Reinforce–Master
Include mapping in syllabi
Create PDFs for syllabi appendices

Aligning Syllabi with Curriculum Maps

Syllabi serve as a key communication tool between faculty and students—and a critical point of alignment between course-level instruction and program-level assessment. Ensuring that syllabi reflect accurate learning outcomes and curriculum map connections strengthens both transparency and accreditation readiness.

Syllabi Creation Session

This session provides guidance on creating Syllabi with all applicable University, Program and Course information present.

Download Slides: Syllabi Creation Presentation (PDF)

Topics Covered:

Create Syllabi with all applicable University, Program and Course information present, including answering the following questions:
- Does the course description on the syllabus match the course description in the current bulletin?
- Are there Program Learning Outcomes (PLOs) listed on the syllabus?
- Is this course a part of an academic program and if so, does the course appear on the program’s curriculum map in Taskstream?
- Do the PLOs listed on the syllabus match the markings on the map in Taskstream?

See: Simple Syllabus
See: Nuventive

Syllabi Models

These examples show how to align syllabi with curriculum maps across different course types:

Curriculum Map Alignment Examples

These examples show how to align syllabi with curriculum maps across different course types and programs:

Chapter 3: Planning and Designing Assessment

Designing Assessment Methods

Once learning outcomes are defined and mapped to the curriculum, the next step is to determine how those outcomes will be assessed. Effective assessment methods provide meaningful evidence of student learning and support continuous improvement. This page outlines strategies for selecting and designing assessment tools that align with program-level outcomes and accreditation expectations.

What Makes an Assessment Method Effective?

An effective assessment method is:

Aligned with the learning outcome it measures
Appropriate for the level and type of learning (e.g., knowledge, skills, attitudes)
Reliable and valid across student populations
Actionable—results can inform decisions and improvements

Types of Assessment Methods

Direct Assessment

Measures actual student performance or work products that demonstrate learning.

Examples:

Exams and quizzes
Portfolios
Capstone projects
Presentations
Performances
Embedded assignments

Indirect Assessment

Gathers perceptions or reflections about learning rather than direct evidence.

Examples:

Surveys and questionnaires
Focus groups
Exit interviews
Reflective essays

Direct and Indirect Measures Session

To learn to identify properties of direct and indirect measures that are most valid and reliable for a course, program or administration outcome.

Download Slides: Direct and Indirect Measures Session (PowerPoint)

Topics Covered:

Align Required and Elective Courses to applicable PLOs
Create SLOs that speak to PLOs where assignments/activities are measurable, valid and reliable.
- Identify the properties of Direct and Indirect Measures
  - Direct Measures include exams, rubrics for written (including discussion boards, reflections, etc.) and oral communication (including speeches, 2^nd language communication, evaluation forms for clinical or artistic measures, etc.
  - Indirect Measures include survey tools, advisory/focus groups, exit interviews, etc.
  - Other types of measures include Post Graduation Success, Conference Presentations, Certification Exam Pass Rates, Graduation/Retention Rates, etc.
- Identify best practices regarding employing both Direct and Indirect Measures
Identify the pros and cons of why to employ what type of measurement tool for an outcome

Choosing the Right Tool

When selecting an assessment method:

Match the tool to the type of outcome (e.g., cognitive, behavioral, affective)
Consider whether the method is formative (ongoing) or summative (end-of-program)
Use rubrics to ensure consistency and clarity in evaluation

Embedded and Performance-Based Assessment

Embedded assessment uses assignments already part of a course to measure outcomes.
Performance-based assessment requires students to demonstrate skills or competencies through tasks.

These methods are especially useful for capstone courses, clinical experiences, and project-based learning.

General Education Assessment Planning

Departments offering General Education (GE) courses participate in a quadrennial review (QR) process coordinated by the General Education Committee (GEC). This process requires departments to design and justify assessment instruments that align tightly with designated GE outcomes.

Download: Tips for General Education Quadrennial Review Reports (PDF)

Key Planning Elements:

Identify the GE outcome to be assessed
Design an instrument that directly measures that outcome
Justify the validity of the instrument
Establish a benchmark for expected performance
Outline a data collection procedure that ensures representative sampling
Estimate the number of observations expected

Departments are encouraged to consult with the Office of Assessment for support in instrument design, data analysis, and using results to improve teaching and learning.

Documenting and Reporting Assessment Results

Assessment results should be:

Summarized using descriptive statistics or qualitative analysis
Interpreted in relation to expected performance levels
Used to inform action plans and continuous improvement

Chapter 3: Planning and Designing Assessment

Using Results for Improvement

Assessment is most valuable when it leads to action. Once data has been collected and analyzed, departments should use the results to inform decisions, plan improvements, and document changes. This page outlines how to interpret assessment findings, develop action plans, and close the loop in a way that supports continuous improvement and accreditation standards.

Data-Informed Decisions

Assessment findings—whether quantitative or qualitative—should guide meaningful decisions about curriculum, instruction, and program design. This session explores how to interpret results and use them to identify strengths, gaps, and opportunities for improvement.

Download Slides: Data-Informed Decisions (PDF)

Topics Covered:

Reviewing direct and indirect assessment results
Comparing performance to benchmarks
Identifying trends across courses or cohorts
Using data to support curricular changes

Planning Actions for Continuous Improvement

This session focuses on translating assessment findings into actionable steps. Departments are encouraged to develop targeted plans that address identified needs and support long-term program development.

Download Slides: Planning Actions for Continuous Improvement (PDF)

Topics Covered:

Writing effective action plans
Linking actions to specific outcomes and findings
Setting measurable goals and timelines
Assigning responsibility and tracking progress

See: Weigh the Pig, Feed the Pig Article

? Download: Annual Status Report Template for Specially Accredited Programs (DOCX)
Use this template to document assessment activities and outcomes for programs with specialized accreditation, including standards, measures, findings, and action plans.

Short- and Long-Term Assessment Planning

Assessment should be integrated into both annual reporting and strategic planning. This session helps departments balance immediate improvements with long-term goals, ensuring that assessment remains sustainable and meaningful.

Download Slides: Short- and Long-Term Planning (PowerPoint)

Topics Covered:

Setting priorities for short-term changes
Aligning assessment with multi-year program goals
Documenting progress across cycles
Preparing for accreditation reviews

See: Example One Year Assessment Plan
See: Blank One Year Assessment Plan

Chapter 4: Student Learning Outcomes (SLOs)

This chapter defines the knowledge, skills, and abilities students are expected to achieve upon completing a degree program. These outcomes guide curriculum development, inform assessment practices, and support continuous improvement in teaching and learning. It includes university-wide learning outcomes, general education outcomes, and program-level outcomes organized by college.

Chapter 4: Student Learning Outcomes (SLOs)

University Learning Outcomes

University Learning Outcomes are determined and assessed by the Accreditation and Assessment Committee and submitted through the A-State Shared Governance process. These are institutional outcomes that all programs map to in the assessment process.

I. Creative, Analytical, and Ethical Reasoning

Students will apply creative and analytical thinking and ethical judgment to evaluate information, generate innovative solutions, and make well-reasoned decisions in both academic and real-world contexts.

II. Effective Communication & Digital Literacy

Students will communicate clearly and effectively across multiple modalities (e.g., written, oral, visual, numeric) and be proficient in digital tools and information literacy to adapt to evolving professional, academic, and civic environments.

III. Civic and Social Responsibilities

Students understand their responsibilities to, and influence on, their communities, society, and the environment, to promote ethical, sustainable, and fair outcomes.

IV. Global Awareness & Intercultural Competence

Students will understand and engage with the interconnected nature of local and global systems, demonstrating the ability to collaborate across cultural, social, and geographical boundaries, and to address global challenges responsibly.

Revised and approved by the Accreditation and Assessment Committee on 11 November 2025. Submitted to SGOC on 13 November 2025.
Re-numbered on the request of Faculty Senate on 25 February 2026. Resubmitted to SGOC on 25 February 2026.

Chapter 4: Student Learning Outcomes (SLOs)

General Education Learning Outcomes

Mission

The general education program develops a foundation and motivation for the lifelong pursuit of learning in undergraduate students at Arkansas State University by introducing them to a broad range of essential areas of knowledge that will enable them to think critically and participate ethically in a democratic nation and a global society.

Goals, Outcomes and Supporting Courses

The General Education Program at Arkansas State University provides students with a foundation for lifelong learning. It introduces essential areas of knowledge that foster critical thinking and ethical participation in a democratic and global society.

Communicating Effectively

Goal:
Students should be able to communicate effectively and correctly, in writing and in speech, for a variety of purposes, using appropriate forms of discourse, organizational strategies, and vocabulary.

Learning Outcome:

Students should be able to:
- Construct and deliver a well-organized, logical, and informative oral or written presentation, accurately documented, that demonstrates proficiency in standard American English.

Supporting Courses:

ENG 1003 – Composition I
ENG 1013 – Composition II
COMS 1203 – Oral Communication

Using Mathematics

Goal:
Students should be able to use, understand and apply basic mathematical skills in practical applications.

Learning Outcomes:

Students should be able to
- Interpret and analyze quantitative/mathematical information (such as, formulas, graphs, and tables)
- Apply mathematical methods to solve problems

Supporting Courses:

MATH 1023 – College Algebra
MATH 1043 – Quantitative Reasoning
MATH 2003 – Statistics

Developing An Appreciation of the Arts and Humanities

Goal:
Students should develop an appreciation for the arts and humanities. They should be aware of the role of art and literature in human civilization and contemporary culture.

Learning Outcomes:

Students will be able to:
- Recognize works of literature or fine arts and place them in their historical, cultural, and social contexts
- Interpret works of fine arts or literature

Supporting Courses:

ART 2503 – Fine Arts Visual
MUS 2503 – Fine Arts Musical
THEA 2503 – Fine Arts Theatre
ENG 2003 – World Literature to 1660
ENG 2013 – World Literature Since 1660
PHIL 1103 – Introduction to Philosophy

Developing a Strong Foundation in the Social Sciences

Goal:
Students should be aware of the diverse systems developed by humans to manage and structure our relationships with one another. Students should prepare for the full range of public and private roles they are expected to fulfill as citizens, decision-makers and human beings in a democratic America and in a global society.

Learning Outcomes:

Students will be able to:
- Explain the processes and effects of individual and group behavior
- Analyze events in terms of the concepts and relational propositions generated by the social science tradition

Supporting Courses:

HIST 2763, US History to 1876
HIST 2773, US History since 1876
POSC 2103, Introduction to US Government
POSC 1003, Introduction to Politics
PSY 2013, Introduction to Psychology
SOC 2213, Introduction to Sociology
CMAC 1003, Mass Communication in Modern Society
ANTH 2233, Introduction to Cultural Anthropology
ECON 2313, Principles of Macroeconomics
ECON 2323, Principles of Microeconomics
ECON 2333, Economic Issues & Concepts
GEOG 2613, Introduction to Geography
HIST 1013, World History to 1500
HIST 1023, World History since 1500

Using Science to Make Informed Decisions

Goal:
Students should understand how science is conducted and the criteria for scientific evidence so that they will be able to make informed decisions about the health and well-being of their communities and the natural environment. They should be aware of the ethical and political issues raised by science.

Learning Outcome:

Students will be able to:
- Apply foundational knowledge of the various sciences to make informed decisions.

Supporting Courses:

BIOL 1003, 1001, Biological Science and Laboratory
BIOL 1063, 1001, People and the Environment
BIO 2013, 2011, Biology of the Cell and Laboratory
BIO 2103, 2101, Microbiology for Nursing & Allied Health & Laboratory
BIO 2203, 2201, Human Anatomy and Physiology I and Laboratory
BIO 1503, 1501, Biology of Plants & Laboratory
CHEM 1013, 1011 General Chemistry and Laboratory
CHEM 1043, 1041, Fundamental Concepts of Chemistry and Laboratory
GEOL 1003, 1001, Environmental Geology and Laboratory
PHSC 1203, 1201, Physical Science and Laboratory
PHYS 1103, 1101, Introduction to Space Science/Laboratory
PHYS 2034, University Physics I
PHYS 2054, General Physics I

Chapter 4: Student Learning Outcomes (SLOs)

College of Agriculture - Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Agriculture, MS (All Concentrations)		View Outcomes
Agriculture Business	View Outcomes
Agriculture Education	View Outcomes
GIS and Precision Agriculture	View Outcomes
Animal Science	View Outcomes
Plant and Soil Science	View Outcomes

Graduate

Agriculture, MS (All Concentrations)

Program-Level

Students will demonstrate depth in a concentration area to support their professional goals.
Students will demonstrate both verbal and written communication skills.
Students will develop advanced skills in critical thinking and analysis applied to solve relevant problems.

Undergraduate

Agriculture Business

Program-Level

Apply economic, management, marketing, and financial tools to make decisions in agricultural firms
Communicate written and verbal forms on public and current issues affecting agricultural firms
Interpret financial statements of agricultural firms

Core Agriculture

Students will be able to demonstrate knowledge of fundamental concepts in agriculture, including agriculture business/economics, animal science, plant and soil science, and statistics.
Specific to Intro to AG Bus: Students are expected to demonstrate knowledge of the structure & organization of agribusiness and the principles of microeconomic theory.
Students will gain appreciation for the agriculture profession by participating in professional development activities.
Students will demonstrate written and verbal skills for effective communication in agricultural sciences.
Students will demonstrate critical thinking skills to analyze and synthesize relevant problems in agriculture.

Agriculture Education

Program-Level

Content Knowledge: The student with an emphasis in Agriculture Education will demonstrate knowledge of the central concepts, tools of inquiry, and discipline-related constructs, which will create meaningful learning experiences leading to mastery of the
content.
Service: The student with an emphasis in Agriculture Education will participate in a variety of planned events to include county, district and state fairs, ASU Petting Zoo, secondary FFA Events, community events, educational outreach, and professional development events and activities to develop a broader perspective and appreciation of community involvement, and develop critical communication and interpersonal skills.
Application of Professional Education Content: The student with an emphasis in Agriculture Education will demonstrate leadership and communication skills in the integration of disciplinary content and pedagogical concepts and use differing perspectives to develop instructional strategies to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global agricultural issues.

Agriculture Core

Students will be able to demonstrate knowledge of fundamental concepts in agriculture, including agriculture business/economics, animal science, plant and soil science, and statistics.
Specific to Intro to AG Bus: Students are expected to demonstrate knowledge of the structure & organization of agribusiness and the principles of microeconomic theory.
Students will gain appreciation for the agriculture profession by participating in professional development activities.
Students will demonstrate written and verbal skills for effective communication in agricultural sciences.
Students will demonstrate critical thinking skills to analyze and synthesize relevant problems in agriculture.

GIS and Precision Agriculture

Program-Level

Students will be able to assess a set of spatial phenomena relevant to agriculture or other human-environment interactions.
Students will be able to choose an effective set of decision tools for a current agricultural or environmental problem.
Students will be able to design a solution to an existing problem related to agriculture, the environment, or natural resources.

Animal Science

Program-Level

Students will demonstrate knowledge of fundamental concepts in animal science.
Students will apply their knowledge to solve problems in an animal science specialty area to support their professional goals.
Students will investigate current animal science topics and effectively evaluate (critique, defend, validate) their significance as it pertains to the animal agricultural industry.

Plant and Soil Science

Program-Level

Students will demonstrate mastery of fundamental concepts in plant and soil sciences.
Students will demonstrate depth in an emphasis area to support their professional goals

College Core

Students will be able to demonstrate knowledge of fundamental concepts in agriculture, including agriculture business/economics, animal science, plant and soil science, and statistics.
Specific to Intro to AG Bus: Students are expected to demonstrate knowledge of the structure & organization of agribusiness and the principles of microeconomic theory.
Students will gain appreciation for the agriculture profession by participating in professional development activities.
Students will demonstrate written and verbal skills for effective communication in agricultural sciences.
Students will demonstrate critical thinking skills to analyze and synthesize relevant problems in agriculture.

Chapter 4: Student Learning Outcomes (SLOs)

Neil Griffin College of Business – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Business Core	See Outcomes
Accounting	See Outcomes	See Outcomes
Applied Digital Technology		See Outcomes
Business Administration		See Outcomes
Business Technology Education	See Outcomes
Economics	See Outcomes
Finance	See Outcomes
Global Supple Chain Management	See Outcomes
Hospitality and Event Tourism Management	See Outcomes
Information Systems and Business Analytics	See Outcomes
International Business	See Outcomes
Management	See Outcomes
Marketing	See Outcomes

Graduate

Accounting

The following outcomes describe the expected competencies for students completing the graduate Accounting program.

Accounting Knowledge: Students will apply appropriate professional knowledge to a) develop and measure, b) analyze, and c) communicate financial and other business information
Data Analytics and Professional Judgment: Students will apply data analysis skills and professional judgment to solve problems and make decisions in a business setting.
Research: Students will demonstrate an ability to find and communicate answers to accounting and tax questions by using the appropriate tools to conduct research in original sources of accounting and tax standards.
Communication: Students will demonstrate an ability to communicate effectively.

Applied Digital Technology

The following outcomes describe the expected competencies for students completing the graduate Applied Digital Technology program.

Demonstrate an ability to communicate effectively in written and oral formats
Demonstrate an ability to lead and productively participate in group situations
Understand the role of business ethics when solving problems and making decisions
Apply quantitative and qualitative knowledge to solve problems and make decisions

Business Administration

The following outcomes describe the expected competencies for students completing the graduate Business Administration program.

Teamwork and Leadership: Our students will demonstrate the ability to lead and productively participate in group situations.
Knowledge Application: Our students will be able to apply quantitative and qualitative knowledge to solve problems and make decisions.
Ethics: Students will understand the role of business ethics when solving problems and making decisions.
Oral Communication: Students will demonstrate an ability to use oral communication effectively.
Written Communication: Students will demonstrate the ability to communicate effectively in writing.

Undergraduate

Core Business Program-Level Outcomes

The College of Business has a core of courses that all business majors must complete. The College has adopted these outcomes for the core curriculum:

Students will communicate effectively and professionally in writing.
Students will demonstrate effective and professional oral communication.
Students will be sensitive to ethical issues when making business decisions.
Students will demonstrate business knowledge.
Students will use critical thinking skills to make decisions.
Students will use technology appropriately to communicate, calculate, and present concepts and data.

Accounting

The following outcomes describe the expected competencies for students completing the undergraduate Accounting program.

Written Communication: Students will be able to demonstrate the ability to communicate
accounting information effectively in writing.
Technology: Students will be able to use technology appropriately to collect and process
financial data, retrieve and report financial information, and share relevant information with
internal and external stakeholders.
Critical Thinking: Students will demonstrate the ability to think critically about accounting
issues and topics.
Accounting Knowledge: Students will demonstrate an understanding of accounting and
regulatory standards from the areas of financial, managerial, governmental, and tax
accounting.
Ethics: Students will be able to make ethical decisions in a professional context and
understand the ethical standards that govern the profession.

Business Technology Education

The following outcomes describe the expected competencies for students completing the undergraduate Business Technology Education program.

Understand and apply knowledge from business core content areas.
Develop teaching plans and self‐evaluate teaching effectiveness.
Understand the availability and implementation of technology solutions to improve instruction in the classroom.

Economics (BA, BA Prelaw, BS)

The following outcomes describe the expected competencies for students completing the undergraduate Economics program, including BA, BA Prelaw, and BS tracks.

Successful students will be able to: Demonstrate an understanding of how the supply and demand model can be used to predict market outcomes.
Successful students will be able to: Demonstrate an understanding of how firms and markets interrelate in the determination of market outcomes.
Successful students will be able to: Demonstrate an understanding of how monetary policy can be used to affect output and prices in models of aggregate economic activity.
Successful students will be able to: Demonstrate an understanding of how changes in government expenditures and taxation affect the macro economy using various economic models.
Successful students will be able to: Demonstrate critical thinking skills.

Finance

The following outcomes describe the expected competencies for students completing the undergraduate Finance program.

Apply basic financial tools to value financial products.
Evaluate financial markets, how securities are traded, and investor behavior.
Use financial statements to appropriately evaluate firm performance and determine value of the firm.
Project cash flows associated with corporate project evaluation.
Analyze the impact of financial markets on interest rate determination.

Bank Management Emphasis

The following outcomes describe additional competencies for students completing the Bank Management emphasis within the Finance program.

Apply basic financial tools to value financial products.
Evaluate financial markets, how securities are traded, and investor behavior.
Use financial statements to appropriately evaluate firm performance and determine value of the firm.
Project cash flows associated with corporate project evaluation.
Analyze the impact of financial markets on interest rate determination.
Analyze the performance of a bank.

Global Supply Chain Management

The following outcomes describe the expected competencies for students completing the undergraduate Global Supply Chain Management program.

Students will demonstrate a thorough understanding of supply chain management (SCM) principles and strategic goals.
Students will demonstrate skills in solving SCM problems through research and data analysis.
Students will show that they can effectively use multiple types of information technology.
Students will demonstrate the ability to collaborate effectively.

Hospitality and Event Tourism Management

The following outcomes describe the expected competencies for students completing the undergraduate Hospitality and Event Tourism Management program.

HETM students will employ creativity, research, and critical thinking to solve problems looking analytically and ethically at the triple bottom line
HETM students will demonstrate effective culturally sensitive communication skills using facts to support claims, and consideration of multiple stakeholders
HETM students will demonstrate social and civic responsibility through participation in a service-learning project, as members of a team, assisting a community-based organization

Information Systems and Business Analytics

The following outcomes describe the expected competencies for students completing the undergraduate Information Systems and Business Analytics program.

Evaluate computer systems and network needs in order to recommend possible solutions.
Explain IT problems and solutions, and give clear instructions.
Oversee the connections of different types of computer equipment to ensure they work together Properly.
Make decisions about how to allocate resources in order to reach organizational goals.
Motivate others so that groups are effective and efficient.

International Business

The following outcomes describe the expected competencies for students completing the undergraduate International Business program.

Students will be able to demonstrate their knowledge of International Business.
Students will be able to think critically in order to solve business problems.
Students will be competent in oral and written communication in business settings.

