ࡱ> KMJ` r.bjbj 4DL&%:4vvv8$,n g)  ",,,,,,((((((($S*h,p )h$,,h$h$ ),,!)>(>(>(h$,,(>(h$(>(>(>(, p:v$>((7)0g)>(+-$B+->(>(H+-(`, N>(N! Z",,, ) )%\,,,g)h$h$h$h$n n n R$n n n RT66 Revised Assessment Plan Bachelor of General Studies May, 2005 WSU Mission Statement 鶹ƽ State University is committed to providing comprehensive educational opportunities in an urban setting. Through teaching, scholarship, and public service, the University seeks to equip both students and the larger community with the educational and cultural tools they need to thrive in a complex world, and to achieve both individual responsibility in their own lives and effective citizenship in the local, national, and global community. High quality teaching and learning are fundamental goals in all undergraduate, graduate, and continuing education programs. Building on a strong tradition in the arts and sciences, the University offers programs in business, education, engineering, fine arts, and health professions, as well as in the liberal arts and sciences. Degree programs range from the associate to the doctoral level and encompass 75 fields of study; non-degree programs are designed to meet the specialized educational and training needs of individuals and organizations in south central Kansas. Scholarship, including research, creative activity, and artistic performance, is designed to advance the Universitys goals of providing high quality instruction, making original contributions to knowledge and human understanding, and serving as an agent of community service. This activity is a basic expectation of all faculty members at 鶹ƽ State University. Public and community service activities seek to foster the cultural, economic, and social development of a diverse metropolitan community and of the state of Kansas. The Universitys service constituency includes artistic and cultural agencies, business and industry, and community educational, governmental, health, and labor organizations. 鶹ƽ State University pursues its mission utilizing the human diversity of 鶹ƽ, the states largest metropolitan community, and its many cultural, economic, and social resources. The University faculty and professional staff are committed to the highest ideals of teaching, scholarship, and public service, as the University strives to be a comprehensive, metropolitan university of national stature. Bachelor of General Studies Role in the University Mission The Bachelor of General Studies (BGS) contributes in several ways in accomplishing the University Mission. First, as a generalist degree in the liberal arts, the BGS intends to aid the university and its students in the development of the educational and cultural tools needed to survive in a complex/diverse world. Second, the BGS degree encourages students to develop a major composed of one primary and two secondary disciplines which meet their personal goals for a unique combination of knowledge and their employment goals. Many students at 鶹ƽ State University are non-traditional and/or returning adults who may already have a career. A degree, like the BGS, which supports their employment and intellectual needs, plays an important role at WSU in serving this population of students. Program Mission The mission of the Bachelor of General Studies (BGS) Degree is to serve the needs of students who have specific learning and employment outcomes for their undergraduate degree. The BGS mission encourages students to combine disciplines in such a way that their education enhances their future lives. Within this mission, we find students who are moving toward professional education in medicine and law as well as students who plan to create a major that addresses both their personal and employment interests. Hence, the mission of the BGS degree is to meet the needs of a diverse set of students who enroll at an urban institution with a mission to serve the best pedagogical interests of traditional and non-traditional populations. The popularity of the BGS degree, as an option for WSU students, attests to its value and success. Program Goals/Learner Outcomes Goal One: Count the combination of disciplines students choose to complete the BGS degree and subsequently develop learner outcomes for the more common combinations. (Program Goal, not learner-related in this first assessment loop.) Goal Two: Students will be able to provide a rationale for the selection of primary and secondary areas as they relate to knowledge and employment. Learner Outcome 1: A BGS major will be able to articulate how his or her program forms a coherent whole. Learner Outcome 2: A BGS major will be able to compare and contrast knowledge from different disciplines. Learner Outcome 3: A BGS major will be able to explain how the program fits his or her career interests. Goal Three: Soon-to graduate BGS students can document the value of their degree to different aspects of their lives. Learner Outcome 4: BGS graduates will affirm that their degree is influences them in the personal, educational, and employment dimensions of their lives. Assessment of Program Goals The assessment of BGS program and learner outcome goals will be accomplished through three different measurement instruments. First, Goal One is a program goal that will be assessed by looking at all the Senior Forms/Applications for Graduation wherein the students identify their primary and secondary areas in the BGS degree. The BGS Assessment Committee believes that the institution needs to know what patterns emerge from the students combinations of disciplines. The long-term goal will be to develop learner outcomes for the more common combinations and thereby enhancing future learner outcome assessment. Student Assistant labor, remunerated, from the LAS Advising Center where the Senior Forms are kept will be used for this assessment. Second, Goal Two assessment is tied to a written essay of about 500 words. Once the data are collected from a stratified sample of about 10 students chosen from the Senior Form data, a focus group will be carried out to identify the rubric for evaluation. When the rubric is developed, 30 students will be selected based on a stratified sample of the most common combinations (Humanities, Social Science, Physical and Biological Sciences, etc) and their essays evaluated by a paid graduate student (paid with assessment funds) from the English department using the rubric developed from the focus group. Assessment of learner outcomes 1, 2, and 3 are tied to the essay. Third, Goal Three assesses the impact the BGS degree has on the lives of soon-to-graduate majors from the WSU program. Measurement of the influence the degree has on the personal, educational, and employment dimensions of their lives will be achieved through a questionnaire filled out while they are getting their Application for Graduation form checked in the LAS Advising Center. See Appendix A for a copy of the questionnaire. An undergraduate student with experience in data entry and analysis will be paid to complete analysis of the questionnaire. They will work under the supervision of one of the BGS Assessment Committee members. All of the goals will be assessed for the first time during the 2005-06 academic year so a feedback loop will be initiated before the 2007 accreditation process. Subsequently, the assessments will be done in alternate years beginning in 2007-08 academic year. Assessment Standards for Program and Learner Outcomes Goal One: Count the combination of disciplines students choose to complete the BGS degree and subsequently develop learner outcomes for the more common sets of disciplines. There are no pre-determined standards for this goal. The data from the assessment will be descriptive and used in the feedback loop to examine the possibilities of learning outcomes for the more frequent combinations of disciplines. Goal Two: Students will be able to provide a rationale for the selection of primary and secondary areas as they relate to knowledge and employment. Learner Outcome 1: A BGS major will be able to articulate how his or her program forms a coherent whole. (Standard is 60 percent) Learner Outcome 2: A BGS major will be able to compare and contrast knowledge from different disciplines. (Standard is 60 percent) Learner Outcome 3: A BGS major will be able to explain how the program fits his or her career interests. (Standard is 60 percent) Goal Three: Soon-to-graduate BGS graduates can document the value of their degree to different aspects of their lives. Learner Outcome 4: BGS students will affirm that their degree influences them in the personal, educational, and employment dimensions of their lives. (Standard by which influence is measured will be a mean of 75 percent for each item or index) Results The first round of assessment results will be available once data are collected in the in the fall of 2005 and rubrics developed for assessment. The data from the questionnaires and Senior Forms will be analyzed as well as the essays read by April of 2006. The Assessment Committee will meet in the spring of 2006 to examine the results of the assessments and make recommendations for program changes. Feedback Loop At the end of every two year cycle, the data will be compiled and analyzed to see whether the target levels are met. All measures will be collected and compiled in the in the fall semester of the assessment year. Analysis of the data will occur during the spring semester. One April committee meeting, following the assessment year data compilation and analysis, will be devoted to a discussion and interpretation of the results and decisions made regarding student and program performance on the standards set. Programmatic changes will be instituted based on these decisions. 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