Management

The following outcomes describe the expected competencies for students completing the undergraduate Management program.

Demonstrate depth of knowledge of key concepts and principles of management and be able to apply them.
Demonstrate skills in research, analysis and problem solving of management problems and issues.
Demonstrate leadership and team skills.
Demonstrate ability to effectively communicate business problems, analysis, and solutions (verbal and written)

Marketing

The following outcomes describe the expected competencies for students completing the undergraduate Marketing program.

Students will demonstrate depth in marketing knowledge.
Students will demonstrate analytical and research‐driven skills.
Students will demonstrate digital savvy.
Students will develop professional skills necessary for the marketing field such as initiative, conscientiousness, and interpersonal skills.
Students will collaborate in teams, cross-functionally, and/or in diverse environments.

Chapter 4: Student Learning Outcomes (SLOs)

College of Education & Behavioral Science – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
College Student Personnel Services		See Outcomes
Counseling:
Mental Health Counseling		See Outcomes
School Counseling		See Outcomes
Early Childhood:
Early Childhood Education		See Outcomes
Early Childhood Services		See Outcomes
Educational Leadership
Educational Leadership- Principalship		See Outcomes
Educational Leadership-Education Curriculum Director
Educational Leadership-Special Education Director
Educational Leadership-Gifted, Talented, & Creative Director
Educational Leadership - MSE		See Outcomes
Educational Leadership - Doctorate		See Outcomes
Educational Leadership - Superintendent		See Outcomes
Curriculum and Instruction		See Outcomes
Educational Theory and Practice		See Outcomes
Elementary Education	See Outcomes
Exercise Science	See Outcomes	See Outcomes
Health Promotion	See Outcomes
Middle-Level Education	See Outcomes
Physical Education	See Outcomes	See Outcomes
Psychology:
Psychology	See Outcomes
Psychological Science		See Outcomes
School Psychology		See Outcomes
Reading		See Outcomes
Special Education:
Bachelors	See Outcomes
Instructional Specialist K-12		See Outcomes
Gifted, Talented, & Creative		See Outcomes
Sport Administration		See Outcomes
Sport Management	See Outcomes
Teaching		See Outcomes

Graduate

College Student Personnel Services

Students in the A‐State CSPS master’s program will be able to acquire, critique, analyze, interpret, and apply pertinent information from the higher education literature; and select tools, methods, and approaches to solving practice based issues.
Students in the A‐State CSPS master’s program will acquire leadership skills and knowledge to lead in diverse settings; function accordingly within a legal and political contexts; design, implement, and evaluate practices; make legally appropriate decisions and choices; understand and manage organizational improvement; and adhere to institutional, state, and national governance models.
Students in the A‐State CSPS master’s program will develop the capability to work effectively with and within diverse groups. Students will develop the skills to evaluate and interpret differing philosophical perspectives, and provide a forum where individuals can discuss and appreciate diverse viewpoints.

Mental Health Counseling

as prescribed by CACREP, specialized accreditor

PROFESSIONAL COUNSELING ORIENTATION
Knowledge Outcome: Students will demonstrate an understanding of professional counselor identity.
ETHICAL PRACTICE
Knowledge Outcome: Students will demonstrate an understanding of professional counseling ethical practice.
SOCIAL AND CULTURAL DIVERSITY
Knowledge Outcome: Students will demonstrate knowledge of multicultural counseling competencies and identity development.
HUMAN GROWTH AND DEVELOPMENT
Skills Outcome: Students will be able to identify phases of human growth and development and how they conceptualize the client.
CAREER DEVELOPMENT
Knowledge Outcome: Students will demonstrate an understanding of career development and related life factors.
COUNSELING AND HELPING RELATIONSHIPS
Knowledge Outcome: Students will demonstrate knowledge of theoretical frameworks, case conceptualization skills, and strategies for incorporating evidence-based practice into counseling.
GROUP COUNSELING AND GROUP WORK
Knowledge Outcome: Students will demonstrate knowledge about the theoretical frameworks, development, and facilitation of group work.
ASSESSMENT AND TESTING
Knowledge Outcome: Students will demonstrate an understanding of individual and group approaches to assessment and evaluation.
RESEARCH AND PROGRAM EVALUATION
Skills Outcome: Students will be able to identify and critique counseling research.
CLINICAL MENTAL HEALTH COUNSELING (Specialty Area)
Knowledge Outcome: Students will demonstrate the knowledge necessary to address a wide variety of circumstances within the context of clinical mental health counseling.

School Counseling

These outcomes have been adopted from the CACREP standards.

Students will strongly identify as a professional school counselor.
Students will possess the knowledge, skill, and awareness to help a diverse range of students and their families in the school setting.
Students will be equipped to practice ethically and legally in the school setting while relying on evidence-based practices in their work with diverse students and their families.

Early Childhood Education

These outcomes have been adopted from the NAEYC Standards for Early Childhood Professional Preparation

STANDARD 1. CHILD DEVELOPMENT AND LEARNING IN CONTEXT
Early childhood educators (a) are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains. They (b) understand each child as an individual with unique developmental variations. Early childhood educators (c) understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society. They (d) use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.
STANDARD 2. FAMILY—TEACHER PARTNERSHIPS AND COMMUNITY CONNECTIONS
Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve. They (a) know about, understand, and value the diversity in family characteristics. Early childhood educators (b) use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning. They (c) use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.
STANDARD 3. CHILD OBSERVATION, DOCUMENTATION, AND ASSESSMENT
Early childhood educators (a) understand that the primary purpose of assessments is to inform instruction and planning in early learning settings. They (b) know how to use observation, documentation, and other appropriate assessment approaches and tools. Early childhood educators (c) use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child. In partnership with families and professional colleagues, early childhood educators (d) use assessments to document individual children’s progress and, based on the findings, to plan learning experiences.
STANDARD 4. DEVELOPMENTALLY, CULTURALLY, AND LINGUISTICALLY APPROPRIATE TEACHING PRACTICES
Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur. They (a) understand and demonstrate positive, caring, supportive relationships and interactions as the foundation for their work with young children. They (b) understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child. Early childhood educators (c) use a broad repertoire of developmentally appropriate and culturally and linguistically relevant, anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.
STANDARD 5. KNOWLEDGE, APPLICATION, AND INTEGRATION OF ACADEMIC CONTENT IN THE EARLY CHILDHOOD CIRRICULUM
Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline. They (a) understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline. Educators (b) understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice They (c) apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.
STANDARD 6. PROFESSIONALISM AS AN EARLY CHILDHOOD EDUCATOR
Early childhood educators (a) identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession. They (b) know and use ethical guidelines and other early childhood professional guidelines. They (c) have professional communication skills that effectively support their relationships and work young children, families, and colleagues. Early childhood educators (d) are continuous, collaborative learners who (e) develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.

Early Childhood Services

as prescribed by the specialized accreditor, NAEYC

Child Development and Learning in Context: Early childhood educators (a) are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains. They (b) understand each child as an individual with unique developmental variations. Early childhood educators (c) understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society. They (d) use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.
Family—Teacher Partnerships and Community Connections: Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve. They (a) know about, understand, and value the diversity in family characteristics. Early childhood educators (b) use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning. They (c) use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.
Child Observation, Documentation, and Assessment: Early childhood educators (a) understand that the primary purpose of assessments is to inform instruction and planning in early learning settings. They (b) know how to use observation, documentation, and other appropriate assessment approaches and tools. Early childhood educators (c) use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child. In partnership with families and professional colleagues, early childhood educators (d) use assessments to document individual children’s progress and, based on the findings, to plan learning experiences.
Developmentally, Culturally, and Linguistically Appropriate Teaching Practices: Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur. They (a) understand and demonstrate positive,
caring, supportive relationships and interactions as the foundation for their work with young children. They (b) understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child. Early childhood educators (c) use a broad repertoire of developmentally appropriate and culturally and linguistically relevant,
anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.
Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum: Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline. They (a) understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline. Educators (b) understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice They (c) apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.
Professionalism as an Early Childhood Educator: Early childhood educators (a) identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession. They (b) know and use ethical guidelines and other early childhood professional guidelines. They (c) have professional communication skills that effectively support their relationships and work young children, families, and colleagues. Early childhood educators (d) are continuous, collaborative learners who (e) develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.

Educational Leadership - Principalship, Curriculum
Administrator, Special Education Director, Gifted,
Talented, and Creative Director

These outcomes have been adopted from the specialized accreditor – NELP standards.

NELP Standard 1: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
NELP Standard 2: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
NELP Standard 3: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
NELP Standard 4: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
NELP Standard 5: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
NELP Standard 6: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data- informed and equitable school resource plans and to apply laws, policies, and regulations.
NELP Standard 7: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
NELP Standard 8: Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

Educational Leadership - MSE

These outcomes have been adopted from the specialized accreditor – NELP standards.

NELP Standard 1: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
NELP Standard 2: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
NELP Standard 3: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
NELP Standard 4: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
NELP Standard 5: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
NELP Standard 6: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data- informed and equitable school resource plans and to apply laws, policies, and regulations.
NELP Standard 7: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
NELP Standard 8: Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

Educational Leadership - Doctorate

PLO 1 - apply the program’s academic knowledge base in bringing about creative changes and innovations within organizations
PLO 2 - understand human behavior within the organization as well as the transactional relationship between the organization and its external environment
PLO 3 - exercise effective leadership in the context of complex cultural, economic, and political diversity
PLO 4 - utilize appropriate research principles to resolve problems and conflicts
PLO 5 - discover and utilize insight about one’s self to increase effectiveness in leading and working with others
PLO 6 - function as risk-takers and change agents in facilitating organizational vision and sound planning
PLO 7 - utilize the evolving professional knowledge base concerning learning theories, knowledge acquisition, and the nature of the educational environment in promoting sound educational practices
PLO 8 - create an organizational ethic committed to the equitable treatment of all people

Educational Leadership - Superintendent

These outcomes have been adopted from the specialized accreditor – NELP standards.

Standard 1: Mission, Vision, and Improvement
A district‐level education leader applies knowledge that promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a shared district vision of learning through the collection and use of data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals; promotion of continual and sustainable district improvement; and evaluation of district progress and revision of district plans supported by district stakeholders.
Standard 2: Ethics and Professional Norms
A district‐level education leader applies knowledge that promotes the success of every student by sustaining a district culture conducive to collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous, and coherent curricular and instructional district program; developing and supervising the instructional and leadership capacity across the district; and promoting the most effective and appropriate technologies to support teaching and learning within the district.
Standard 3: Equity, Inclusiveness, and Cultural Responsiveness
A district‐level education leader applies knowledge that promotes the success of every student by ensuring the management of the district’s organization, operation, and resources through monitoring and evaluating district management and operational systems; efficiently using human, fiscal, and technological resources within the district; promoting district‐level policies and procedures that protect the welfare and safety of students and staff across the district; developing district capacity for distributed leadership; and ensuring that district time focuses on high‐quality instruction and student learning.
Standard 4: Learning and Instruction
A district‐level education leader applies knowledge that promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources for the district by collecting and analyzing information pertinent to improvement of the district’s educational environment; promoting an understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources throughout the district; building and sustaining positive district relationships with families and caregivers; and cultivating productive district relationships with community partners.
Standard 5: Community and External Leadership
Community and External Leadership Candidates who successfully complete a district‐level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well‐being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and engage families, communities, and other constituents in the work of schools and the district and to advocate for district, student, and community needs.
Standard 6: Operations and Management
Operations and Management Candidates who successfully complete a district‐level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well‐being of each student and adult by applying the knowledge, skills, and commitments necessary to develop, monitor, evaluate, and manage data‐informed and equitable district systems for operations, resources, technology, and human capital management.
Standard 7: Policy, Governance, and Advocacy
Candidates who successfully complete a district‐level educational leadership preparation program understand and demonstrate the capacity to promote the present and future success and well‐being of students and district personnel by applying the knowledge, skills, and commitments necessary to cultivate relationships, lead collaborative decision making and governance, and represent and advocate for district needs in broader policy conversations.
Standard 8: Internship
Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP Standards 1–7 in ways that approximate the full range of responsibilities required of district‐level leaders and enable them to promote the current and future success and well‐being of each student and adult in their district.

Curriculum and Instruction

These outcomes have been adopted from the specialized accreditor – NELP standards.

NELP Standard 1: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community.
NELP Standard 2: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to understand and demonstrate the capacity to advocate for ethical decisions and cultivate and enact professional norms.
NELP Standard 3: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture.
NELP Standard 4: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
NELP Standard 5: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to engage families, community, and school personnel in order to strengthen student learning, support school improvement, and advocate for the needs of their school and community.
NELP Standard 6: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to improve management, communication, technology, school-level governance, and operation systems to develop and improve data- informed and equitable school resource plans and to apply laws, policies, and regulations.
NELP Standard 7: Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to build the school’s professional capacity, engage staff in the development of a collaborative professional culture, and improve systems of staff supervision, evaluation, support, and professional learning.
NELP Standard 8: Candidates successfully complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse school settings and provides candidates with coherent, authentic, and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP standards 1–7 in ways that approximate the full range of responsibilities required of building-level leaders and enable them to promote the current and future success and well-being of each student and adult in their school.

Educational Theory and Practice

Program-Level

Exercise Science

Students will be able to identify how the muscular, cardiovascular and respiratory systems function as a response to exercise so they will be able to work effectively in the clinical, corporate, and commercial health and wellness environments and/or pursue advanced degrees in areas of study requiring this body of knowledge.
Students will be able to conduct health appraisals, in the fitness and clinical exercise testing.
Students will be able to design, implement, and assess exercise programs intended to accomplish pre-established goals for normal and special populations (i.e., elderly, pre- and postnatal women, cardiovascular disease, COPD, diabetic, obese)

Physical Education

Demonstrate advanced understanding of core content areas: Measurement and Statistics, Curriculum Construction, Research Design, Analysis of Sport Skill, Motor Learning, Current Issues in the field, and Organizational Effectiveness.
Demonstrate proficiency in research abilities. Students will effectively analyze reports, articles, and studies in order to synthesize and critique contemporary issues and trends in physical education. Effectively understand and complete original research requirement for thesis completion.
Demonstrate advanced critical analytical skills, enabling students to fully comprehend and effectively analyze issues; formulate well‐based judgments for effective decision‐making.

Psychological Science

Understand the substantive content areas and theoretical approaches of psychological science (e.g., cognitive, organizational, and social)
Determine the appropriate research design or strategy for specific research questions.
Determine and conduct the appropriate data analysis for a particular research question.
Explain everyday individual and collective behavior using different psychological theories or models.
Apply the principles and theories of psychological science to societal and organizational problems, public policy, and social justice.
Demonstrate effective communication for multiple purposes
Understand the role of culture and individual diversity in psychological theories and research

School Psychology

Data-Based Decision-Making and Accountability:
School psychologists have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to use psychological and educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to services and programs.
Consultation and Collaboration:
School psychologists have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate with others during design, implementation, and evaluation of services and programs.
Interventions and Instructional Support to Develop Academic Skills:
School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health. School psychologists, in collaboration with others, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health.
School-Wide Practices to Promote Learning:
School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others.
Preventive and Responsive Services:
School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. School psychologists, in collaboration with others, demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery.
Family-School Collaboration Services:
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools. School psychologists, in collaboration with others, demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–behavioral outcomes for children.
Diversity in Development and Learning:
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds and across multiple contexts, with recognition that an understanding and respect for diversity in development and learning and advocacy for social justice are foundations of all aspects of service delivery.
Research and Program Evaluation:
School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings. School psychologists demonstrate skills to evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels.
Legal, Ethical, and Professional Practice:
School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists. School psychologists demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills.

Reading

as prescribed by the specialized accreditor, CAEP

Candidates understand the theoretical and evidence‐based foundations of reading and writing processes and instruction.
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career‐long effort and responsibility.

Instructional Specialist K-12

Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines
Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
- Component 1.1: Candidates practice within ethical guidelines and legal policies and procedures.
- Component 1.2: Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.
- Component 1.3: Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs
Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
- Component 2.1: Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.
- Component 2.2: Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
- Component 3.1: Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
- Component 3.2: Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making
Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
- Component 4.1: Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
- Component 4.2: Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
- Component 4.3: Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
Standard 5: Supporting Learning Using Effective Instruction
Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
- Component 5.1: Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan. and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
- Component 5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
- Component 5.3: Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
- Component 5.4: Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
- Component 5.5: Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
- Component 5.6: Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.
Standard 6: Supporting Social, Emotional, and Behavioral Growth
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
- Component 6.1: Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.
- Component 6.2: Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being.
- Component 6.3: Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.
Standard 7: Collaborating with Team Members
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
- Component 7.1: Candidates utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs.
- Component 7.2: Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
- Component 7.3: Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.
- Component 7.4: Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families.

Gifted, Talented, & Creative

Standard 1
- Beginning gifted education professionals understand how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with gifts and talents.
- Beginning gifted education professionals use understanding of development and individual differences to respond to the needs of individuals with gifts and talents.
Standard 2
- Beginning gifted education professionals create safe, inclusive, culturally responsive learning environments that engage individuals with gifts and talents in meaningful and rigorous learning activities and social interactions.
- Beginning gifted education professionals use communication and motivational and instructional strategies to facilitate understanding of subject matter and to teach individuals with gifts and talents how to adapt to different environments and develop ethical leadership skills.
- Beginning gifted education professionals adjust their communication to an individual’s language proficiency and cultural and linguistic differences.
- Beginning gifted education professionals demonstrate understanding of the multiple environments that are part of a continuum of services for individuals with gifts and talents, including the advantages and disadvantages of various settings and teach students to adapt to these environments.
Standard 3
- Beginning gifted education professionals understand the role of central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and use their understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.
- Beginning gifted education professionals design appropriate learning and performance modifications for individuals with gifts and talents that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.
- Beginning gifted education professionals use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge individuals with gifts and talents.
- Beginning gifted education professionals understand that individuals with gifts and talents demonstrate a wide range of advanced knowledge and performance levels and modify the general or specialized curriculum appropriately.
Standard 4
- Beginning gifted education professionals understand that some groups of individuals with gifts and talents have been underrepresented in gifted education programs and select and use technically sound formal and informal assessments that minimize bias in identifying students for gifted education programs and services.
- Beginning gifted education professionals use knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for individuals with gifts and talents.
- Beginning gifted education professionals collaborate with colleagues and families in using multiple types of assessment information to make identification and learning progress decisions and to minimize bias in assessment and decision-making.
- Beginning gifted education professionals use assessment results to develop long- and short-range goals and objectives that take into consideration an individual’s abilities and needs, the learning environment, and other factors related to diversity.
- Beginning gifted education professionals engage individuals with gifts and talents in assessing the quality of their own learning and performance and in setting future goals and objectives.
Standard 5
- Beginning gifted education professionals know principles of evidence-based, differentiated, and accelerated practices and possess a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of individuals with gifts and talents.
- Beginning gifted education professionals apply appropriate technologies to support instructional assessment, planning, and delivery for individuals with gifts and talents.
- Beginning gifted education professionals collaborate with families, professional colleagues, and other educators to select, adapt, and use evidence-based strategies that promote challenging learning opportunities in general and specialized curricula.
- Beginning gifted education professionals emphasize the development, practice, and transfer of advanced knowledge and skills across environments throughout the lifespan leading to creative, productive careers in a multicultural society for individuals with gifts and talents.
- Beginning gifted education professionals use instructional strategies that enhance the affective development of individuals with gifts and talents.
Standard 6
- Beginning gifted education professionals use professional ethical principles and specialized program standards to guide their practice.
- Beginning gifted education professionals understand how foundational knowledge, perspectives, and historical and current issues influence professional practice and the education and treatment of individuals with gifts and talents both in school and society.
- Beginning gifted education professionals’ model respect for diversity, understanding that it is an integral part of society’s institutions and impacts learning of individuals with gifts and talents in the delivery of gifted education services.
- Beginning gifted education professionals are aware of their own professional learning needs, understand the significance of lifelong learning, and participate in professional activities and learning communities.
- Beginning gifted education professionals advance the profession by engaging in activities such as advocacy and mentoring.
Standard 7
- Beginning gifted education professionals apply elements of effective collaboration.
- Beginning gifted education professionals serve as a collaborative resource to colleagues.
- Beginning gifted education professionals use collaboration to promote the well-being of individuals with gifts and talents across a wide range of settings, experiences, and collaborators.

Sport Administration

Demonstrate knowledge of the advanced principles of sport management field.
Effectively apply a variety of oral and written business and professional communications styles.
Demonstrate advanced understanding and competence of practicing good ethics and conduct in intern workplace.
Ability to research, analyze, and interpret sport studies in order to effectively discuss current issues, challenges, professional practices, and strategies in the sport environment.
Perceived effectiveness in the workplace based on academic program preparation

Teaching

Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Undergraduate

Elementary Education

These outcomes have been adopted from the Arkansas Teaching Standards.

Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Exercise Science

Identify the anatomical, physiological, and biomechanical concepts of human movement.
Identify appropriate behaviors associated with a healthy lifestyle
Assess health, fitness, and performance of individuals from diverse populations
Design and implement appropriate exercise programs for both apparently healthy individuals and those with chronic diseases
Apply knowledge of exercise science in a practical setting
Recognize ethical behavior in the exercise profession

Health Promotion

Students will be able to assess needs, resources, and capacity for Health Education/Promotion.
Students will be able to demonstrate the ability to plan Health Education/Promotion programs.
Students will be able to implement Health Education/Promotion programs.
Students will be able to conduct evaluations of Health Education/Promotion programs.
Students will be able to identify, develop, and deliver messages using a variety of communication strategies, methods, and techniques.
Students will be able to identify a variety of concepts connected to personal and public/community health issues.

Middle-Level Education

These outcomes have been adopted from the Association for Middle Level Education Middle Level Teacher Preparation Standards.

Standard 1: Young Adolescent Development:
Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.
Standard 2: Middle Level Curriculum
Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
Standard 3: Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components.
Standard 4: Middle Level Instruction and Assessment
Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).
Standard 5: Middle Level Professional Roles
Middle level teacher candidates understand their complex roles as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.

Physical Education

Adapted from the SHAPE 2017 Standards.

Standard 1: Content and Foundational Knowledge
Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective PreK-12 physical education program.
Standard 2: Skillfulness and Health-Related Fitness
Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
Standard 3: Planning and Implementation
Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
Standard 4: Instructional Delivery and Management
Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, and instructional and managerial skills to enhance student learning.
Standard 5: Assessment of Student Learning
Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
Standard 6: Professional Responsibility
Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

Psychology

Successful students will be able to apply psychological knowledge.
Successful students will be able to communicate effectively in a formal written format.
Successful students will be able to evaluate the ethical principles of psychological research.
Successful students will be able to critically appraise the quality of psychological research.

Special Education

Standard 1: Engaging in Professional Learning and Practice within Ethical Guidelines
Candidates practice within ethical and legal guidelines; advocate for improved outcomes for individuals with exceptionalities and their families while considering their social, cultural, and linguistic diversity; and engage in ongoing self-reflection to design and implement professional learning activities.
- Component 1.1: Candidates practice within ethical guidelines and legal policies and procedures.
- Component 1.2: Candidates advocate for improved outcomes for individuals with exceptionalities and their families while addressing the unique needs of those with diverse social, cultural, and linguistic backgrounds.
- Component 1.3: Candidates design and implement professional learning activities based on ongoing analysis of student learning; self-reflection; and professional standards, research, and contemporary practices.
Standard 2: Understanding and Addressing Each Individual’s Developmental and Learning Needs
Candidates use their understanding of human growth and development, the multiple influences on development, individual differences, diversity, including exceptionalities, and families and communities to plan and implement inclusive learning environments and experiences that provide individuals with exceptionalities high quality learning experiences reflective of each individual’s strengths and needs.
- Component 2.1: Candidates apply understanding of human growth and development to create developmentally appropriate and meaningful learning experiences that address individualized strengths and needs of students with exceptionalities.
- Component 2.2: Candidates use their knowledge and understanding of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities, and individual differences, including exceptionalities, to plan and implement learning experiences and environments.
Standard 3: Demonstrating Subject Matter Content and Specialized Curricular Knowledge
Candidates apply their understanding of the academic subject matter content of the general curriculum and specialized curricula to inform their programmatic and instructional decisions for learners with exceptionalities.
- Component 3.1: Candidates apply their understanding of academic subject matter content of the general curriculum to inform their programmatic and instructional decisions for individuals with exceptionalities.
- Component 3.2: Candidates augment the general education curriculum to address skills and strategies that students with disabilities need to access the core curriculum and function successfully within a variety of contexts as well as the continuum of placement options to assure specially designed instruction is developed and implemented to achieve mastery of curricular standards and individualized goals and objectives.
Standard 4: Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making
Candidates assess students’ learning, behavior, and the classroom environment in order to evaluate and support classroom and school-based problem-solving systems of intervention and instruction. Candidates evaluate students to determine their strengths and needs, contribute to students’ eligibility determination, communicate students’ progress, inform short and long-term instructional planning, and make ongoing adjustments to instruction using technology as appropriate.
- Component 4.1: Candidates collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school-based systems of intervention for students with and without exceptionalities.
- Component 4.2: Candidates develop, select, administer, and interpret multiple, formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services.
- Component 4.3: Candidates assess, collaboratively analyze, interpret, and communicate students’ progress toward measurable outcomes using technology as appropriate, to inform both short- and long-term planning, and make ongoing adjustments to instruction.
Standard 5: Supporting Learning Using Effective Instruction
Candidates use knowledge of individuals’ development, learning needs, and assessment data to inform decisions about effective instruction. Candidates use explicit instructional strategies and employ strategies to promote active engagement and increased motivation to individualize instruction to support each individual. Candidates use whole group instruction, flexible grouping, small group instruction, and individual instruction. Candidates teach individuals to use meta-/cognitive strategies to support and self-regulate learning.
- Component 5.1: Candidates use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. They then interpret the assessment data to appropriately plan. and guide instruction to meet rigorous academic and non-academic content and goals for each individual.
- Component 5.2: Candidates use effective strategies to promote active student engagement, increase student motivation, increase opportunities to respond, and enhance self‐regulation of student learning.
- Component 5.3: Candidates use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.
- Component 5.4: Candidates use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.
- Component 5.5: Candidates organize and manage focused, intensive small group instruction to meet the learning needs of each individual.
- Component 5.6: Candidates plan and deliver specialized, individualized instruction that is used to meet the learning needs of each individual.
Standard 6: Supporting Social, Emotional, and Behavioral Growth
Candidates create and contribute to safe, respectful, and productive learning environments for individuals with exceptionalities through the use of effective routines and procedures and use a range of preventive and responsive practices to support social, emotional and educational well-being. They follow ethical and legal guidelines and work collaboratively with families and other professionals to conduct behavioral assessments for intervention and program development.
- Component 6.1: Candidates use effective routines and procedures to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.
- Component 6.2: Candidates use a range of preventive and responsive practices documented as effective to support individuals’ social, emotional, and educational well-being.
- Component 6.3: Candidates systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.
Standard 7: Collaborating with Team Members
Candidates apply team processes and communication strategies to collaborate in a culturally responsive manner with families, paraprofessionals, and other professionals within the school, other educational settings, and the community to plan programs and access services for individuals with exceptionalities and their families.
- Component 7.1: Candidates utilize communication, group facilitation, and problem–solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students’ instructional and behavioral needs.
- Component 7.2: Candidates collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.
- Component 7.3: Candidates collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families.
- Component 7.4: Candidates work with and mentor paraprofessionals in the paraprofessionals’ role of supporting the education of individuals with exceptionalities and their families.

Sport Management

Students will assimilate sport management concepts and skills.
Students will effectively communicate.
Students will demonstrate expectations of ethical conduct in the sport industry.

Chapter 4: Student Learning Outcomes (SLOs)

College of Engineering and Computer Science – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Civil Engineering	See Outcomes
Computer Science	See Outcomes	See Outcomes
Construction Management	See Outcomes
Core Engineering Student Outcomes (Civil, Electrical, Mechanical)	See Outcomes
Data Science and Data Analytics	See Outcomes
Electrical Engineering	See Outcomes
Electrical Systems Engineering	See Outcomes
Engineering		See Outcomes
Engineering Management	See Outcomes	See Outcomes
Industrial Systems Engineering	See Outcomes
Mechanical Engineering	See Outcomes
Mechanical Systems Engineering	See Outcomes
Technology	See Outcomes

Graduate

Computer Science

M.S. Computer Science graduate students should have a deeper understanding of the theory and application of algorithms, programming languages, and computer processes.
M.S. Computer Science graduate students should have the ability to apply advanced analysis techniques to problem identification and solution in computing applications.
M.S. Computer Science graduate students should have the ability to apply advanced implementation techniques to problem identification and solution in computing applications.

Engineering

Program graduates will be able to apply advanced experimental methods and demonstrate the ability to design experiments and collect data.
Program graduates will be able to utilize statistical concepts and demonstrate an ability to apply this knowledge to achieve engineering solutions that most efficiently use information and resources.
Program graduates will have a practical knowledge of fabrication and manufacturing techniques.
Program graduates will have an ability to apply advanced mathematical concepts to model physical systems and engineering processes to drive knowledge based design.
Program graduates will have knowledge of advanced cross-disciplinary engineering sciences, and an ability to relate physical concepts from multiple engineering disciplines.
Program graduates will have an ability to identify critical issues, formulate realistic solutions, evaluate alternatives, and carry out independent research to provide novel solutions to technical problems.
Program graduates will have a demonstrated ability to make novel, significant contributions to the scientific and engineering body of knowledge.

Engineering Management

Graduates of the Master of Engineering Management program will be able to identify critical issues, formulate realistic solutions, evaluate alternatives, and solve engineering management problems.
Graduates of the Master of Engineering Management program will be able to interpret statistical concepts and methods and apply this knowledge to engineering and management problems.
Graduates of the Master of Engineering Management program will use quality control and improvement techniques and apply this knowledge to improve quality in both the manufacturing and service industries.
Graduates of the Master of Engineering Management program will be able to construct deterministic modeling and apply this to engineering management problems including design of experiments.

Undergraduate

Core Engineering Student Outcomes (Civil, Electrical, Mechanical)

The Student Outcomes for each of the Arkansas State University undergraduate engineering programs are:

Outcome No. 1: An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
Outcome No. 2: An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
Outcome No. 3: An ability to communicate effectively with a range of audiences
Outcome No. 4: An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
Outcome No. 5: An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
Outcome No. 6: An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
Outcome No. 7: An ability to acquire and apply new knowledge as needed, using appropriate learning strategies

Civil Engineering

The Program Educational Objectives (PEOs) for the A-State Civil Engineering Program are listed below.

Graduates have successfully advanced in civil engineering practice as evidenced by their achievements and contributions to their employers and the greater engineering community.
Graduates have pursued graduate degrees, obtained professional licensure, and/or completed professional development activities in continuing to advance their knowledge base in civil engineering or related professional fields.
Graduates are actively working to improve their community and society in general by utilizing and sharing their engineering expertise.

Computer Science (BS/BA)

Students will attain an ability to apply knowledge of computing and mathematics appropriate to the discipline.
Students will attain an ability to analyze a problem and identify and define the computing requirements appropriate to its solution.
Students will attain an ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs.
Students will attain an ability to function effectively on teams to accomplish a common goal.
Students will attain an understanding of professional, ethical, legal, security and social issues and responsibilities.
Students will attain an ability to communicate effectively with a range of audiences.
Students will attain an ability to analyze the local and global impact of computing on individuals, organizations, and society.
Students will attain recognition of the need for and an ability to engage in continuing professional development.
Students will attain an ability to use current techniques, skills, and tools necessary for computing practice.

Construction Management

An ability to identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline.
An ability to formulate or design a system, process, procedure or program to meet desired needs.
An ability to develop and conduct experiments or test hypotheses, analyze and interpret data and use scientific judgment to draw conclusions.
An ability to communicate effectively with a range of audiences.
An ability to understand ethical and professional responsibilities and the impact of technical and/or scientific solutions in global, economic, environmental, and societal contexts.
An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and analyze risk and uncertainty.

Data Science and Data Analytics

Identify societal and ethical impacts as well as the responsibility that come with access to data.
Critically assess and remediate issues with data organization and data quality.
Design and implement a solution to a problem in the realm of data science/data analytics through problem identification, problem solving, decision making, visualization, data analysis and reporting.

Electrical Engineering

The Program Educational Objectives (PEOs) for the A-State Electrical Engineering Program are listed below.

Graduates have successfully advanced in electrical/computer engineering or related relevant practice as evidenced by contributions to their employers and the greater professional community.
Graduates have completed professional development activities to enhance their credentials or knowledge base.
Graduates have made a broader contribution by providing an engineering or otherwise technical or objective perspective to the challenges and opportunities of society.

Electrical Systems Engineering

An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
An ability to communicate effectively with a range of audiences.
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Engineering Management Systems

The Engineering Management Systems program graduates will have:

an ability to apply knowledge, techniques, skills and modern tools of mathematics, science, engineering, and technology to solve broadly-defined engineering problems appropriate to the discipline;
an ability to design systems, components, or processes meeting specified needs for broadly-defined engineering problems appropriate to the discipline;
an ability to apply written, oral, and graphical communication in broadly-defined technical and non-technical environments; and an ability to identify and use appropriate technical literature;
an ability to conduct standard tests, measurements, and experiments and to analyze and interpret the results to improve processes; and
an ability to function effectively as a member as well as a leader on technical teams.

Industrial Systems Engineering

An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
An ability to communicate effectively with a range of audiences.
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Mechanical Engineering

The Program Educational Objectives (PEOs) for the A-State Mechanical Engineering Program are listed below.

Graduates have successfully advanced in mechanical engineering practice as evidenced by their achievements and contributions to their employers and the greater engineering community.
Graduates have pursued graduate degrees or completed professional development activities in continuing to advance their knowledge base in the mechanical engineering or related professional fields.
Graduates have made a broader contribution to the local and national economic development by providing a mechanical engineering perspective to the challenges and opportunities of society.

Mechanical Systems Engineering

An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics.
An ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors.
An ability to communicate effectively with a range of audiences.
An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts.
An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions.
An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

Technology (BS, All Emphasis)

Students will demonstrate a solid understanding of technology fundamentals.
Students will utilize knowledge of mathematics and science to solve technology problems.
Students will exhibit the basic skills to analyze and interpret data. Will be able to formulate the problems and processes for solutions.
Students will develop ability to organize information and communicate effectively.

Chapter 4: Student Learning Outcomes (SLOs)

College of Liberal Arts and Communication – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Humanities and Social Sciences
Criminal Justice		See Outcomes
Criminology	See Outcomes
English	See Outcomes	See Outcomes
Heritage Studies		See Outcomes
History	See Outcomes	See Outcomes
Philosophy	See Outcomes
Political Science	See Outcomes	See Outcomes
Public Administration		See Outcomes
Social Science	See Outcomes	See Outcomes
Sociology	See Outcomes	See Outcomes
World Languages and Cultures (French & Spanish emphases)	See Outcomes
Communication
Communication Studies	See Outcomes
Creative Media	See Outcomes
Multimedia Journalism	See Outcomes
Strategic Communication	See Outcomes
Fine Arts
Art	See Outcomes
Music	See Outcomes	See Outcomes
Theatre	See Outcomes

Graduate

Criminal Justice

The following outcomes describe the expected competencies for students completing the graduate Criminal Justice program.

Content Knowledge - A graduate with the MA in Criminal Justice will be able to explain major criminological concepts.
Theory - A graduate with the MA in Criminal Justice will be able to apply major criminological theories to real world phenomenon.
Research Methods - A graduate with the MA in Criminal Justice will be able to properly utilize research methods.

English, MA and MSE

The following outcomes describe the expected competencies for students completing the graduate English program.

Content Knowledge—A graduate with the M.A. in English will be able to demonstrate breadth of knowledge of major movements, themes, trends, and literary figures in British, American, and World literature.
Critical Thinking Skills—A graduate with the M.A. in English will be able to demonstrate an understanding of the conventions of literary genres (fiction, poetry, non-fiction, drama, and their various subgenres) and be able to readily identify these conventions in close reading and analysis of diverse texts and to apply different critical and theoretical approaches to these works.
Analytical Skills—A graduate with the M.A. in English will be able to demonstrate an in-depth knowledge of close reading, explication, and literary analysis.
Diversity—A graduate with the M.A. in English will be able to demonstrate an understanding of the ways in which literary texts are written and received within diverse cultural and sociohistorical contexts, including global and multicultural perspectives.
Effective written and oral communication—A graduate with the M.A. in English will develop and enhance effective interpersonal, oral and written communication skills demonstrated through analysis of literary texts.
Research competence—A graduate with the M.A. in English will be able to synthesize various primary and secondary sources in support of a persuasive and coherent analytical argument about texts and will work toward presenting and publishing their work in various scholarly forums.

Heritage Studies

The following outcomes describe the expected competencies for students completing the graduate Heritage Studies program.

Research competence—A graduate with the Ph.D. in Heritage Studies will be able to undertake intensive research in cultural heritage topics.
Effective written communication—A graduate with the Ph.D. in Heritage Studies will be able to write clearly and effectively about the topic of their intensive research.
Critical thinking skills—A graduate with the Ph.D. in Heritage Studies will be able to use critical and creative thinking to demonstrate their ability to understand the interrelationships of history, culture, and geography in distinctive regions.
Effective oral communication—A graduate with the Ph.D. in Heritage Studies will be able to communicate effectively in speech, to a variety of audiences about programs that engage cultural heritage topics.

History, MA

The following outcomes describe the expected competencies for students completing the graduate History program.

Research Skills: A graduate with an MA in History will be able to utilize effective historical research skills.
Critical Thinking: A graduate with an MA in History will be able to produce an original historical research paper.
Content Knowledge: A graduate with an M.A. in History will be able to articulate historical content and broader historiographical trends as evaluated by the comprehensive examination committee.

Music

The following outcomes describe the expected competencies for students completing the graduate Music programs.

Master of Music

Develop advanced capacities to work independently and make effective artistic and intellectual judgments and professional decisions in the area of specialization
Demonstrate professional capability in the area of specialization
Write effectively and professionally on a subject that is relevant to one’s specialization
Demonstrate competency in repertory and historical performance practices
Demonstrate proficiency in one or more fields of music outside the major area

Master of Music Education

Create a performance assessment to be used in the music classroom
Demonstrate professional competence before peers and faculty with a high level of academic rigor and scholarly contribution to the field of music education
Write effectively and professionally on a subject that is relevant to one’s specialization

Political Science - MA

The following outcomes describe the expected competencies for students completing the graduate Political Science program.

Students will be able to think critically and analytically.
Students will be able to analyze and interpret quantitative and qualitative data used in political science.
Students will be able to write effectively in the discipline and enhance one’s research skills.
Students will be able to evaluate theories used in the discipline of political science systematically and to critique them effectively.

Masters Public Administration

The following outcomes describe the expected competencies for students completing the graduate Public Administration program.

Leadership
MPA students will be able to evaluate different leadership patterns within an organization and determine appropriate strategies to enhance organizational performance.
Analysis
MPA students will demonstrate the ability to analyze, synthesize, think critically, and make decisions as public and nonprofit managers.
Communication
MPA students will determine an appropriate communication style, research and develop content, and deliver content using the appropriate communication channel for various managerial situations that may arise in public or nonprofit organizations.
Ethics
MPA students will create a personal code of ethics and be able to apply that code to complex managerial situations.

The following outcomes describe the expected competencies for students completing the graduate Social Science program.

Content Knowledge: A graduate with an MSE in Social Science Education will evaluate the major historical patterns and historiographical debates in World and U.S. History.
Teaching & Pedagogy Competency: A graduate with an MSE in Social Science Education will apply content knowledge and best pedagogical practices in the creation of a comprehensive technology MSE Teaching Portfolio.
Communication & Teaching Effectiveness Competency: A graduate with an MSE will teach engaging and effective social studies lessons at the community college and secondary school levels.

Sociology

The following outcomes describe the expected competencies for students completing the graduate Sociology program.

Content Knowledge ‐ A graduate with the MA in Sociology will be able to explain major sociological concepts.
Theory ‐ A graduate with the MA in Sociology will be able to apply major sociological theories.
Research Methods ‐ A graduate with the MA in Sociology will be able to properly utilize research methods.

Undergraduate

Art

The following outcomes describe the expected competencies for students completing the undergraduate Art programs.

BA – Art – Art History Emphasis

Students will be able to identify major artists, works of art and stylistic periods.
Students will be able to critically evaluate a work of art.
Students will create a research paper that includes a thesis and assumptions in an argument.

BFA – Art – Art Education Emphasis

Students will have a working knowledge of historical and contemporary art education theory and practice.
Students will create lessons that appropriately incorporate state and national standards using contemporary art education pedagogy for children and young adults.
Students will demonstrate their ability to act in a legal, professional, and compassionate manner while teaching a studio‐based art lesson using art history, art criticism and aesthetics in both the elementary and secondary classroom.

BFA – Art – Studio Art Emphasis

Subject Knowledge ‐ Students will be able to apply a working knowledge of aesthetic, conceptual, and technical issues in art (contemporary and historical) to the conceptualization, development and completion of professional works of art.
Critical thinking Skills ‐ Students will be able to apply strong critical, analytic and communication skills required to advance in academic and professional fields.
Problem Solving Skills ‐ Students will be able to apply problem identification, research and analysis to generate a professional exhibition and evaluate the work based on critical, historical and aesthetic issues.
Technical Competence - Students will create a body of work in a specific media that culminates in a professional exhibition

BFA – Graphic Design

Subject Knowledge ‐ Students will have working knowledge of aesthetic, conceptual, and technical issues in art (contemporary and historical) and conceptualize and develop professional work that answers project objectives.
Critical Thinking Skills ‐ Students will be able to apply strong critical, analytic and communication skills required to advance in academic and professional fields.
Problem Solving Skills ‐ Students will be able to apply problem identification, research and analysis to generate a professional portfolio and evaluate the work based on critical, historical and aesthetic issues.
Technical Competence ‐ Students will be able to complete a body of work in a visual communication that culminates in a professional portfolio.

BFA – Graphic Design – Digital Design Emphasis

Subject Knowledge ‐ Students will be able to apply a working knowledge of digital design principles to conceptualize, develop and complete professional work that answers project objectives and responds to audience and context.
Critical Thinking Skills ‐ - Students will be able to apply the critical, analytic and communication skills required of an academic and professional designer; and will be able to present their work in a competent and professional manner.
Problem Solving Skills ‐ Students will be able to apply the concepts of problem identification, research, prototyping, user testing and analysis to generate multiple valid solutions to a digital design problem and evaluate their outcomes based on contemporary critical, ethical, and aesthetic issues.
Technical Competence ‐ Students will display competency in the various skills of the contemporary digital designer culminating in a portfolio of professional quality work.

BS – Digital Technology and Design

Student will be able to apply a working knowledge of digital design to create a professional portfolio.
Student will be able to apply the aesthetic skills required of a professional designer

Communication Studies, BA - All Emphases

The following outcomes describe the expected competencies for students completing the undergraduate Communication Studies program.

SLO 1 - Employ communication theories, perspectives, principles, and concepts
SLO 2 - Engage in Communication Inquiry
SLO 3 - Create messages appropriate to the audience, purpose, and context
SLO 4 - Critically analyze messages

Creative Media Production, BS

The following outcomes describe the expected competencies for students completing the undergraduate Creative Media program.

Students will create media messages appropriate to the audience, purpose, and context using clear and appropriate forms of writing, tools, technology, and research.
Students will embrace free expression to adapt media messages to diverse and global audiences.
Students will apply professional ethical principles and practices appropriate to the audience, purpose, and context.
Students will utilize creative critical thinking, concepts, perspectives and theories in the creation, interpretation, and evaluation of media messages and practices.

Criminology

The following outcomes describe the expected competencies for students completing the undergraduate Criminology program.

Ethical Responsibility ‐ A graduate with the BA in Criminology will be able to comprehend the importance of ethics in a variety of criminal justice settings.
United States Criminal Justice System ‐ A graduate with the BA in Criminology will be able to describe the United States criminal justice system.
Theory ‐ A graduate with the BA in Criminology will be able to identify major criminological theories.
Research ‐ A graduate with the BA in Criminology will be able to apply criminological empirical research skills.

English

The following outcomes describe the expected competencies for students completing the undergraduate English programs.

English BA

Students will be able to discuss the conventions of literary genres (poetry, fiction, non-fiction, and drama) in close reading and analysis of diverse texts.
Students will demonstrate breadth of knowledge regarding literary traditions of British, American, and world texts and also regarding different theoretical approaches to the study of literature, language, and writing.
Students will explain how texts are written and received within diverse cultural and sociohistorical contexts, including global and multicultural perspectives.
Students will develop effective oral and written communication skills, including using primary and secondary sources.

English BSE

as prescribed by the specialized accreditor, CAEP

Candidates demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers.
- Candidates are knowledgeable about texts—print and non-print texts, media texts, classic texts and contemporary texts, including young adult—that represent a range of world literatures, historical traditions, genres, and the experiences of different genders, ethnicities, and social classes; they are able to use literary theories to interpret and
  critique a range of texts.
- Candidates are knowledgeable about how adolescents read texts and make meaning through interaction with media environments.
Candidates demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users.
- Candidates can compose a range of formal and informal texts taking into consideration the interrelationships among form, audience, context, and purpose; candidates understand that writing is a recursive process; candidates can use contemporary technologies and/or digital media to compose multimodal discourse.
- Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society.
- Candidates are knowledgeable about how adolescents compose texts and make meaning through interaction with media environments.
Candidates plan instruction and design assessments for reading and the study of literature to promote learning for all students.
- Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts—across genres, periods, forms, authors, cultures, and various forms of media—and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure.
- Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting.
- Candidates plan standards-based, coherent and relevant learning experiences in reading that reflect knowledge of current theory and research about the teaching and learning of reading and that utilize individual and collaborative approaches and a variety of reading strategies.
- Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes.
- Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts.
- Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials.
Candidates plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students.
- Candidates use their knowledge of theory, research, and practice in English Language Arts to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences.
- Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing in process and to finished texts in ways that engage students’ ideas and encourage their growth as writers over time.
- Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities.
- Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes.
Candidates plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs.
- Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds.
- Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA.
- Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning.
- Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts.
Candidates demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts.
- Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society.
- Candidates use knowledge of theories and research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, ethnicity, gender expression, age, appearance, ability, spiritual belief, sexual orientation, socioeconomic status, and community environment), and languages/dialects as they
  affect students’ opportunities to learn in ELA.
Candidates are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
- Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA.
- Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement.

History, BA

The following outcomes describe the expected competencies for students completing the undergraduate History program.

Research Skills: A graduate with a BA in History will be able to utilize effective historical research skills.
Critical Thinking: A graduate with a BA in History will be able to synthesize primary and secondary historical sources.
Content Knowledge: A graduate with a BA in History will be able to articulate historical content and broader historiographical trends.

Multimedia Journalism, BS

The following outcomes describe the expected competencies for students completing the undergraduate Multimedia Journalism program.

Students will apply the principles and laws that underlie different media systems.
Students will apply concepts and theories in the use and presentation of images and information.
Students will summarize the history and role of professionals and institutions in shaping communications.
Students will apply current tools and technologies in the production and evaluation of media content for different platforms.
Students will conduct research to write and produce content for a wide variety of media platforms.
Students will write and edit in forms and styles appropriate for the communications professions.
Students will explain how domestic and international diversity influence the production, dissemination, and consumption of mass communications in a global society.
Students will explain the legal and professional codes of ethics and conduct that undergird mass communications in a global society.

Music

The following outcomes describe the expected competencies for students completing the undergraduate Music programs.

Bachelor of Music Degree

Work independently to prepare performances at the highest possible level as a performer or a composer
Apply aural, improvisational, and language skills, knowledge of styles and performance practices, and general historical and cultural knowledge as required by the focus of the major
Utilize basic concepts, tools, techniques, and procedures to perform and/or develop a composition

Bachelor of Arts Degree in Music

Read and realize musical notation
Hear, identify, and work conceptually with the elements of music such as rhythm, melody, harmony, structure, timbre, texture
Recognize a wide selection of musical literature, the principal eras, genres, and cultural sources

Bachelor of Instrumental Music Education Degree

Demonstrate rehearsal skills required of public school teachers in the area of concentration
Demonstrate conducting skills required of public school teachers in the area of concentration
Interpret music from a cross‐section of musical styles in the major performance area
Perform music from a cross‐section of musical styles in the major performance area
Display instructional skills sufficient to teach and/or assist instrumentalists in public school ensembles

Bachelor of Vocal Music Education Degree

Demonstrate rehearsal skills required of public school teachers in vocal music
Demonstrate conducting skills required of public school teachers in vocal music
Interpret music from a cross‐section of musical styles in vocal performance
Perform music from a cross‐section of musical styles in vocal performance
Display instructional skills sufficient to teach use of the voice

Philosophy

The following outcomes describe the expected competencies for students completing the undergraduate Philosophy program.

Students will understand central issues and theories in philosophy (from among the major areas of metaphysics, epistemology, and value theory).
Students will be able to analyze and explain complicated ideas.
Students will be able to analyze arguments.
Students will be able to evaluate arguments.

Political Science

The following outcomes describe the expected competencies for students completing the undergraduate Political Science program.

Effective Written Communication: A graduate with the BA in Political Science will be able to communicate effectively, in writing, to a variety of audiences and for a variety of purposes.
Effective Oral Communication: A graduate with the BA in Political Science will be able to communicate effectively, in speech, to a variety of audiences and for a variety of purposes.
Critical Thinking Skills: A graduate with the BA in Political Science will be able to demonstrate the critical thinking skills necessary to understand and evaluate what they hear, see, and read.
Awareness of Global Issues: A graduate with a BA in Political Science will be able to demonstrate a broad awareness of the political and economic dimensions of the global environment.
Problem Solving Skills: A graduate with a BA in Political Science will be prepared to play an active role in finding solutions to the problems which present direct threats to the global environment.

Program-Level Student Learning Outcomes adapted from NCSS Standards.

NCSS Standard 1. Content Knowledge
Candidates demonstrate knowledge of social studies disciplines. Candidates are knowledgeable of disciplinary concepts, facts, and tools; structures of inquiry; and forms of representation
NCSS Standard 2. Application of Content Through Planning
Candidates plan learning sequences that leverage social studies knowledge and literacies, technology, and theory and research to support the civic competence of learners
NCSS Standard 3. Design and Implementation of Instruction and Assessment
Candidates design and implement instruction and authentic assessments, informed by data literacy and learner self-assessment, that promote civic competence.
NCSS Standard 4. Social Studies Learners and Learning
Candidates use knowledge of learners to plan and implement relevant and responsive pedagogy, create collaborative and interdisciplinary learning environments, and prepare learners to be informed advocates for an inclusive and equitable society.
NCSS Standard 5. Professional Responsibility and Informed Action
Candidates reflect and expand upon their social studies knowledge, inquiry skills, and civic dispositions to advance social justice and promote human rights through informed action in schools and/or communities.

Sociology

The following outcomes describe the expected competencies for students completing the undergraduate Sociology program.

Social Inequality ‐ A graduate with the BA in Sociology will be able to describe social inequality.
Social Construction ‐ A graduate with the BA in Sociology will be able to explain the concept of social construction.
Theory ‐ A graduate with the BA in Sociology will be able to identify major sociological theories.
Research ‐ A graduate with the BA in Sociology will be able to apply sociological empirical research skills.

Strategic Communication

The following outcomes describe the expected competencies for students completing the undergraduate Strategic Communication program.

Theatre, BA

The following outcomes describe the expected competencies for students completing the undergraduate Theatre program.

The ability to think conceptually and critically about text, performance, and production
An understanding of playwriting and production processes, aesthetic properties of style, and the way these shape and are shaped by artistic and cultural forces
An acquaintance with a wide selection of theatre repertory including the principal eras, genres, and cultural sources
The ability to develop and defend informed judgments about theatre
The skills necessary for professional and/or post‐graduate placement in the student’s chosen emphasis.

World Languages and Cultures (French & Spanish emphases)

World Languages, BA

Oral Proficiency Converse in the target language on everyday topics such as weather, friends and family; topics pertinent to his/her personal and future professional life; and topics related to the analysis of social and cultural issues with sufficient grammatical, lexical, and phonetic accuracy to be understood by a monolingual native speaker and at minimally the Advanced Low level on the ACTFL scale.
Listening Comprehension Understand the main ideas and significant details of spoken and recorded materials, such as films, interviews, and live presentations.
Cultural Competence Interact in a culturally appropriate manner with native speakers of the target language from various backgrounds.
Reading Proficiency Read and understand the main ideas of authentic materials such as magazine articles and books related to social and cultural issues; read and understand main themes and techniques of literary texts.
Writing Proficiency Write on everyday topics, topics pertinent to his/her personal and future professional life, as well as topics related to the analysis of social and cultural issues, including those in literature and film, in multiple-paragraph, coherent, and cohesive form with sufficient grammatical and lexical accuracy to be understood by a monolingual native speaker.
Critical Thinking Identify, analyze, evaluate, and compare themes, ideas, and perspectives related to the cultural products of speakers of the target language.

World Languages, BSE

as prescribed by specialized accreditor, American Council on the Teaching of Foreign Languages

Language Proficiency: Interpersonal, Interpretive, and Presentational
Candidates in foreign language teacher preparation programs possess a high level of proficiency in the target languages they will teach. They are able to communicate effectively in interpersonal, interpretive, and presentational contexts. Candidates comprehend and interpret oral, printed, and video texts by identifying the main idea(s) and supporting details, inferring and interpreting the author's intent and cultural perspectives, and offering a personal interpretation of the text.
- Pre-service teachers will:
  - Speak in the interpersonal mode of communication at a minimum level of "Advanced Low" or "Intermediate High" (for Arabic, Chinese, Japanese and Korean) on the ACTFL Oral Proficiency Interview (OPI) according to the target language being taught.
  - Interpret oral, printed, and video texts by demonstrating both literal and figurative or symbolic comprehension.
  - Present oral and written information to audiences of listeners or readers, using language at a minimum level of "Advanced Low" or "Intermediate High" according to the target language being taught.
Cultures, Linguistics, Literatures, and Concepts from Other Disciplines
Candidates demonstrate understanding of the multiple content areas that comprise the field of foreign language studies. They demonstrate understanding of the interrelatedness of perspectives, products, and practices in the target cultures. Candidates know the linguistic elements of the target language system, and they recognize the changing nature of language. Candidates identify distinctive viewpoints in the literary texts, films, art works, and documents from a range of disciplines accessible to them only through the target language.
- Pre-service teachers will:
  - Demonstrate target cultural understandings and compare cultures through perspectives, products, and practices of those cultures.
  - Demonstrate understanding of linguistics and the changing nature of language, and compare language systems.
  - Demonstrate understanding of texts on literary and cultural themes as well as interdisciplinary topics.
Language Acquisition Theories and Knowledge of Students and Their Needs
Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environments. Candidates demonstrate an understanding of child and adolescent development, the context of instruction, and their students’ backgrounds, skills, and learning profiles in order to create a supportive learning environment that meets individual students’ needs.
- Pre-service teachers will:
  - Demonstrate an understanding of key principles of language acquisition and create linguistically and culturally rich learning environments.
  - Demonstrate an understanding of child and adolescent development to create a supportive learning environment for each student.
Integration of Standards in Planning and Instruction
Candidates in foreign language teacher preparation programs understand and use the national Standards for Foreign Language Learning in the 21st Century (2006) or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards to make instructional decisions. Candidates demonstrate an understanding of the standards and integrate them into their curricular planning. They design instructional practices and classroom experiences that address these standards. Candidates use the principles embedded in the standards to select and integrate authentic materials and technology, as well as to adapt and create materials, to support communication in their
classrooms.
- Pre-service teachers will:
  - Demonstrate an understanding of the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards and use them as the basis for instructional planning.
  - Integrate the goal areas of the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards in their classroom practice.
  - Use the Standards for Foreign Language Learning in the 21st Century or their recently refreshed version World-Readiness Standards for Learning Languages (2015) and their state standards to select and integrate authentic texts, use technology, and adapt and create instructional materials for use in communication.
Assessment of Languages and Cultures – Impact on Student Learning
Candidates in foreign language teacher preparation programs design ongoing assessments using a variety of assessment models to show evidence of P-12 students’ ability to communicate in the instructed language in interpretive, interpersonal, and presentational modes; and to express understanding of cultural and literary products, practices, and perspectives of the instructed language. Candidates reflect on results of assessments, adjust instruction, and communicate results to stakeholders.
- Pre-service teachers will:
  - Design and use ongoing authentic performance assessments using a variety of assessment models for all learners, including diverse students.
  - Reflect on and analyze the results of student assessments, adjust instruction accordingly, and use data to inform and strengthen subsequent instruction.
  - Interpret and report the results of student performances to all stakeholders in the community, with particular emphasis on building student responsibility for their own learning.
Professional Development, Advocacy, and Ethics
Candidates engage in ongoing professional development opportunities that strengthen their own linguistic, cultural, and pedagogical competence and promote reflection on practice. Candidates articulate the role and value of languages and cultures in preparing all students to interact successful in the global community of the 21st century. They understand the
importance of collaboration to advocate for the learning of languages and cultures. Candidates understand and explain the opportunities and responsibilities inherent in being a professional language educator and are committed to equitable and ethical interactions with all stakeholders.
- Pre-service teachers will:
  - Engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence and promote reflection on practice.
  - Articulate the role and value of languages and cultures in preparing all students to interact in the global community of the 21st century through collaboration and advocacy with all stakeholders.
  - Use inquiry and reflection to understand and explain the opportunities and responsibilities inherent in being a professional language educator and demonstrate a commitment to equitable and ethical interactions with all students, colleagues and other stakeholders.

Chapter 4: Student Learning Outcomes (SLOs)

College of Nursing and Health Professions – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Athletic Training		View Outcomes
Clinical Laboratory Science	View Outcomes
Communication Disorders	View Outcomes	View Outcomes
Disaster Preparedness/Emergency Management	View Outcomes	View Outcomes
Health Studies	View Outcomes
Medical Imaging and Radiation Sciences	View Outcomes
Nursing	View Outcomes	View Outcomes
Nutritional Science	View Outcomes	View Outcomes
Occupational Environmental Safety and Health	View Outcomes
Occupational Therapy	View Outcomes	View Outcomes
Physical Therapy	View Outcomes	View Outcomes
Social Work	View Outcomes	View Outcomes

Graduate

Athletic Training

Adapted from CAATE Standards

Section IV Curricular Content Prerequisite Coursework and Foundational Knowledge

The professional program requires prerequisite classes in biology, chemistry, physics, psychology, anatomy, and physiology at the postsecondary level.

Students must gain foundational knowledge in statistics, research design, epidemiology, pathophysiology, biomechanics and pathomechanics, exercise physiology, nutrition, human anatomy, pharmacology, public health, and health care delivery and payor systems.

Core Competencies: Patient-Centered Care

Advocate for the health needs of clients, patients, communities, and populations.

Identify health care delivery strategies that account for health literacy and a variety of social determinants of health.

Incorporate patient education and self-care programs to engage patients and their families and friends to participate in their care and recovery.

Communicate effectively and appropriately with clients/patients, family members, coaches, administrators, other health care professionals, consumers, payors, policy makers, and others.

Use the International Classification of Functioning, Disability, and Health (ICF) as a framework for delivery of patient care and communication about patient care.

Core Competencies: Interprofessional Practice and Interprofessional Education

Practice in collaboration with other health care and wellness professionals.

Core Competencies: Evidence-Based Practice

Provide athletic training services in a manner that uses evidence to inform practice.

Core Competencies: Quality Improvement

Use systems of quality assurance and quality improvement to enhance client/patient care.

Core Competencies: Health Care Informatics

Apply contemporary principles and practices of health informatics to the administration and delivery of patient care, including (but not limited to) the ability to do the following:

Use data to drive informed decisions
Search, retrieve, and use information derived from online databases and internal databases for clinical decision support
Maintain data privacy, protection, and data security
Use medical classification systems (including International Classification of Disease codes) and terminology (including Current Procedural Terminology)
Use an electronic health record to document, communicate, and manage health-related information; mitigate error; and support decision making.

Core Competencies: Professionalism

Practice in a manner that is congruent with the ethical standards of the profession.

Practice health care in a manner that is compliant with the BOC Standards of Professional Practice and applicable institutional/organizational, local, state, and federal laws, regulations, rules, and guidelines. Applicable laws and regulations include (but are not limited to) the following:

Requirements for physician direction and collaboration
Mandatory reporting obligations
Health Insurance Portability and Accountability Act (HIPAA)
Family Education Rights and Privacy Act (FERPA)
Universal Precautions/OSHA Bloodborne Pathogen Standards
Regulations pertaining to over-the-counter and prescription medications

Self-assess professional competence and create professional development plans according to personal and professional goals and requirements.

Advocate for the profession.

Patient/Client Care: Care Plan

Develop a care plan for each patient. The care plan includes (but is not limited to) the following:

Assessment of the patient on an ongoing basis and adjustment of care accordingly
Collection, analysis, and use of patient-reported and clinician-rated outcome measures to improve patient care
Consideration of the patient’s goals and level of function in treatment decisions
Discharge of the patient when goals are met or the patient is no longer making progress
Referral when warranted

Patient/Client Care: Examination, Diagnosis, and Intervention

Evaluate and manage patients with acute conditions, including triaging conditions that are life threatening or otherwise emergent. These include (but are not limited to) the following conditions:

Cardiac compromise (including emergency cardiac care, supplemental oxygen, suction, adjunct airways, nitroglycerine, and low-dose aspirin)
Respiratory compromise (including use of pulse oximetry, adjunct airways, supplemental oxygen, spirometry, meter-dosed inhalers, nebulizers, and bronchodilators)
Conditions related to the environment: lightning, cold, heat (including use of rectal thermometry)
Cervical spine compromise
Traumatic brain injury
Internal and external hemorrhage (including use of a tourniquet and hemostatic agents)
Fractures and dislocations (including reduction of dislocation)
Anaphylaxis (including administering epinephrine using automated injection device)
Exertional sickling, rhabdomyolysis, and hyponatremia
Diabetes (including use of glucometer, administering glucagon, insulin)
Drug overdose (including administration of rescue medications such as naloxone)
Wounds (including care and closure)
Testicular injury
Other musculoskeletal injuries

Perform an examination to formulate a diagnosis and plan of care for patients with health conditions commonly seen in athletic training practice. This exam includes the following:

Obtaining a medical history from the patient or other individual
Identifying comorbidities and patients with complex medical conditions
Assessing function (including gait)
Selecting and using tests and measures that assess the following, as relevant to the patient’s clinical presentation:
- Cardiovascular system (including auscultation)
- Endocrine system
- Eyes, ears, nose, throat, mouth, and teeth
- Gastrointestinal system
- Genitourinary system
- Integumentary system
- Mental status
- Musculoskeletal system
- Neurological system
- Pain level
- Reproductive system
- Respiratory system (including auscultation)
- Specific functional tasks
Evaluating all results to determine a plan of care, including referral to the appropriate
provider when indicated

Perform or obtain the necessary and appropriate diagnostic or laboratory tests—including (but not limited to) imaging, blood work, urinalysis, and electrocardiogram—to facilitate diagnosis, referral, and treatment planning.

Select and incorporate interventions (for pre-op patients, post-op patients, and patients with nonsurgical conditions) that align with the care plan. Interventions include (but are not limited to) the following:

Therapeutic and corrective exercise
Joint mobilization and manipulation
Soft tissue techniques
Movement training (including gait training)
Motor control/proprioceptive activities
Task-specific functional training
Therapeutic modalities
Home care management
Cardiovascular training

Educate patients regarding appropriate pharmacological agents for the management of their condition, including indications, contraindications, dosing, interactions, and adverse reactions.

Administer medications or other therapeutic agents by the appropriate route of administration upon the order of a physician or other provider with legal prescribing authority.

Evaluate and treat a patient who has sustained a concussion or other brain injury, with consideration of established guidelines:

Performance of a comprehensive examination designed to recognize concussion or other brain injury, including (but not limited to) neurocognitive evaluation, assessment of the vestibular and vision systems, cervical spine involvement, mental health status, sleep assessment, exertional testing, nutritional status, and clinical interview
Re-examination of the patient on an ongoing basis
Recognition of an atypical response to brain injury
Implementation of a plan of care (addressing vestibular and oculomotor disturbance, cervical spine pain, headache, vision, psychological needs, nutrition, sleep disturbance, exercise, academic and behavioral accommodations, and risk reduction)
Return of the patient to activity/participation
Referral to the appropriate provider when indicated

Identify, refer, and give support to patients with behavioral health conditions. Work with other health care professionals to monitor these patients’ treatment, compliance, progress, and readiness to participate.

Select, fabricate, and/or customize prophylactic, assistive, and restrictive devices, materials, and techniques for incorporation into the plan of care, including the following:

Durable medical equipment
Orthotic devices
Taping, splinting, protective padding, and casting

Prevention, Health Promotion, and Wellness

Develop and implement strategies to mitigate the risk for long-term health conditions across the lifespan. These include (but are not limited to) the following conditions:

Adrenal diseases
Cardiovascular disease
Diabetes
Neurocognitive disease
Obesity
Osteoarthritis

Develop, implement, and assess the effectiveness of programs to reduce injury risk.

Plan and implement a comprehensive preparticipation examination process to affect health outcomes.

Develop, implement, and supervise comprehensive programs to maximize sport performance that are safe and specific to the client’s activity

Educate and make recommendations to clients/patients on fluids and nutrients to ingest prior to activity, during activity, and during recovery for a variety of activities and environmental conditions.

Educate clients/patients about the effects, participation consequences, and risks of misuse and abuse of alcohol, tobacco, performance-enhancing drugs/substances, and over-the-counter, prescription, and recreational drugs.

Monitor and evaluate environmental conditions to make appropriate recommendations to start, stop, or modify activity in order to prevent environmental illness or injury.

Select, fit, and remove protective equipment to minimize the risk of injury or re-injury.

Select and use biometrics and physiological monitoring systems and translate the data into effective preventive measures, clinical interventions, and performance enhancement.

Health Care Administration

Perform administrative duties related to the management of physical, human, and financial resources in the delivery of health care services. These include (but are not limited to) the following duties:

Strategic planning and assessment
Managing a physical facility that is compliant with current standards and regulations
Managing budgetary and fiscal processes
Identifying and mitigating sources of risk to the individual, the organization, and the community
Navigating multipayor insurance systems and classifications
Implementing a model of delivery (for example, value-based care model)

Use a comprehensive patient-file management system (including diagnostic and procedural codes) for documentation of patient care and health insurance management.

Establish a working relationship with a directing or collaborating physician.

Develop, implement, and revise policies and procedures to guide the daily operation of athletic training services.

Develop, implement, and revise policies that pertain to prevention, preparedness, and response to medical emergencies and other critical incidents.

Develop and implement specific policies and procedures for individuals who have sustained concussions or other brain injuries, including the following:

Education of all stakeholders
Recognition, appraisal, and mitigation of risk factors
Selection and interpretation of baseline testing
Agreement on protocols to be followed, including immediate management, referral, and progressive return to activities of daily living, including school, sport, occupation, and recreation

Develop and implement specific policies and procedures for the purposes of identifying patients with behavioral health problems and referring patients in crisis to qualified providers.

Master of Communication Disorders

The following outcomes describe the expected competencies for students completing the graduate Communication Disorders program.

The student must demonstrate knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. The student must have demonstrated the ability to integrate information pertaining to typical and atypical human development across the life span. (IV-B)
The student must demonstrate knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, and anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates in the following areas: Speech sound production, fluency and fluency disorders, voice and resonance, receptive and expressive language, cognitive aspects of communication including attention, memory, sequencing, problem solving and executive functioning, social aspect of communication, AAC. (IV-C)
The student must demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for persons with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates. (IV-D)
The student must demonstrate knowledge of standards of ethical conduct. (IV-E)
The student must demonstrate knowledge of processes used in research and of the integration of research principles into evidence-based clinical practice. (IV-F)
The student must demonstrate knowledge of contemporary professional issues. (IV-G)
The student must demonstrate knowledge of entry level and advanced certifications, licensure, and other relevant professional credentials, as well as local, state, and national regulations and policies relevant to professional practice. (IV-H)
The student must demonstrate skills in oral and written or other forms of communication sufficient for entry into professional practice. (V-A)
The student applying for certification must have completed a program of study that included experiences sufficient in breadth and depth to achieve the following skills outcomes in evaluation, intervention, and interaction and personal qualities. (V-B)
The student applying for certification in speech-language pathology must complete a minimum of 400 clock hours of supervised clinical experience in the practice of speech-language pathology. Twenty-five hours must be spent in clinical observation, and 375 hours must be spent in direct client/patient contact. (V-C)

Disaster Preparedness/Emergency Management

The following outcomes describe the expected competencies for students completing the graduate Disaster Preparedness/Emergency Management program.

Design effective written and oral communications (including crisis communication) in the discipline and practice of disaster preparedness and emergency management.
Develop attitudes, traits, and values of professional responsibility, accountability, and effectiveness.
Support professional business practices (administration, fiscal responsibility, evaluation measures, stakeholder interest, business continuity) in the discipline and practice of disaster preparedness and emergency management.
Integrate applicable legislation regulations, directives, policies, and codes related to the practice of emergency management to protect the health, safety and welfare of the public.
Combine the pillars of emergency management (planning, preparedness, mitigation, response & recovery) into a seamless practice of the discipline

Nursing

The following outcomes describe the expected competencies for students completing the graduate Nursing programs.

MSN - Family Nurse Practitioner, Nurse Educator, Nurse Administrator, Nurse Anesthesia

Students will integrate theories and concepts from nursing and related disciplines in the implementation of the advanced practice role.
Students will propose culturally appropriate solutions for complex health care situations presented by individuals, families and populations using processes and knowledge from nursing and related disciplines to foster quality improvement.
Students will demonstrate evidence based clinical practice and decision-making in providing nursing care to individuals, families and populations in states of wellness or illness.
Students will analyze learning needs of patients, families, populations and care providers in establishing educational programs to foster an environment conducive to achieving an optimal level of health.
Students will critique research in nursing and related disciplines as a basis for application to advanced nursing care.
Students will initiate cooperative and collaborative relationships to implement evidence based practice to foster improved individual, families and population health outcomes.
Students will synthesis knowledge of policy issues in managing and delivering health care to individuals, families and populations as applied to research, education, and administration.
Students will assume leadership and consultation roles in the planning, providing, and managing of services and in influencing policy for the health care of individuals, families, and populations.
Students will integrate mastery of nursing knowledge and relevant sciences in the advancement of nursing as a practice discipline and social force.
Students will utilize information systems and technology to evaluate programs of care, outcomes of care, and care systems.

Nursing Practice, DNP

Apply best evidence from nursing and other disciplines to solve complex health issues.
Lead continuous quality improvement efforts within the health care system
Integrate and apply information systems and technology to support and improve patient care and healthcare systems
Create health policy that shapes health care financing, regulation and/or delivery
Collaborate with other health professionals to provide high quality, ethical patient- centered care that meets current standards of practice
Implement evidence-based clinical prevention and population health services for individuals, aggregates and populations
Apply expert clinical judgement in providing comprehensive assessment, diagnosis, and management of health and illness in diverse populations

Nutritional Science (MS Nutrition and Dietetics)

The following outcomes describe the expected competencies for students completing the graduate Nutritional Science program.

Scientific and Evidence Base of Practice: Integrate scientific information and translation of research into practice
Professional Practice Expectations: Exhibit attitudes and behaviors for the professional dietitian nutritionist level of practice
Clinical and Customer Services: Develop and deliver information, products and services to individuals, groups and populations
Practice Management and Use of Resources: Strategically apply principles of management and systems in the provision of services to individuals and organizations

Occupational Therapy Doctorate

The following outcomes describe the expected competencies for students completing the graduate Occupational Therapy program.

Use professional reasoning to name and frame clinical situations in order to provide evidence and occupation-based interventions.
Develop and carry out entry-level clinical research.
Provide intervention that is ethically, socially, economically, politically, and environmentally relevant to individuals and populations in the lower Mississippi delta region.
Understand the roles and responsibilities of OTA and OT practitioners to create collaborative partnerships in all settings.
Develop and implement health and wellness programs for local, state, and regional populations.
Use cultural awareness strategies to administer appropriate interventions for all persons.
Apply leadership theories, factors, and contexts in order to develop and implement a capstone doctoral experience.

Doctorate Physical Therapy

The following outcomes describe the expected competencies for students completing the graduate Physical Therapy program.

Upon graduation from the physical therapy program, our graduates will demonstrate professionalism as it relates to the practice of physical therapy. (CAPTE Standards 7D1-7D8, 7D12-7D15) (Affective- Characterization)
Upon graduation from the physical therapy program, our graduate will demonstrate effective clinical reasoning, judgment and reflective practice. (CAPTE Standards 7D9-7D11) (Cognitive-Evaluation)
Upon graduation from the physical therapy program, our graduate will utilize the patient / client management model to effectively interact with persons that have movement dysfunction to optimize outcome across the lifespan. (CAPTE Standards 7A-C, 7D16-7D36) (Cognitive-Evaluation)
Upon graduation from the physical therapy program, our graduate will demonstrate the ability to manage the delivery of contemporary / professional practice. (CAPTE Standards 7D37-7D43) (Cognitive- Evaluation)

The following outcomes describe the expected competencies for students completing the graduate Social Work program.

Competency 1
- Outcome
  - Demonstrate Ethical and Professional Behavior
    Practitioners in clinical Social work recognize the therapeutic relationship, the person-in-environment and the strength perspectives, the professional use of self with clients, and adherence to ethical guidelines of professional behavior of professional behavior. Practitioners in clinical social work recognize their role on inter professional teams in practice and the ethical use of technology tools for clinical social work practice.
Competency 2
- Outcome
  Engage Diversity and Difference in Practice
  Practitioners in clinical Social work are knowledgeable about many forms of diversity and difference and how these influence the way in which various dimensions of diversity affect (a) Explanations of Seeking behavior, and (c) healing practices. Practitioners in clinical social work are cultural beings and understand how clinical practice choice can be culture—bound. Advance practitioners in clinical social work.
Competency 3
- Outcome
  Advance Human Rights and Social, Economic, and Environmental Justice
  Practitioners work toward advancing human rights, and social, economic and environmental justice for their clients; this includes helping to alleviate poverty and oppression of marginalized and oppressed groups.
Competency 4
- Outcome
  Engage in Practice-informed Research and Research-informed Practice
  Social work practitioners are aware of the need to utilize evidence-based research in practice in order to ensure that clients receive the best treatments and therapies. Social work researchers will also utilize practice information to guide their social work research.
Competency 5
- Outcome
  Engage in Policy Practice
  Social work practitioners will engage in policy practice in order to ensure that clients receive the best care possible, which includes policies to alleviate poverty and oppression in marginalized groups.
Competency 6
- Outcome
  Engage with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn the best ways to engage clients in order to build rapport and a therapeutic relationship with clients.
Competency 7
- Outcome
  Assess Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn the most effective techniques for assessing their clientele; this will allow for practitioners learning the information necessary to guide effective treatment and therapy.
Competency 8
- Outcome
  Intervene with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn the most effective and evidence-based ways to intervene with clientele.
Competency 9
- Outcome
  Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn how to evaluate the effectiveness of the interventions used in treatment and therapy of clientele.

Undergraduate

Clinical Laboratory Science

The following outcomes describe the expected competencies for students completing the undergraduate Clinical Laboratory Science program.

Apply laboratory safety standards and adhere to governmental regulations as applied to the practice of clinical laboratory science.
Adapt principles of professionalism, ethics, team‐building, multiculturalism, and interdisciplinary communication.
Demonstrate proficiency in the pre‐analytical, analytical, and post‐analytical components (including principles/methodologies, procedures, problem‐solving, troubleshooting, interpretation/evaluation, principles/practices of quality assurance) of the primary disciplines of the laboratory.
Describe basic principles of laboratory administration/management, educational methodologies, and common research design/implementation/interpretation.

Communication Disorders

The following outcomes describe the expected competencies for students completing the undergraduate Communication Disorders program.

Students must demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, cultural and linguistic bases.
The student must demonstrate knowledge of the nature of speech, language, hearing, and communication differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, developmental, and linguistic and cultural correlates. Specific knowledge must be demonstrated in the following areas: articulation; fluency; voice and resonance; receptive and expressive language; hearing; swallowing; cognitive aspects of communication; social aspects of communication; and various communication modalities.
The student must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders.
The student must demonstrate knowledge of the principles of ethical conduct with regard to the provision of clinical services.
The student must demonstrate knowledge of the research processes associated with the generation of new knowledge and procedures for evidenced-based practice.
Students must complete twenty-five hours of clinical observation.

Disaster Preparedness/Emergency Management

The following outcomes describe the expected competencies for students completing the undergraduate Disaster Preparedness/Emergency Management program.

Design effective written and oral communications (including crisis communication) in the discipline and practice of disaster preparedness and emergency management.
Develop attitudes, traits, and values of professional responsibility, accountability, and effectiveness.
Support professional business practices (administration, fiscal responsibility, evaluation measures, stakeholder interest, business continuity) in the discipline and practice of disaster preparedness and emergency management.
Integrate applicable legislation regulations, directives, policies, and codes related to the practice of emergency management to protect the health, safety and welfare of the public.
Combine the pillars of emergency management (planning, preparedness, mitigation, response & recovery) into a seamless practice of the discipline.

Health Studies

The following outcomes describe the expected competencies for students completing the undergraduate Health Studies program.

Describe key elements of the current and evolving U.S. healthcare system.
Identify the core functions of public health, health promotion, disease prevention and chronic care.
Distinguish critical issues in acute, ambulatory, and long‐term care from the perspectives of patient and the practitioner.
Demonstrate clear written and oral communication skills.

Medical Imaging and Radiation Sciences

The following outcomes describe the expected competencies for students completing the undergraduate Medical Imaging and Radiation Sciences programs.

Radiologic Sciences, Magnetic Resonance Imaging, BS

Students will be clinically competent.
- Students will apply positioning skills.
- Students will select image parameters.
- Students will utilize magnetic field safety measures.
Student will demonstrate communication skills.
- Students will demonstrate written communication skills.
- Students will demonstrate oral communication skills.
Students will develop critical thinking skills.
- Students will adapt imaging parameters for non-routine patients.
- Students will critique images for diagnostic quality.
Students will model professionalism.
- Students will demonstrate work ethics.
- Students will summarize the value of life-long learning

Radiologic Sciences, Radiation Therapy, BS

Students will be clinically competent.
- Students will be able to perform treatment procedures accurately.
- Students will be able to perform simulation procedures accurately.
Student will demonstrate communication skills.
- Students will demonstrate written communication skills.
- Students will demonstrate oral communication skills.
Students will develop critical thinking skills.
- Students will be able to adapt standard radiation therapy techniques to varying clinical situations.
- Students will identify and assess effective treatment plans.
Students will model professionalism.
- Students will understand professional ethics.
- Students will demonstrate professional conduct.

Radiologic Sciences, Radiologic Technology, BS

Students will be clinically competent.
- Students will provide appropriate patient care.
- Students will practice proper radiation safety.
- Students will produce quality radiographs.
Student will demonstrate communication skills.
- Students will demonstrate written communication skills.
- Students will demonstrate oral communication skills.
Students will develop critical thinking skills.
- Students will adapt to varying clinical experiences and equipment.
- Students will critique images and recommend corrective action for suboptimal radiographs.
Students will model professionalism.
- Students will demonstrate professional work ethic.
- Students will summarize the value of life-long learning.

Nursing

The following outcomes describe the expected competencies for students completing the undergraduate Nursing programs.

AASN

The graduate will employ vigilance and standards of practice to mitigate errors and to promote a culture of safety through individual performance and system effectiveness.
The graduate will relate the use of the nursing process in providing evidence- based care to promote, maintain and restore an optimal level of wellness.
The graduate will justify clinical reasoning in contemporary practice environments based on the bio-psycho-social-cultural-spiritual concepts.
The graduate will select therapeutic communication techniques to promote relationship-centered care when interacting with, patients, families, and members of the inter-professional team.
The graduate will formulate appropriate patient education activities based on teaching - learning principles to meet the needs of individuals and groups in contemporary practice environments.
The graduate will support the inter-professional team through effective collaboration and shared decision- making to achieve safe quality patient care.
The graduate will demonstrate professional responsibility and accountability while implementing the role of the Registered Nurse.

BSN, RN to BSN, LPN to BSN

All the tracks to BSN have the same student learning outcomes

The graduate will value a culture of safety on all aspects of professional practice.
The graduate will relate and apply knowledge of the sciences to provide individualized quality patient care.
The graduate will use the nursing process in providing care to patients/families/communities/populations.
The graduate will demonstrate effective and professional communication with patients/families/communities/populations and members of the health care team.
The graduate will teach patients/families/communities/populations/health care professionals.
The graduate will use research in evidence based nursing practice.
The graduate will manage delivery of nursing care to patients/families/communities/populations.
The graduate will collaborate within nursing and inter-professional teams to achieve quality care.
The graduate will exemplify professionalism in all aspects of practice.

Nutritional Science (Dietetics)

The following outcomes describe the expected competencies for students completing the undergraduate Nutritional Science program.

Scientific and Evidence Base of Practice -Integrate evidence based guidelines and research into practice
Professional Practice Expectations -Support professional practice through appropriate beliefs, values, attitudes and behaviors
Clinical and Customer Services-Deliver clinical and customer services in a variety of settings
Practice Management and Use of Resources -Direct and manage services to individuals and organizations
Support Knowledge- Apply foundational knowledge to meet competency requirements for the dietetics education program
Clinical Concentration-Provide quality nutrition care to individuals in the end-stage renal disease (ERSD)/dialysis setting

Occupational Environmental Safety and Health, BS

The following outcomes describe the expected competencies for students completing the undergraduate Occupational Environmental Safety and Health program.

Students will demonstrate critical thinking skills to anticipate, recognize, and evaluate hazards affecting human health and the environment and develop and evaluate effective strategies to solve problems and mitigate risk.
Students will communicate effectively with technical and non-technical audiences verbally and in writing using multiple means including technical summaries, scientific reports, and oral communications.
Students will act ethically, integrate social, current, and global matters in their practice, demonstrate knowledge of diverse ideas, cultures, and experiences, and pursue lifelong learning to effectively practice in an ever-changing environment.

Occupational Therapy Assistant

The following outcomes describe the expected competencies for students completing the undergraduate Occupational Therapy program.

Identify areas for continued professional learning/education that enhance the student’s professional growth
Plan and provide occupational therapy services that are client-centered and occupation-based
Demonstrate effective oral and written communication skills with all members of the healthcare team
Apply sound ethical principles to guide and direct the occupational therapy process
Utilize sound clinical reasoning throughout the occupational therapy process while considering all client and contextual factors
Develop the knowledge and skills to become leaders in the profession, and advocate for clients and the profession

Physical Therapy Assistant

The following outcomes describe the expected competencies for students completing the undergraduate Physical Therapy program.

Plan and provide physical therapy services that are patient-centered under the direction and supervision of a physical therapist.
Demonstrate effective oral and written communication skills with all members of the healthcare team.
Apply sound ethical principles to guide and direct the physical therapy process.
Utilize sound clinical reasoning throughout the physical therapy process while considering all patient and contextual factors.
Develop the knowledge and skills to become effective clinicians in the profession and advocate for patients and the profession.

The following outcomes describe the expected competencies for students completing the undergraduate Social Work program.

Competency 1
- Outcome
  Demonstrate Ethical and Professional Behavior
  Practitioners in clinical Social work recognize the therapeutic relationship, the person-in-environment and the strength perspectives, the professional use of self with clients, and adherence to ethical guidelines of professional behavior of professional behavior. Practitioners in clinical social work recognize their role on inter professional teams in practice and the ethical use of technology tools for clinical social work practice.
Competency 2
- Outcome
  Engage Diversity and Difference in Practice
  Practitioners in clinical Social work are knowledgeable about many forms of diversity and difference and how these influence the which various dimensions of diversity affect (a) Explanations of Seeking behavior, and (c) healing practices. Practitioners in clinical social work are cultural beings and understand how clinical practice choice can be culture—bound. Advance practitioners in clinical social work.
Competency 3
- Outcome
  Advance Human Rights and Social, Economic, and Environmental Justice
  Practitioners work toward advancing human rights, and social, economic and environmental justice for their clients; this includes helping to alleviate poverty and oppression of marginalized and oppressed groups.
Competency 4
- Outcome
  Engage in Practice-informed Research and Research-informed Practice
  Social work practitioners are aware of the need to utilize evidence-based research in practice in order to ensure that clients receive the best treatments and therapies. Social work researchers will also utilize practice information to guide their social work research.
Competency 5
- Outcome
  Engage in Policy Practice
  Social work practitioners will engage in policy practice in order to ensure that clients receive the best care possible, which includes policies to alleviate poverty and oppression in marginalized groups.
Competency 6
- Outcome
  Engage with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will engage in policy practice in order to ensure that clients receive the best care possible, which includes policies to alleviate poverty and oppression in marginalized groups.
Competency 7
- Outcome
  Assess Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn the most effective techniques for assessing their clientele; this will allow for practitioners learning the information necessary to guide effective treatment and therapy.
Competency 8
- Outcome
  Intervene with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn the most effective and evidence-based ways to intervene with clientele.
Competency 9
- Outcome
  Evaluate Practice with Individuals, Families, Groups, Organizations, and Communities
  Social work practitioners will learn how to evaluate the effectiveness of the interventions used in treatment and therapy of clientele.

Chapter 4: Student Learning Outcomes (SLOs)

College of Science and Mathematics – Student Learning Outcomes

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Actuarial Science	View Outcomes
Biological Sciences	View Outcomes	View Outcomes
Biotechnology	View Outcomes
Chemistry	View Outcomes	View Outcomes
Environmental Sciences	View Outcomes	View Outcomes
Mathematics	View Outcomes	View Outcomes
Molecular Biosciences		View Outcomes
Physics	View Outcomes
Wildlife, Fisheries and Conservation	View Outcomes

Graduate

Biological Sciences

The following outcomes describe the expected competencies for students completing the graduate Biological Sciences programs.

MA Biology

Students will be able to understand that science is a process as well as a body of knowledge.
Students will be able to demonstrate the importance of research by completing a scholarly project(s).
Students will be able to demonstrate an understanding of professional ethics in the conduct of a scientific study.
Students will be able to acquire the skills and knowledge needed for employment or advanced graduate study in discipline related areas.

MS Biology

Students will be able to understand that science is a process as well as a body of knowledge.
Students will be able to demonstrate the importance of research by designing and conducting a scientific study.
Students will be able to prepare, communicate and defend original research in writing and in an oral presentation.
Students will be able to demonstrate an understanding of professional ethics in the conduct of a scientific study.
Students will be able to acquire the skills and knowledge needed for employment or advanced graduate study in discipline related areas.

Chemistry, MS

The following outcomes describe the expected competencies for students completing the graduate Chemistry program.

Content Knowledge: Demonstrate in-depth knowledge of the four-core disciplines of chemistry including: analytical, inorganic, organic, and physical

Environmental Sciences, MS/PhD

The following outcomes describe the expected competencies for students completing the graduate Environmental Sciences program.

Scientific Study - Students will complete a well-organized scientific study related to environmental sciences. While accomplishing this, students will be able to think critically, develop hypotheses, review the literature, design and perform experiments, analyze and interpret data (results), write and defend a thesis/dissertation proposal.
Communication Skills - Students will develop expertise in oral and written science communication skills.
Advanced Knowledge of the Field – Students will be able to demonstrate competency in the multi-disciplinary fields of environmental science through course work and field/laboratory studies.

Mathematics, MS/MSE

The following outcomes describe the expected competencies for students completing the graduate Mathematics program.

Mathematical Knowledge --ADVANCED CONTENT
M.S. and M.S.E Mathematics graduates should have a deep exposure to at least three areas of advanced mathematics such as real analysis, complex analysis, abstract algebra, mathematical statistics, or applied statistical linear models.
Mathematical Practices – ANALYTICAL PRACTICES
M.S. and M.S.E. Mathematics graduates should be able to think analytically and critically and formulate advanced problems, solve them, interpret their solutions, and frame generalizations.
Mathematical Practices – REASONING PRACTICES
M.S. and M.S.E Mathematics graduates should reason abstractly and achieve an advanced understanding of the nature of proof including utilizing definitions, theorems, and mathematical logic to construct proofs correctly. They should utilize appropriate mathematical terminology and symbols to communicate graduate-level mathematics clearly and effectively.
Mathematical Practices – COMMUNICATION PRACTICES
M.S. and M.S.E. Mathematics graduates should communicate advanced mathematics with clarity and effective exposition.

Molecular Biosciences, MS/PhD

The following outcomes describe the expected competencies for students completing the graduate Molecular Biosciences program.

Students will be able to demonstrate competency in the field of advanced cellular and molecular biology through course work, experimentation in the laboratory and ability to think critically about the biological processes as well their applications in their own research.
Students will complete a well-organized scientific study related to molecular biosciences. While accomplishing this, students will be able to think critically, develop hypotheses, review the literature, design and perform experiments, analyze and interpret data (results), write and defend a thesis/dissertation proposal.
Students will develop expertise in oral and written science communication skills.

Undergraduate

Actuarial Science

The following outcomes describe the expected competencies for students completing the undergraduate Actuarial Science program.

B.S. Actuarial Science students will demonstrate understanding of the concepts, corresponding theories, and applications essential to actuarial analysis (mathematics, statistics, finance, economics, and accounting).
B.S. Actuarial Science students will identify and utilize the appropriate mathematical and statistical tools to model and solve a variety of problems often encountered in actuarial applications.
B.S. Actuarial Science students will design and evaluate models to solve common actuary problems.
B.S. Actuarial Science students will demonstrate proficiency in computer and statistical programming software prevalent in the actuarial industry.
B.S. Actuarial Science students will demonstrate the ability to communicate actuarial findings effectively

Biological Sciences, BS (Evolution, Ecology, and Organismal Biology; Pre-professional Studies and Zoology)

The following outcomes describe the expected competencies for students completing the undergraduate Biological Sciences program.

Students will be able to identify diversity as result of evolutionary and adaptive mechanisms while recognizing the underlying genetic principles and mechanisms of these processes.
Students will be able to distinguish biological mechanisms (for example cellular respiration; photosynthesis; DNA replication; etc.) and relate these mechanisms to overall biological systems (for example energy production and flow; circulatory systems in plants and animals; ecological systems) and how they work.

Biotechnology, BS

The following outcomes describe the expected competencies for students completing the undergraduate Biotechnology program.

PLO 1
- Demonstrate proficiency in standard laboratory skills and a solid understanding of fundamental biotechnology techniques.
PLO 2
- Understand and describe concepts of scientific rigor, reproducibility, and quality control.
PLO 3
- Communicate concepts of biotechnological applications to solve real-world problems.

Chemistry

The following outcomes describe the expected competencies for students completing the undergraduate Chemistry programs.

Chemistry BS

Knowledge: Appropriately apply presented concepts and chemical principles to chemistry related issues.

Chemistry BA

Knowledge: Appropriately apply presented concepts and chemical principles to chemistry related issues.

BSE General Science Chemistry Emphasis

Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select
learning activities, instructional settings, and resources‐‐ including science‐specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the earning goals are met.
Effective teachers of science can, in a P‐12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P‐12 science classroom appropriate to their area of licensure.
Effective teachers of science provide evidence to show that P‐12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

Environmental Sciences

The following outcomes describe the expected competencies for students completing the undergraduate Environmental Sciences program.

Students will be able to identify diversity as result of evolutionary and adaptive mechanisms while recognizing the underlying genetic principles and mechanisms of these processes.
Students will be able to distinguish biological mechanisms (for example cellular respiration; photosynthesis; DNA replication; etc.) and relate these mechanisms to overall biological systems (for example energy production and flow; circulatory systems in plants and animals; ecological systems) and how they work.

Mathematics

The following outcomes describe the expected competencies for students completing the undergraduate Mathematics programs.

BS Mathematics

B.S. Mathematics students will demonstrate the ability to think analytically to decipher challenging problems, utilize appropriate mathematical practices to construct mathematical arguments to solve them, and interpret their solutions.
B.S. Mathematics students will demonstrate the ability to construct logical arguments and write formal mathematical proofs to establish the truth of mathematical statements.
B.S. Mathematics students will demonstrate the ability to communicate mathematics effectively.

BSE Mathematics

as prescribed by the specialized accreditor, CAEP

Knowing and Understanding Mathematics: Candidates demonstrate and apply understandings of major mathematics concepts, procedures, knowledge, and applications within and among mathematical domains of Number; Algebra and Functions; Calculus; Statistics and Probability; Geometry, Trigonometry, and Measurement.
Knowing and using mathematical processes: Candidates demonstrate, within or across mathematical domains, their knowledge of and ability to apply the mathematical processes of problem solving; reason and communicate mathematically; and engage in mathematical modeling. Candidates apply technology appropriately within these mathematical processes.
Knowing students and Planning for Mathematical Learning: Candidates use knowledge of students and mathematics to plan rigorous and engaging mathematics instruction supporting students’ access and learning. The mathematics instruction developed provides equitable, culturally responsive opportunities for all students to learn and apply mathematics concepts, skills, and practices.
Teaching Meaningful Mathematics: Candidates implement effective and equitable teaching practices to support rigorous mathematical learning for a full range of students. Candidates establish rigorous mathematics learning goals, engage students in high cognitive demand learning, use mathematics specific tools and representations, elicit and use student responses, develop conceptual understanding and procedural fluency, and pose purposeful questions to facilitate student discourse.
Impact on student learning: Candidates assess and use evidence of students’ learning of rigorous mathematics to improve instruction and subsequent student learning. Candidates analyze learning gains from formal and informal assessments for individual students, the class as a whole, and subgroups of students disaggregated by demographic categories, and they use
this information to inform planning and teaching.
Social and professional context of mathematics teaching and learning: Candidates are reflective mathematics educators who collaborate with colleagues and other stakeholders to grow professionally, to support student learning, and to create more equitable mathematics learning environments.
Secondary field experiences and clinical practice: Effective teachers of secondary mathematics engage in a planned sequence of field experiences and clinical practice in diverse settings under the supervision of experienced and highly qualified mathematics teachers. They develop a broad experiential base of knowledge, skills, effective approaches to mathematics teaching and learning, and professional behaviors across both middle and high school settings that involve a diverse range and varied groupings of students. Candidates experience a full-time student teaching/internship in secondary mathematics supervised by university or college faculty with secondary mathematics teaching experience or equivalent knowledge base.

Physics

The following outcomes describe the expected competencies for students completing the undergraduate Physics programs.

Physics BS

Phenomena
Describe observed and modeled phenomena using fundamental physical principles and calculus-based mathematics.
Communication
Effectively communicate, both oral and written, to various audiences (layperson and professional) using appropriate terminology.
Instrumentation
Demonstrate appropriate use of and the ability to troubleshoot standard research laboratory instrumentation.
Literature
Use commercially available databases to search the primary scientific literature.
Ethics
Demonstrate the development of standards expected of professional scientists.

BSE General Science Physics Emphasis

Effective teachers of science understand and articulate the knowledge and practices of contemporary science. They interrelate and interpret important concepts, ideas, and applications in their fields of licensure.
Effective teachers of science understand how students learn and develop scientific knowledge. Preservice teachers use scientific inquiry to develop this knowledge for all students.
Effective teachers of science are able to plan for engaging all students in science learning by setting appropriate goals that are consistent with knowledge of how students learn science and are aligned with state and national standards. The plans reflect the nature and social context of science, inquiry, and appropriate safety considerations. Candidates design and select learning activities, instructional settings, and resources‐‐ including science‐specific technology, to achieve those goals; and they plan fair and equitable assessment strategies to evaluate if the earning goals are met.
Effective teachers of science can, in a P‐12 classroom setting, demonstrate and maintain chemical safety, safety procedures, and the ethical treatment of living organisms needed in the P‐12 science classroom appropriate to their area of licensure.
Effective teachers of science provide evidence to show that P‐12 students’ understanding of major science concepts, principles, theories, and laws have changed as a result of instruction by the candidate and that student knowledge is at a level of understanding beyond memorization. Candidates provide evidence for the diversity of students they teach.
Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community.

Wildlife, Fisheries and Conservation, BS (Wildlife; Conservation)

The following outcomes describe the expected competencies for students completing the undergraduate Wildlife, Fisheries and Conservation program.

Students will be able to identify diversity as result of evolutionary and adaptive mechanisms while recognizing the underlying genetic principles and mechanisms of these processes.
Students will be able to distinguish biological mechanisms (for example cellular respiration; photosynthesis; DNA replication; etc.) and relate these mechanisms to overall biological systems (for example energy production and flow; circulatory systems in plants and animals; ecological systems) and how they work

Chapter 4: Student Learning Outcomes (SLOs)

University College – Student Learning Outcomes

First Year Experience

The following outcomes describe the expected competencies for students completing the undergraduate First Year Experience program.

Institution Engagement – First year students will have a reasonable understanding of the underpinnings of the institution including resources, policies and organization and how to best navigate within the system.
Academic Engagement – First year students will know how to develop and manage study habits to master new learning.
Community Engagement - First year students will have a sense of belonging (socially, emotionally, or cognitively) to the campus community.
Personal Engagement - First year students will have a practical understanding of and commitment to degree completion.

General Studies

The following outcomes describe the expected competencies for students completing the undergraduate General Studies program.

BGS Students will be able to espouse the general principles within each of their chosen emphasis areas.
BGS Students will develop a practical and professional skillset including reading, writing, communicating, and basic computer proficiency.
BGS Students will prepare for career readiness by gaining an understanding of workplace dynamics in relation to professional settings, organizational roles, etiquette, leadership strategies, and decision processes.
BGS graduates will demonstrate the ability to think critically and creatively.

Interdisciplinary Studies

The following outcomes describe the expected competencies for students completing the undergraduate Interdisciplinary Studies program.

BSIS Students will demonstrate critical thinking through analysis of their own position in relation to complex contemporary issues facing individuals, communities, and societies.
BSIS Students will develop core leadership skills through exploration of social, ethical, and emotional competencies
BSIS Students will understand the role of social change by broadening awareness of diverse people, cultures, and ideas related to social justice in local, national, and global communities.
BSIS Students will be able to apply the tenants of Field of Interdisciplinary Studies to their professional opportunities.
BSIS Graduates will be able to synthesize knowledge and concepts from multiple perspectives to formulate interdisciplinary approaches to problem solving and decision‐making.

Chapter 4: Student Learning Outcomes (SLOs)

College of Veterinary Medicine

Degree Program Table

Program Outcomes	Undergraduate	Graduate
Veterinary Medicine - DVM		View Outcomes

Graduate

Veterinary Medicine - DVM

Program-Level

Clinical Reasoning and Decision Making
1. Animal Information - Gathers and assimilates relevant problems to arrive at differential diagnoses
2. Differential Diagnoses - Synthesizes and prioritizes problems to arrive at differential diagnoses
3. Diagnostic and/or Treatment Plan - Creates and adjusts a diagnostic and/or treatment plan based on available evidence
4. Diagnostic or Treatment Plan - Incorporates animal welfare, client expectations, and economic considerations into the diagnostic or treatment plan
5. Prioritizing - Prioritizes situational urgency and allocates resources
6. Adapts Knowledge - Adapts knowledge to varied scenarios and contexts
7. Recognizing Limitations - Recognizes limitations of knowledge, skills and resources and consults as needed
Individual Animal Care and Management
1. Procedures and Post-procedural Care - Performs veterinary procedures and post-procedural care
2. Wellness and Preventative Care - Promotes comprehensive wellness and preventive care
Animal Population Care and Management
1. Management Principles - Applies population management principles in compliance with legal regulations and economic realities
2. Biosecurity Protocols - Recommends and evaluates protocols for biosecurity
3. Stakeholders - Advises stakeholders on practices that promote animal welfare
Public Health
1. Recognition - Recognizes zoonotic, transboundary, and emerging diseases and responds accordingly
2. Health and Safety - Promotes the health and safety of people and the environment
Communication
1. Listen and Communicate - Listens attentively and communicates professionally
2. Communication and Diverse Audiences - Adapts communication style to diverse audiences
3. Documentation and Forms - Prepares documentation/forms appropriate for the intended audience
Collaboration
1. Contributions - Solicits, respects, and integrates contributions from others
2. Leader or Team Member - Functions as a leader or team member based on experience, skills and context
3. Ongoing Relationships - Maintains ongoing relationships to provide continuity of collaborative effort
4. Inclusivity - Demonstrates inclusivity and cultural competence
Professionalism and Professional Identity
1. Ethical Approach - Adopts an ethical approach to meeting professional obligations
2. Time Management - Practices time management
3. Plan for Improvements - Reflects on personal actions and uses feedback to plan improvement
4. Self-directed Learning - Engages in self-directed learning
5. Wellbeing - Attends to wellbeing of self and others
6. Career Planning - Engages in career planning
Financial and Practice Management
1. Financial Factors - Weighs financial factors in personal and business decision-making
2. Compliance - Delivers veterinary services compliant with legal and regulatory requirements
3. Advocacy - Advocates for the health and safety of patients, clients, and members of the team within the workplace
Scholarship
1. Evidence-based Medicine - Practices evidence-based veterinary medicine
2. Dissemination of Knowledge - Disseminates knowledge and practices to stakeholders

Chapter 5: General Education Review Process

This chapter outlines the quadrennial review process for General Education courses at Arkansas State University. It includes the official timeline and calendar for review cycles, as well as the standardized rubric used by the General Education Committee to evaluate assessment submissions. These tools support faculty in documenting student learning, reflecting on long-term trends, and contributing to institutional improvement through evidence-based reporting.

Chapter 5: General Education Review Process

Quad Review Timeline and Calendar

Quadrennial Report Review Timeline

Timeline	Action
May 1^st of year that course’s Quadrennial Report is due Mid-August 1^st day that Faculty Reports of year that course’s Quadrennial Report is due (for second attempts only)	Office of Assessment and Accreditation will provide the following documents to course leader (CC: Chair) for all courses with Quadrennial Reports due 1^st Monday of October of current year: Copy of course’s last GEC approved Quadrennial Report Blank Quadrennial Report form Exemplar Report from approved (and permission-provided) course Enrollment Data (for last 4 years) Report from IR Email correspondence will include an opportunity for faculty to meet with Office of Accreditation and Assessment during the summer and/or the first chance for the Office to provide course’s assessment data (through LMS, Essay Repository, or analysis through other means)
September 15^th of year that course’s Quadrennial Report is due	GEC Chair will email course leaders with Quadrennial Reports due with final reminder
1^st Monday of October of year that course’s Quadrennial Report is due	Quadrennial Reports Due
1^st Friday of October of year that course’s Quadrennial Report is due	Any missing reports’ course leaders will be contacted by GEC Chair
October-1^st Week of November of year that course’s Quadrennial Report is due	All Quadrennial Reports will be assigned to a Subcommittee (peer faculty with no conflict-of-interest), reviewed and recommendations made to larger GEC
November 15^th of year that course’s Quadrennial Report is due	Course leaders, Chairs and Deans will be notified of GEC decision. Report authors will be given 1 of 3 decisions: Accept Report (Formal Vote by GEC) Accept Report with Modifications, all modifications would be due back to GEC by Study Day (early December); Course Leaders (faculty and/or chair) will be advised to meet with Office of Accreditation and Assessment to complete any outstanding issues identified by GEC Subcommittee. These modifications can be in the form of questions posed by subcommittee for clarity (and communicated to the department by the subcommittee chair), or modification requests to data/information presented (Tabled Vote by GEC) Interim Report Requested; Course report would need significant work and would be presented with a timeline for completion that would not extend beyond current Academic Year (Tabled Vote by GEC)
Study Day of year that course’s Quadrennial Report is due	Any Reports that had modifications requested will return answers/edits to GEC. Subcommittee will review, and recommendation made to GEC. Formal Vote could be made during mid-December GEC or by email.
Prior to conclusion of Fall Semester of year that course’s Quadrennial Report is due	GEC Chair will contact all Course Leaders/Chairs/Deans with formal GEC decision for each course
January-March of academic year that course’s Quadrennial Report is due	Any course with an Interim Report requested will meet with Office of Accreditation and Assessment for assistance in data collection, analysis, reporting and editing.
March 30^th of academic year that course’s Quadrennial Report is due	If Interim Report is requested in Fall, Course Leader/Chair will provide to GEC: Modified Report with new/updated data (including Fall data from course if requested)
April of academic year that course’s Quadrennial Report is due	Subcommittee will review Interim Report(s) and provide recommendation to GEC; Formal Vote in GEC for any/all Interim Reports
Prior to conclusion of Spring Semester of academic year that course’s Quadrennial Report is due	GEC Chair will contact all Course Leaders/Chairs/Deans with formal GEC decision for each course with an Interim Report

General Education Quadrennial Review Calendar

📅 Assessment Calendars and Schedules

Access the latest General Education Quadrennial Review Calendar for information on current review cycles, reporting years, and formal report deadlines for General Education courses.

Chapter 5: General Education Review Process

Quadrennial Review Rubric

The Quadrennial Review Rubric provides a structured framework for evaluating General Education assessment reports submitted every four years, ensuring alignment with institutional standards and continuous improvement in student learning outcomes.

Legend

Exemplary — 🟩 Green
Good — 🟨 Yellow
Developing — 🟧 Orange
Needs Improvement — 🟥 Red

Download the Quadrennial Review Rubric S25

	Exemplary	Good	Developing	Needs Improvement
Outcomes
Learning Outcomes	Instructions: The Learning Outcomes for General Education are determined by the General Education Committee and may be reviewed here: (Link). While reviewers will not evaluate these outcomes, they should review them for context before evaluating the quadrennial reports.
Connection	Connection from course to general education is clearly expressed.	Connection from course to general education is loosely expressed.	Connection from course to general education is unclear.	No connection from course to general education.
Methods
Outcome-Method Alignment	Clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Somewhat clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Alignment between outcome(s) and method(s) is not clear.	No evidence of alignment between outcome(s) and method(s).
Method & Method Type	Method(s) are clear; have face validity for specific purpose and student learning; use both direct and indirect method(s).	Method(s) are clear; have face validity for specific purpose and student learning; use ONLY direct OR indirect method(s).	Method(s) are clear; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).	Method(s) lack clarity; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).
Method Target	Clear student-focused target (i.e., rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Unclear target OR not student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).
Findings
Data Reported (e.g., data collection/method of sampling, item analysis, frequency counts, instrument norming statistics, etc.)	Results presented include explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.	Results presented include most of the following: explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.	Results presented include some of the following: explanation of data collection method, sample size, background of students, item analysis, frequency counts, instrument norming where appropriate, etc.and/or the data reported is not clearly connected to the outcome.	Results are not presented, or the data reported does not connect to the outcome.
Analysis & Reflection	Interpretation of results clearly presented and appropriate based on analysis of the data; if possible, combines analysis of direct and indirect measures.	Interpretation of results is somewhat clear and appropriate based on analysis of the data.	Interpretation of results is unclear or inappropriate based on analysis of the data.	Interpretation of results not reported.
Action Plan	Clearly identifies plans for action based on assessment results, including timeline for implementation and persons responsible for implementation; action plans may include the following scenarios: 1) Target Exceeded—Consider longitudinal data and whether the assessment method should change, 2) Target Met—Continue to monitor over an identified timeline, 3) Target Not Met—Improvement Plan articulated, OR recognition of invalid/unreliable assessment process changes needed.	Evidence of plans for action tied to assessment results, but may not identify a timeline for implementation or persons responsible for implementation and/or all possible scenarios of assessment results.	Evidence of plans for action not clearly tied to assessment results and does not identify a timeline for implementation or all scenarios of assessment results.	Does not specify plans for action based on assessment results.
Evidence (e.g., raw data, rubrics, meeting minutes, student artifacts (free of all identifying information), etc.)	Sufficient evidence is provided to corroborate all data reported, such as rubrics; spreadsheets with rubric scores; interrater reliability information; aggregated test/item analysis; test psychometric statistics; disaggregated test/item analysis by groups of students with relevant characteristics; licensure exam scores; surveys; survey results; focus group themes/transcripts; meeting minutes; advisory board feedback or analysis; etc. Evidence is a mixture of direct and indirect measures. Findings are disaggregated by modality. This is true for ALL findings.	Supporting evidence provided is linked to data, but partially substantiates data reported and is a mixture of direct and indirect measures; this is true for MOST findings. Findings are disaggregated by modality.	The link between finding and supporting evidence is difficult to determine; this is true for SOME findings. There is not a mixture of direct and indirect measures. Findings are disaggregated by modality.	No substantiating evidence provided.
Quadrennial Summary
Overall Action Plan for Next Quadrennial Cycle	Clearly identifies plans for action based on cumulative assessment results, including timeline for implementation and persons responsible for implementation.	Evidence of plans for action tied to assessment results but may not identify a timeline for implementation or persons responsible for implementation.	Evidence of plans for action not clearly tied to assessment results and does not identify a timeline for implementation or persons responsible for implementation.	No specified plans for action based on assessment results.

Chapter 6: Program Review and Reporting

This chapter guides academic departments through the formal program review process required by the Arkansas Division of Higher Education (ADHE). It includes an overview of expectations, a customizable timeline, and practical tools for preparing the self-study, selecting external consultants, and responding to reviewer feedback. The Program Assessment Review (PAR) Rubric supports internal evaluation and continuous improvement. A dedicated FAQ page addresses common questions about scheduling, documentation, and reporting requirements.

Chapter 6: Program Review and Reporting

Overview of Program Review

Academic Program Review (APR) at Arkansas State University is a collaborative process led by faculty and supported by the Office of Academic Affairs and the Office of Accreditation and Assessment. It is designed to help departments reflect on program strengths, identify areas for improvement, and plan strategically for the future.

This chapter provides practical guidance for completing each stage of the review, including preparing the self-study, selecting external consultants, responding to feedback, and submitting materials to the Arkansas Division of Higher Education (ADHE).

What to Expect

A steering committee of faculty and the department chair will lead the review.
The department will prepare a comprehensive self-study report using A-State templates.
Two external consultants will review the report and conduct a site visit.
The department will submit a response and improvement plan to ADHE.
Progress reports may be required in the years following the review.

Recommendations

There are excellent recommendations in the article “Avoiding the Potholes of Program Review” written by Halonen and Dunn (2017). It is recommended everyone on the steering committee read the article. The article can be found here:

Avoiding the Potholes of Program Review
By Jane S. Halonen and Dana S. Dunn | February 27, 2017

Most departments undergo periodic assessment. Here’s how to make it useful.
https://www.chronicle.com/article/avoiding-the-potholes-of-program-review/

Some of the recommendations for a successful APR from Halonen and Dunn’s (2017) article are summarized here for your convenience:

Number 1: You need a village.
Deans, department chairs, and faculty need to participate in the self-study report writing. Creating a steering committee with key faculty who will direct and write the report will help share the responsibility and show a cohesive faculty cohort that is ready to tackle the program’s challenges. After the consultants have reviewed the report and conducted the site visit, the dean, department chair, and faculty should collaborate to develop a strategy for moving forward based on the consultants recommendations.
Number 2: The past is history but it’s important
The steering committee should find and distribute the previous APR to the department. The information in the past APR should also be shared with the upcoming consultant as part of the self-study report. The self-study report template includes a synopsis of the previous APR in the first section and the previous APR could be included as an appendix to the new report.
Number 3: Set a timeline and stick to it
There are a minimum number of days to hire the consultant, create the self-study report, conduct the site visit, and develop a strategic plan established on the APR website. The steering committee should set dates for each milestone and allow some extra time for delays and proofreading.
Number 4: Don’t hire your buddy
The consultants should be experts in the program’s discipline and the two consultants together should provide a combination of perspectives for the program’s future. However, hiring a close friend will not provide the objectivity and analysis needed for a thorough review.
Number 5: Last but probably should be done first—Update the website
The consultant is going to read the department and program’s website as soon as they are hired. Dedicate a person on the steering committee who will work with the administrative assistant and IT to update the department and program’s website.

How to Use This Chapter

This chapter guides departments through the process of preparing for and completing an Academic Program Review (APR). Each page focuses on a key stage in the review cycle, which will help you with the following tasks.

Timeline and Scheduling: Plan ahead using A-State’s internal calendar and ADHE’s review schedule.
Self-Study Preparation: Use templates and examples to organize your report.
Consultant Selection: Follow best practices for choosing qualified reviewers.
Response and Follow-Up: Learn how to write your institutional response and track progress.
Resources and Rubrics: Access downloadable forms and evaluation tools.

For site visit schedules, communication protocols, and specialized accreditation timelines, see the External Academic Reviews chapter in the Accreditation Book.

Faculty are also encouraged to read “Avoiding the Potholes of Program Review” by Halonen and Dunn (2017), which offers practical advice for managing the process effectively.

Chapter 6: Program Review and Reporting

ADHE Program Review Requirements and Procedures

Academic Program Review at Arkansas State University is conducted in alignment with Arkansas Code §6-61-214, which mandates that the Arkansas Higher Education Coordinating Board (AHECB) regularly review existing academic programs offered by public institutions in the state. These reviews are administered by the Arkansas Division of Higher Education (ADHE) to ensure program quality, viability, and alignment with statewide educational goals.

Overview of State Requirements

Review Cycle and Applicability

All academic programs—active and inactive—must undergo external review every 7 to 10 years.
Programs that are not program-specific accredited are reviewed by external consultants selected by the institution.
Accredited/licensed/state-certified programs follow the review schedule of their accrediting body but must still submit their self-study, evaluation, and institutional response to ADHE.

See: Program Site Visit Schedule for a list of when the non-program-specific accredited/licensed/state-certified programs are scheduled to next have an expert consultant visit the A-State campus.

Purpose of Program Review

Evaluate program effectiveness and alignment with institutional goals.
Identify areas for improvement and strategic development.
Inform decisions related to program continuation, modification, or closure.

Required Documentation

A comprehensive self-study report prepared by the institution.
A written evaluation from two external reviewers.
An institutional response to the reviewers’ findings.
All documents must be submitted to ADHE within six weeks of receiving the evaluation.

Reviewer Expectations

Institutions must select two out-of-state reviewers with disciplinary expertise.
At least one reviewer must conduct a site visit and meet with faculty, students, and administrators.
For Career and Technical Education (CTE) programs:
- One reviewer must be a local industry expert.
- One must be an out-of-state faculty consultant.

Institutional Response and Follow-Up

Institutions may respond to ADHE recommendations in writing or request a meeting.
ADHE may require progress reports one, three, or five years after the initial review, depending on the nature of the recommendations.

Consultant Selection, Remuneration, and Reimbursement Procedures

To ensure a smooth and compliant review process, departments must follow these procedures when selecting and compensating external consultants:

Consultant Requirements:

ADHE requires two out-of-state consultants per program.
Only one is required to conduct an on-campus site visit.
The Office of Academic Affairs will work with departments to select appropriate consultants and to decide if more than one consultant should conduct a site visit.

Payment Process:

Consultants must submit a completed Procurement Vendor Packet (including IRS W-9) and a signed contract.
Payment is processed via requisition after the ADHE External Reviewers Report (with CVs for each consultant) is received.

Stipends:

Negotiated by the Office of Academic Affairs.
Lead consultants (who travel) receive higher stipends than reader consultants.
Stipends may vary based on the number of programs reviewed.

Travel and Lodging:

Use Hilton Garden Inn for lodging; reservations should be direct-billed to the department.
Consultants pay for travel upfront and are reimbursed by the department via requisition.
Mileage reimbursed at the university’s standard rate.
Itemized meal receipts are required; alcoholic beverages and non-consultant meals are not reimbursed.
Only consultant meals will be paid for by department/college (no spouses or children).
Additional meals will need to be covered by the department/college.

Budget Transfers:

The department/college will send an itemized list with copies of all receipts to Office of Academic Affairs once all expenses have been paid.
Office of Academic Affairs will then do one budget transfer to the department/college to cover all expenses.
The department will provide Office of Academic Affairs with the FOAP or multiple FOAPs (supplies or travel) if necessary for Office of Academic Affairs to do the transfer.

Chapter 6: Program Review and Reporting

Internal Planning Timeline

Academic Program Review (APR) at A-State is a structured, multi-month process. This guide walks departments through each stage of preparation, consultant coordination, and post-review response, organized by timeframe, to help departments stay on track and meet Arkansas Division of Higher Education (ADHE) requirements.

Communication Process

The Office of Accreditation and Assessment provides guidance and resources to support departments through the external review process. The following documents outline the communication protocols and planning tools used to coordinate programmatic accreditation and consultant reviews:

See: Communication Protocols for Accredited Programs

Tips for Success

The Office of Academic Affairs recommends program leaders do the following to have a successful program review:

Begin planning at least one year before their scheduled site visit.
Build in buffer time for delays and proofreading.
Recruit or appoint a program review steering committee of three to five faculty and the department chair
- Having the department chair and a few key faculty collaborate to write the self-study report helps to share the work load, inform the department about the discoveries made during the self-study analysis, and prepare for the forthcoming site visit
- Assign a steering committee member to manage website updates.
Establish an internal timeline by setting the approximate date for the site visit and working backwards.
- Use the Program Review Timeline Worksheet to customize your department’s calendar.
- Faculty and department chairs are busy people and ADHE expects all documents to be submitted by within six weeks of the completed process or by June 1, whichever comes first

Timeline Overview

Use the timeline below to work backward from your anticipated site visit date.

Note: This timeline applies to both non-accredited programs and those with specialized accreditation, licensure, or state certification. Accredited programs follow the review schedule and procedures of their accrediting body but must still submit their self-study, evaluation, and response to ADHE within six weeks of receiving the final report.

One Year Before the Site Visit

Establish the Site Visit Date and Form Your Team

Checklist:

Choose an approximate date for the site visit, ideally in the spring semester.
Form a steering committee of 3–5 faculty members plus the department chair.
Assign roles for writing, scheduling, and updating the department website.
Review the previous APR and share it with the committee and potential consultants.

See: Data Request Form (DOCX)

150 Days Before the Site Visit

Submit Consultant Recommendations

Checklist:

Complete the Consultant Recommendation Form and submit it to the Office of Accreditation and Assessment.
Recommend four qualified out-of-state reviewers with disciplinary expertise.
Avoid selecting close colleagues or collaborators to ensure objectivity.

See: Program Consultants Recommendation Form
See: Reimbursement Policy

120 Days Before the Site Visit

Secure Consultants

Hiring the program consultants is a critical step in the review process. These individuals provide expert feedback that informs the program’s strategic goals and continuous improvement efforts. Consultant selection is a collaborative process involving the program faculty, department chair, dean, Office of Accreditation and Assessment, and Office of Academic Affairs.

Arkansas Code §6-61-214 requires institutions to select a minimum of two out-of-state reviewers affiliated with programs similar in mission and scope to the one under review. The lead consultant will conduct the site visit, while the second consultant serves as a reader. The second consultant may participate in key meetings virtually if all parties agree.

The steering committee must recommend four consultants 150 days prior to the anticipated site visit. Recommendations should be based on academic credentials and higher education experience. A mix of peer and aspirant institutions, and both faculty and administrators, is highly encouraged.

During the site visit, the lead consultant should meet with:

Dean and associate dean
Department chair
Faculty (without administration)
Students
External constituents (e.g., advisory council, alumni, employers)
Office of Academic Affairs (including the Provost and AVC responsible for program review)

Checklist:

✅ Confirm participation of two reviewers:
- One will conduct the site visit.
- The second may serve as a reader and participate virtually.
✅ Coordinate with Academic Affairs to finalize consultant agreements.

60 Days Before the Site Visit

Submit Draft Self-Study Report

Checklist:

Send a draft of the self-study to the Office of Academic Affairs for feedback.
Use the A-State template to ensure alignment with ADHE expectations.

See: Guide to Writing the Self-Study Report

30 Days Before the Site Visit

Send Final Self-Study to Consultants

Checklist:

Finalize the report and send it to both consultants.
Include the previous APR as an appendix.
Ensure the department website is up to date.

14 Days Before the Site Visit

Finalize Site Visit Itinerary

Checklist:

Coordinate meetings for the lead consultant with:
- Faculty (without administration)
- Students
- Department chair and dean
- External stakeholders (e.g., alumni, advisory council)
- Office of Academic Affairs

Site Visit

Host the Consultant

Checklist:

Ensure all scheduled meetings occur smoothly.
Provide access to relevant documents and facilities.
Gather informal feedback from participants.

See: ADHE External Reviewers Template (DOCX)

30 Days After the Site Visit

Receive Consultants’ Report

Checklist:

Consultants submit a written evaluation with findings and recommendations.
- The findings will include key information for continued program improvement. These findings should be the basis for the program leaders' (dean, associate dean, department chair, and program faculty) response letter that includes a timeline and improvement plan.
Share the report with the steering committee and begin drafting the institutional response.

See: Post Review Planning Document

Within 30 Days of Receiving the Report

Submit Institutional Response and Improvement Plan to the Office of Academic Affairs

Checklist:

Collaborate with the dean, chair, and faculty to develop a strategic response.
Include a timeline for implementation and address all consultant recommendations.

See: 1-Year Progress Report Template

Final Submission to ADHE

Deliver All Documents

Checklist:

Submit the self-study, consultants’ report, and institutional response to ADHE within six weeks of the site visit or by June 1, whichever comes first.

Follow-Up Reporting

The Office of Academic Affairs expects the following progress reports:

1 Year Later: Submit a progress report by May 15.
3 Years Later: Submit additional report if requested.
5 Years Later: Submit final report if required.

Resources

Example Planning Documents

Chapter 6: Program Review and Reporting

Guide to Writing the Self-Study Report

The AHECB Existing Program Review Policy adopted in October 2008 requires the review of all academic programs every 7-10 years. A major component of the policy is an internal review (self-study) by institutions and an external review by consultants of programs that do not have program-specific accreditation/ licensure/certification. The institution’s self-study, consultants’ written evaluation, and the institution’s response to the consultants’ findings will be submitted to ADHE.

Submission Logistics
The self-study report should be a PDF document with appendices, delivered via email or Dropbox to the external reviewers. It should include both quantitative and qualitative evidence, and reference existing documents such as strategic plans, assessment reports, and curriculum materials.

Required Sections

The program’s self-study to be reviewed by external consultants should contain the following information:

Introduction

Program history and mission
Summary of last program review
Progress on previous recommendations

Goals, Objectives, and Activities

Describe specific educational goals, objectives, learning outcomes, and activities of the program.
Explain how the program serves the general education program and other disciplinary programs on the campus, if applicable.
Document market demand and/or state/industry need for careers stemming from the program.
Document student demand for the program.

Data Presentation/Analysis

Undergraduate Programs	Graduate Programs
Program goals/objectives Learning outcomes Co-curricular activities (high-impact activities) Enrollment trends: number of majors, percent changes Employment and graduate school opportunities	Program goals/objectives Learning outcomes Co-curricular activities (high-impact activities) Enrollment trends: number of majors, percent changes Enrollment trends: pipeline of applications, program acceptances, program enrollment Employment and graduate school opportunities

Curriculum

Describe how program content parallels current thinking/trends in the field/trade (best practices, advisory committee recommendations, etc.).
Provide an outline for each program curriculum, including the sequence of courses.
State the degree requirements, including general education requirements, institutional, college or school requirements, and major requirements.
Indicate the semester/year the major/program courses were last offered. Exclude general education courses.
Provide syllabi for discipline-specific courses and departmental objectives for each course.
Outline the process for the introduction of new courses, including all internal curriculum review processes and the findings.
List courses in the proposed degree program currently offered by distance delivery.
Describe the instructor-to-student and student-to-student interaction for distance courses (prerequisite courses, lab requirements, examination procedures-online/proctored, instructor response to student assignments).

Data Presentation/Analysis (Detailed data/documents such as syllabi could be assimilated into an appendix)

Undergraduate Programs	Graduate Programs
Course rotations/schedule Identify courses not offered in the last three years Course prerequisites Additional graduation requirements Possible presentations: Bulletin pages; 8-semester degree plans	Course rotations Identify courses not offered in the last three years Course prerequisites Additional graduation requirements Possible presentations: Bulletin pages; degree plans

Program Faculty (full-time/adjunct/part-time)

Provide curriculum vitae or program faculty information form for all full-time program faculty. The vita or form should include the following: all degrees and institutions granting the degrees; field or specialty of degrees; number of years employed as program faculty at the institution; current academic rank, if applicable; professional certifications/licenses; evidence of quality and quantity of creative and scholarly/research activity; evidence of quality and quantity of service activities; evidence of professional activities and non-teaching work experiences related to courses taught; list of course numbers/course titles of credit courses taught over the past two academic years; and other evidence of quality teaching.
Indicate the academic credentials required for adjunct/part-time faculty teaching major/program courses.
Describe the orientation and evaluation processes for faculty, including adjunct and part-time faculty.
Provide average number of courses and number of credit hours taught for full-time program faculty for current academic year.

Data Presentation/Analysis (Detailed data/documents such as faculty CVs could be assimilated into an appendix)

Undergraduate Programs	Graduate Programs
Faculty 180 CVs SSCH per faculty over time period of analysis Number of courses taught per faculty per semester and year Accounting of scholarly/research activities Other productivity as appropriate and involves students: grant production	Faculty 180 CVs SSCH per faculty over time period of analysis Number of courses taught per faculty per semester and year Accounting of scholarly/research activities Other productivity as appropriate and involves students: grant production

Faculty 180 holds grant productivity and can generate a report

Program Resources

Describe the institutional support available for faculty development in teaching, research, and service.
Describe the professional development of full-time program faculty over the past two years including the institutional financial support provided to faculty for the activities.
Provide the annual library budget for the program or describe how library resources are provided for the program.
Describe the availability, adequacy, and accessibility of campus resources (research, library, instructional support, instructional technology, etc.).
Provide a list of program equipment purchases for the past three years.

Instruction via Distance Technology (if applicable)

This section should be completed if at least 50% of any program/major course is delivered
electronically.

Summarize institutional policies on the establishment, organization, funding, and management of distance courses/degrees.
Summarize the policies and procedures to keep the technology infrastructure current.
Summarize the procedures that assure the security of personal information.
Describe the support services that will be provided to students enrolled in distance technology courses/programs by the institution and/or other entities:
- Advising
- Course registration
- Financial aid
- Course withdrawal
- E-mail account
- Access to library resources
- Help Desk
Describe technology support services that will be provided to students enrolled in distance technology courses/programs by the institution and/or other entities.
Describe the orientation for students enrolled in distance technology courses/programs.
Summarize the institutional policy for faculty course load and number of credit hours taught, compensation, and ownership of intellectual property.

Majors/Declared Students

State the number of undergraduate/graduate majors/declared students in each degree program under review for the past three years.
Describe strategies to recruit, retain, and graduate students.
Provide the number of program graduates over the past three years.

Data Presentation/Analysis

Undergraduate Programs	Graduate Programs
Enrollment trends: number of majors, percent changes Program retention from year-to-year Graduation trends, number graduates, percent changes	Enrollment trends: pipeline of applications, program acceptances, program enrollment Program retention from year-to-year Graduation trends, number graduates, percent changes Time to degree

Program Assessment

Describe the program assessment process and provide outcomes data (standardized entrance/placement test results, exit test results, etc.).
Describe program/major exit or capstone requirements.
Provide information on how teaching is evaluated, the use of student evaluations, and how the results have affected the curriculum.
Provide transfer information for major/declared students including the receiving institutions for transfer and programs of study.
Provide information for program graduates continuing their education by entering graduate school or by performing volunteer service.
Provide aggregate results of student/alumni/employer satisfaction surveys.
Describe how the program is aligned with the current job market needs of the state or local communities.
Provide job placement information for program graduates including the number of graduates placed in jobs related to the field of study.

For undergraduate career and technical education programs only, provide the following:
- Names and location of companies hiring program graduates.
- Average hourly rate for program graduates.
- Names of companies requiring the certificate/degree for initial or continued employment.

Data Presentation/Analysis (Detailed data/documents such as survey results and Nuventive annual assessment reports could be assimilated into an appendix)

Undergraduate Programs	Graduate Programs
Overview of three or more years of assessment data for all learning outcomes DFW rates for courses over the last three years Faculty 180 CVs will have course evaluation data Surveys conducted by program faculty Surveys conducted by institution and disaggregated by the program	Overview of three or more years of assessment data for all learning outcomes FW rates for courses over the last three years Faculty 180 CVs will have course evaluation data Surveys conducted by program faculty Surveys conducted by institution and disaggregated by the program

Program Effectiveness (strengths, opportunities)

List the strengths of the program.
List the areas of the program most in need of improvement.
List program improvements accomplished over the past two years.
Describe planned program improvements, including a timetable and the estimated costs.
Identify program improvement priorities.

Institutional Review Team

List the names/departments of the self-study committee chair and committee members.

Chapter 6: Program Review and Reporting

Example Planning Documents

These examples are provided as reference for the Program Review Process

A-State Internal Timeline Worksheet

Program Name: _____________________________

Name of Self-Study Chair: ____________________

Date Submitted: _____________________________

Timeline Action	Important Dates
One-year prior to assigned site-visit year: Establish approximate date for site visit	Approximate site visit date is:
150 days prior to site visit: submit consultant recommendations to Provost	Submit consultant recommendation form to Provost Office by:
120 days prior to site visit: secure consultants	Secure consultants by:
60 days prior to site visit: send self-study draft to Office of Academic Affairs, Dean, and Department Chair	Draft of self-study report to Office of Academic Affairs by:
30 days prior to site visit: send self-study to consultants	Send final draft to consultants by:
14 days prior to site visit: establish site visit itinerary	Send itinerary to site consultant by:
30 days after site visit: receive consultants’ report	Consultants’ report received on:
Within 30 days of receiving consultants’ report: develop implementation plan with Academic Affairs, Dean, Chair, and faculty, and write institutional response (Required by ADHE)	Response to consultants’ report due on
Regardless of site visit date, all above steps completed	All steps completed by April 15 of the assigned academic year: 20____
Deliver self-study report, reviewers report, and implementation plan/institutional response to ADHE within six weeks of process completion	June 1 of the assigned academic year: 20_____
One year after implementation: follow-up report on progress	Spring 20XX: Progress report due May 15, 20______
If needed, three years after implementation: follow-up report on progress	Spring 20XX: Progress report due May 15, 20______
If needed, five years after implementation: follow-up report on progress	Spring 20XX: Progress report due May 15, 20_______

A-State Internal Timeline Worksheet (DOCX)

Data Request Form

Used to request institutional data for the self-study report. Includes metrics like enrollment, graduation rates, retention, course rotations, and survey data.

Data Request Form (DOCX)

Program Consultants Recommendation Form

Departments must submit their consultant recommendations to the Office of Academic Affairs 150 days prior to the anticipated site visit. The submission should include:

Four recommended consultants, ordered by preference. They should be a mix of faculty and administrators from peer and aspirant institutions.
Curriculum vitae for each recommended consultant.

Each of the recommendations must include the following:

Name
Position
Institution
Department
Department Program
Office Phone
Cell Phone (if available)
Email
Rationale for Selection Please discuss the following items: Consultant’s professional experience How the consultant’s institutional mission is comparable to A-State Why the consultant’s program is of interest in developing/modeling A-State’s program/s and how this interest aligns with A-State’s program under review Comparable size of consultant’s program/department Reasons why this program is aspirational for A-State

Program Consultants Recommendation Form (DOCX)

Program Review Site Visit Schedule/Agenda

Face-to-Face

Date of Visit

Reviewer Name:

Cell Phone:

Email:

Hotel:		Flight Arrival:		Flight Departure:
Confirmation number:		Airline/Flight number:		Airline/Flight number:

Activity	Date	Time	Location	Escort
Pickup from airport
Dinner
Meet with College Dean and Associate Dean/s
Meet with Department Chair
Meet with Faculty (without administration present)
Lunch (this could be included with the student or faculty meeting)
Meet with Students (without faculty present)
Meet with external constituents (advisory council, alumni, employers, etc.)
Exit Interview with: · Provost · AVC for Assessment and Accreditation · College Dean and Associate Dean/s · Department Chair

Program Review Site Visit Schedule/Agenda (Face-to-Face) (DOCX)

Virtual

Date/s of Virtual Visit:

Lead Reviewer’s Name:

Cell Phone:

Email:

Secondary Reviewer’s Name:

Cell Phone:

Email:

Activity	Date	Time	Zoom Link
Meet with College Dean and Associate Dean/s
Meet with Department Chair
Meet with Faculty (without administration present)
Lunch (this could be included with the student or faculty meeting)
Meet with Students (without faculty present)
Meet with external constituents (advisory council, alumni, employers, etc.)
Exit Interview with: · Provost · AVC for Assessment and Accreditation · College Dean and Associate Dean/s · Department Chair

Program Review Site Visit Schedule/Agenda (Virtual) (DOCX)

A-State ADHE Program Review

External Reviewers Template

Used by external consultants to structure their written evaluation. Covers curriculum, faculty, resources, effectiveness, and distance education.

ADHE External Reviewers Template (DOCX)

Post Review Planning Document

Required documents: As part of the Post-Review Response and Planning, please develop and submit two documents: (1) the completed table below articulating the program’s response and improvement plans and (2) a cover letter from the College Dean and Department Chair that acknowledges the reviewers’ recommendations and provides a commitment to the articulated improvment plan for the program/s.

In this section, please copy the recommendations that the external reviewers provided in their report; provide the institution/department/program response to the recommendation with the program’s plans for improvement; describe the actions that will be taken as a result of the review; if the action was based on the recommendation/s from the external reviewers; note when the action will be completed and who is responsible for seeing that it is completed; and finally, list any resources that will be used to complete the action. Please add lines to the table as necessary.

Recommendations from External Reviewers (copied from the external review report)	Response (faculty, chair/director, dean’s evaluation of recommendation)	Future Planned Action	Timeline	Responsible Person/Group	Resources Needed

Post Review Planning Document (DOCX)

Program Review—Improvement Plan Progress Report

Please copy the Improvement Plan you created one year ago and provide an update as to the progress of the consultants’ recommendations.

Program:

Date:

Name of Person Completing this Report:

Recommendations from External Reviewers (copied from the external review report)	Response (faculty, chair/director, dean’s evaluation of recommendation)	Action	Timing	Responsible Person/Group	Resources Received and Used	Status of Recommendation	Future Plans

Program Review 1 Year Progress Report (DOCX)

Chapter 6: Program Review and Reporting

Program Assessment Review (PAR) Rubric

This rubric evaluates the completeness and quality of program assessment reports. Each category is rated as Exemplary, Good, Developing, or Needs Improvement.

Legend

Exemplary — 🟩 Green
Good — 🟨 Yellow
Developing — 🟧 Orange
Needs Improvement — 🟥 Red

Download the PAR Rubric S25

Program Assessment Review (PAR) Rubric

Chapter 6: Program Review and Reporting

Frequently Asked Questions (FAQ)

This page answers common questions about the academic program review process at Arkansas State University. Whether you're preparing a self-study, selecting external reviewers, or submitting materials to ADHE, the FAQ provides quick access to essential information about timelines, expectations, documentation, and policies. Use this resource to clarify procedures and ensure your department is on track throughout the review cycle.

Q: What is the purpose of Academic Program Review?: A: To establish a process for the statewide review of academic programs; and to identify certificate and degree programs not meeting minimum standards of quality or viability and establish schedules for either resolving these concerns or removing the programs from the AHECB approved program inventory.
Q: Is Review of Existing Academic Programs in the Arkansas Code?: A: §6-61-214

Q: Where can I find the AHECB policy for Review of Existing Academic Programs?: A: AHECB Policy 5.12

Q: Which programs need to be reviewed? Which programs will be reviewed by external reviewers?: A: All certificate and degree programs (both active and inactive) offered by public colleges and universities in Arkansas will be reviewed through the Existing Academic Program Review Process. Academic programs which are not program-specific accredited will be reviewed by external reviewers/consultants.

Q: What is the frequency for external review of programs?: A: AHECB policy states that institutions will schedule an external review of all existing academic programs every 7–10 years, beginning Fall 2010.

Q: Who will pay for program reviews?: A: The institution pays for the program review.

Q: What documents must the institution prepare for the review? What information should be included in the institutions’ self-study report?: A: The institution must prepare a self-study document for the review. Components of the self-study will include, but not be limited to, information related to: program need/demand, curriculum, faculty, resources, course delivery methods, student outcomes, and recent/planned program improvements.

Q: When do I send the reviewers’ report to ADHE?: A: The reviewers’ written evaluation and institution’s response will be submitted to ADHE within six weeks of receipt of the written evaluation.

Q: When will the findings of the Academic Program Review be submitted to the AHECB?: A: Findings from academic program reviews will be reported annually to the AHECB.

Q: What will ADHE do with the findings?: A: ADHE staff will recommend that the AHECB receive the reviewers’ report and acknowledge that the contents may be consulted as a resource when decisions must be made by the Board regarding institutional role and scope, budget requests, new program approval, and statewide funding issues. The staff may propose other general resolutions that address statewide issues.

A further resolution will encourage institutional administrators, faculty members, and boards of trustees to consider implementing the recommendations made by the consultants for program improvement.

If appropriate, a resolution will be offered concerning program deletions, modifications, and/or follow-up.

Q: What recourse does the institution have to ADHE staff recommendations to the AHECB?: A: The president, chancellor, or chief academic officer may respond to ADHE staff recommendations in writing or request a conference to discuss the recommendations prior to consideration by the AHECB. The discussions will be limited to those issues that concern the state’s interests, i.e., program closings and broader statewide issues that the AHECB may wish to address. Any recommendations in the consultants’ reports that are not included in the ADHE staff recommendations would pertain to matters of campus concern and, therefore, would represent suggestions to be considered locally.

Q: When must an out of state reviewer be used? How many are required? What credentials/qualifications must they possess? Is there a different guideline for reviewers of CTE programs?: A: Academic programs which are not program-specific accredited will be reviewed by external reviewers. Institutions will select a minimum of two out-of-state reviewers affiliated with programs that are similar in mission and scope to the program under review. At least one reviewer is required to conduct a site visit and meet with program faculty, students, and administrators. Individuals selected as reviewers must be well-qualified and without bias toward the institution(s) under review. The reviewers must hold appropriate academic credentials and/or professional licensure/certification, and have experience with programs that are similar in mission and scope to the program under review.

For CTE programs, one reviewer should be a local industry expert (not affiliated with the institution) to conduct an on-site evaluation of the programs. The local reviewer for CTE programs may not hold an academic credential, but must hold professional licensure/certification in the field. An out-of-state CTE faculty consultant/reader also must review the self-study documents, industry experts’ recommendations, and program curricula. The out-of-state reviewer for CTE programs will not be required to come to Arkansas; however, the local and out-of-state reviewers must work together to prepare the external reviewers report.

Q: Does ADHE have to approve the reviewers used for external review of programs?: A: No. The reviewer should not be a person who initially started the program or who has been involved in the operation of the program. The reviewer can be from a contiguous state and could even be someone with whom you have written an article or book as long as the person is professionally qualified to complete the review.
Q: What information should be included in the reviewers’ report?: A: The external reviewers’ template is only a guide. You may include more information in your report.
Q: How will the report for accredited/licensed/state certified programs be used?: A: Accredited/licensed/state certified programs will follow the usual review practices and schedule of the accrediting/approval body. Their report and your responses must be sent to ADHE within six weeks of receipt of the written evaluation.
Q: To minimize costs, can institutions get together to employ out-of-state reviewers, e.g., for the Associate of Arts/Associate of Science transfer degrees?: A: Yes. Each institution participating in such an arrangement should submit their own reviewers’ written evaluation and institution’s response to ADHE within six weeks of receipt of the written evaluation.
Q: Can I change my review schedule once it’s submitted to ADHE?: A: Yes, send an email to ADHE of your schedule change(s). The changes will be made to your review schedule and you will receive a revised copy.

Leaving the Den Survey Results

The Leaving the Den Survey is administered to graduating students in the in the weeks preceding the Spring, Summer, and Fall Commencements of each academic year. Survey reports online report data from survey administrations ranging from Fall 2021 to the most recent commencement. Survey data prior to Fall 2021 may be requested from the Office of Assessment and Accreditation.

Legend

	Very Effective (Dark Blue)
	Effective (Orange)
	Ineffective (Light Blue)
	Very Ineffective (Green)
	Did Not Participate (Light Gray)

Responses are confidential and are aggregated for display. Open response questions have been omitted from this report to protect respondent privacy.

Respondents were able to skip individual questions while taking the survey.

	Exemplary	Good	Developing	Needs Improvement
Program Information
Program Information	All program information sections and distinctions are complete.	Most program information sections and distinctions are complete.	Less than 50% of program information section complete OR no distinction is present.	Program information not started.
Assessment Schedule (Is the schedule the same?)	All outcomes are assessed within a two-year assessment review cycle (Accreditation and Assessment Office).	All outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).	Most outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).	Fewer than 50% of outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).
Outcomes
Learning and Administrative Outcomes	One appropriate outcome is present.	One appropriate outcome is present, but additional information may be needed.	A) The present outcome is not appropriate; OR B) outcome is not distinct.	A) One appropriate outcome is not present.
Methods
Outcome-Method Alignment	Clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Somewhat clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Alignment between outcome(s) and method(s) is not clear.	No evidence of alignment between outcome(s) and method(s).
Method & Method Type	Method(s) are clear; have face validity for specific purposes and student learning or administrative outcomes; use both direct and indirect method(s).	Method(s) are clear; have face validity for specific purposes and student learning or administrative outcomes; use ONLY direct OR indirect method(s).	Method(s) are clear; lack face validity for specific purposes OR student learning or administrative outcomes; use ONLY direct OR indirect method(s).	Method(s) lack clarity; lack face validity for specific purposes OR student learning or administrative outcomes; use ONLY direct OR indirect method(s).
Method Target	Clear student or staff focused targets (i.e., rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student or staff focused targets; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student or staff focused targets; targets are not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Unclear target OR not student or staff focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).
Findings
Data Reported (e.g., data collection/method of sampling, item analysis, frequency counts, instrument norming statistics, etc.)	Results presented in a clear, easy to interpret format; explanation of data collection method clearly articulated to include such items as sample size, sampling method and background of students or staff.	Results presented but take some time to find and/or interpret; some information about data collection methodology provided.	Results presented but were not clear or easy to interpret; very little information about data collection methodology provided.	Results are not presented.
Analysis & Reflection	Interpretation of results clearly presented and appropriate based on analysis of the data; if possible, combines analysis of direct and indirect measures in context to the relevant administrative system.	Interpretation of results is somewhat clear and appropriate based on analysis of the data in context to the relevant administrative system.	Interpretation of results is unclear or inappropriate based on analysis of the data in context to the relevant administrative system.	Interpretation of results not reported.
Action Plan	Clearly identifies plans for action based on assessment results, including timeline for implementation and persons responsible for implementation; action plans may include the following scenarios: 1) Target Exceeded—Consider longitudinal data and whether the assessment method should change, 2) Target Met—Continue to monitor over an identified timeline, 3) Target Not Met—Improvement Plan articulated, OR recognition of invalid/unreliable assessment process changes needed.	Evidence of plans for action tied to assessment results but may not identify a timeline or area for implementation or persons responsible for implementation and/or all possible scenarios of assessment results.	Evidence of plans for action not clearly tied to assessment results and does not identify a timeline or area for implementation or all scenarios of assessment results.	Does not specify plans for action based on assessment results.
Personnel	Personnel are listed and more than the assessment leader are involved in the full assessment process. The Process is described.	Personnel are listed and more than the assessment leader are involved in the full assessment process.	The assessment leader is listed.	No personnel are listed.
Evidence (e.g., raw data, rubrics, meeting minutes, student artifacts (free of all identifying information), etc.)	Sufficient evidence is provided to corroborate all data reported, such as rubrics; spreadsheets with rubric scores; spreadsheets with rubric scores; interrater reliability information; aggregated test/item analysis; test psychometric statistics; disaggregated test/item analysis by groups of students or staff with relevant characteristics; licensure exam scores; surveys; survey results; focus group themes/transcripts; meeting minutes; advisory board feedback or analysis; etc. Evidence is a mixture of direct and indirect measures. This is true for ALL findings.	Supporting evidence provided is linked to data, but partially substantiates data reported and is a mixture of direct and indirect measures; this is true for MOST findings.	The link between finding and supporting evidence is difficult to determine; this is true for SOME findings. There is not a mixture of direct and indirect measures.	No substantiating evidence provided.
Mapping
Completion	All units map to at least one ULO and three HLC criteria; All maps (i.e., University Learning Outcomes, administrative outcomes) are complete within the workspace.	All units map to at least one outcome on the ULO map, but no other maps are complete.	Both the ULO and HLC criterioa map is incomplete.	No work appears on any map.
Assessment Over Time	Assessments appear consistently throughout the unit’s maps.	Assessments appear inconsistently on the unit’s maps.	Assessments are concentrated in one area of the unit’s map.	Assessments do not appear on the unit’s maps.

Undergraduate Programs	Graduate Programs
Faculty Center services Research and Technology Transfer Assessment Office services Graduate and teaching assistants	Faculty Center services Research and Technology Transfer Assessment Office services Graduate and teaching assistants

	Exemplary	Good	Developing	Needs Improvement
Program Information
Program Information	All program information sections complete.	Most program information sections complete.	Less than 50% of program information section complete.	Program information not started.
Outcomes
Learning Outcomes	Three or more distinct learning outcomes are present.	Three or more learning outcomes are present, but additional differentiation may be needed.	A) Fewer than three learning outcomes are present; OR B) Learning outcomes are not distinct.	A) Fewer than three learning outcomes are present; AND B) Learning outcomes are not distinct.
Assessment Schedule	All outcomes are assessed within a two-year assessment review cycle (Accreditation and Assessment Office).	All outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).	Most outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).	Fewer than 50% of outcomes are assessed within a four-year assessment cycle (Higher Learning Commission).
Methods
Outcome-Method Alignment	Clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Somewhat clearly defined alignment between the outcome(s) and selected method(s) as described in the report.	Alignment between outcome(s) and method(s) is not clear.	No evidence of alignment between outcome(s) and method(s).
Method & Method Type	Method(s) are clear; have face validity for specific purpose and student learning; use both direct and indirect method(s).	Method(s) are clear; have face validity for specific purpose and student learning; use ONLY direct OR indirect method(s).	Method(s) are clear; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).	Method(s) lack clarity; lack face validity for specific purpose OR student learning; use ONLY direct OR indirect method(s).
Method Target	Clear student-focused target (i.e., rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). Rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Clear student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).	Unclear target OR not student-focused target; target is not delimited (i.e., lacks rubric percentages by category; overall test and item performance; licensure exam scores; etc.). No rationale for choosing target is articulated (e.g., based on local standards, historical trends, external standards, etc.).
Findings
Data Reported (e.g., data collection/method of sampling, item analysis, frequency counts, instrument norming statistics, etc.)	Results presented in a clear, easy to interpret format; explanation of data collection method clearly articulated to include such items as sample size, sampling method and background of students.	Results presented but take some time to find and/or interpret; some information about data collection methodology provided.	Results presented but were not clear or easy to interpret; very little information about data collection methodology provided.	Results are not presented.
Analysis & Reflection	Interpretation of results clearly presented and appropriate based on analysis of the data; if possible, combines analysis of direct and indirect measures.	Interpretation of results is somewhat clear and appropriate based on analysis of the data.	Interpretation of results is unclear or inappropriate based on analysis of the data.	Interpretation of results not reported.
Action Plan	Clearly identifies plans for action based on assessment results, including timeline for implementation and persons responsible for implementation; action plans may include the following scenarios: 1) Target Exceeded—Consider longitudinal data and whether the assessment method should change, 2) Target Met—Continue to monitor over an identified timeline, 3) Target Not Met—Improvement Plan articulated, OR recognition of invalid/unreliable assessment process changes needed.	Evidence of plans for action tied to assessment results, but may not identify a timeline for implementation or persons responsible for implementation and/or all possible scenarios of assessment results.	Evidence of plans for action not clearly tied to assessment results and does not identify a timeline for implementation or all scenarios of assessment results.	Does not specify plans for action based on assessment results.
Personnel	Personnel are listed and more than the assessment leader are involved in the full assessment process. The Process is described.	Personnel are listed and more than the assessment leader are involved in the full assessment process.	The assessment leader is listed.	No personnel are listed.
Evidence (e.g., raw data, rubrics, meeting minutes, student artifacts (free of all identifying information), etc.)	Sufficient evidence is provided to corroborate all data reported, such as rubrics; spreadsheets with rubric scores; spreadsheets with rubric scores; interrater reliability information; aggregated test/item analysis; test psychometric statistics; disaggregated test/item analysis by groups of students with relevant characteristics; licensure exam scores; surveys; survey results; focus group themes/transcripts; meeting minutes; advisory board feedback or analysis; etc. Evidence is a mixture of direct and indirect measures. This is true for ALL findings.	Supporting evidence provided is linked to data, but partially substantiates data reported and is a mixture of direct and indirect measures; this is true for MOST findings.	The link between finding and supporting evidence is difficult to determine; this is true for SOME findings. There is not a mixture of direct and indirect measures.	No substantiating evidence provided.
Curriculum Mapping
Completion	All courses map to at least one outcome on the curriculum map; All maps (i.e., University Learning Outcomes, curriculum, accreditation, etc.) are complete within the workspace.	All courses map to at least one outcome on the curriculum map, but no other maps are complete.	The curriculum map is incomplete.	No work appears on the curriculum map.
Assessment Over Time	Assessments appear consistently throughout the curriculum map (some assessments appear in lower-level courses while others appear in upper-level courses).	Assessments appear inconsistently on the curriculum map.	Assessments are concentrated in one area of the program.	Assessments do not appear on the curriculum map.

Assessment

Chapter 1: Getting Started

Assessment Manual

Assessment Infrastructure

Accreditor Expectations

Procedures for Documenting Student-Learning Assessment

Using Nuventive

Syllabi

Leaving the Den Exit Survey

Processes for Conducting Student-Learning Assessment

Program Assessment

Program-Level Student Learning Outcomes

Certificate-Level Student Learning Outcomes

Determining Appropriate Outcomes

Special Requirements

General Education Assessment

Cocurricular and Other Assessments

Assessment Requirements

See More

A-State Assessment Cycle

Assessment Schedule by Year and Unit

Continuous Improvement Note

Current Assessment Calendars and Schedules

Assessing Cocurricular, Extracurricular, and Auxiliary Units

Distinguishing between Cocurricular, Extracurricular, and Auxiliary Units​

Defining Cocurricular, Extracurricular, and Auxiliary Units​

Cocurricular

Extracurricular

Auxiliary

General Considerations​ When Developing Outcomes

Rubric Overview​

Legend

Cocurricular, Extracurricular, and Auxiliary Unit Assessment Rubric

Possible Assessments​

Cocurricular Assessment Examples​

Extracurricular Assessment Examples​

Auxiliary Assessment Examples​

Chapter 2: Assessment Governance

A-State Assessment Committee (AAC)

Purpose Statement

Members

2023-2024

Meeting Minutes

Cocurricular Assessment Committee (CCAC)

Purpose Statement

Members

2023-2024

Meeting Minutes

Program-Level Assessment Committee (PAC)

Purpose Statement

Members

2023-2024

Meeting Minutes

General Education Committee

MISSION

Purpose

Membership

Current Voting Members

Ex-Officio, Non-Voting Members

Assessment and Review Process

Meeting Minutes

Resources

Chapter 3: Planning and Designing Assessment

Introduction to Program-Level Assessment

Why Program-Level Assessment Matters

Assessment as a Cycle for Improvement

Glossary of Assessment Terms

What This Chapter Covers

Developing Learning Outcomes and Curriculum Maps

Writing Student Learning Outcomes

Student Learning Outcomes Session

Curriculum Mapping

Curriculum Mapping Session

Aligning Syllabi with Curriculum Maps

Syllabi Creation Session

Syllabi Models

Curriculum Map Alignment Examples

Designing Assessment Methods

What Makes an Assessment Method Effective?

Types of Assessment Methods

Distinguishing between Cocurricular, Extracurricular, and Auxiliary Units

Defining Cocurricular, Extracurricular, and Auxiliary Units

General Considerations When Developing Outcomes

Rubric Overview

Possible Assessments

Cocurricular Assessment Examples

Extracurricular Assessment Examples

Auxiliary Assessment Examples

Educational Leadership - Principalship, Curriculum
Administrator, Special Education Director, Gifted,
Talented, and Creative Director