Indirect Assessment: Indirect assessment is student self-reported data such as endofcourse
(EOC), entrance and exit program surveys.
Formal Assessment: Formal assessment is planned assessment activities such as program
and/or specialization assessment.
Informal Assessment: Informal ...
Table of Contents
Executive Summary………………………………………………………………………..…3
Progress on Assessment Goals for 2008-09.……….……………………………………..5 Higher Learning
Commission Assessment Academy……………………………………..6
CCCU Adult Student Learning Outcomes Project………………………………………...8
Business and Management……………………………...……………………….………..10
Associate Programs………………………………..………………………..…….14
Bachelor Programs…………………………………………………………….….16
Masters Programs………………………………………………………………....18
Graduate Leadership Program (DOL)……………………………………………20
Assessment Plans…………………………………………………………….…....23 Curriculum
Development Process…………………………………………….….43
Five Year Assessment Plan ………………………………………………………44
Undergraduate Scoring Guide for Major Written Assignments………………….45 School of
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Education Leadership .……………..……………………………………...…..46
MED…………………………………………………………………………...…...46
PLP……………………………………………………………………......………..48
TTT…………………………………………………………………………………53
ELMS/ELMO………………………………………………………………...…….56
RNNBSN/RNBSNO ……….……………………...…………………………….……........60
Liberal Arts and Electives……………….……………………………………………..…..73 Graduate
Studies in Ministries……………………………………………………..………76
Graduate Studies in Nursing………………………………………………………..……...79
Graduate Counseling………………………………………………………………….…….80
Annual Survey Reports…………………………………………………………….……….83 Student
Satisfaction Survey………………………………………………………..85
Entrance Survey……………………………………………………………..……..92
End of Program……………………………………………………..……………...99
Graduation Rates………………………………………………………..…………103
Spiritual Transformation Inventory..……………………………………….……..108 Student
Services Assessment Plans…………..………………………………..…….…….112
Advising………………………………………………………………………..…..112
Chaplaincy……………………………………………………………………… .113
Off Campus Library Services………………………………………….…………….….…114
Assessment Goals for 2009-10………………………………………………….……....…115
Five-Year Program Review and Assessment Schedule…………………….……….…….116
Annual Assessment Report
College of Adult and Professional Studies,
Seminary and School of Nursing
2008-2009
Harry D. Hall, Ed.D.
Associate Dean for Institutional Effectiveness
Executive Summary
1. The highlights of assessment activities for FY 2008-09 include:
• Change in leadership in Institutional Effectiveness;
• Reconfiguration of CAPS and IWU;
• Development of a framework for faculty to use in defining student learning outcomes
focused on mission requirements and based on World Changer Aims;
• Participation in the Higher Learning Commission Assessment Academy and
implementation of a project on assessment of World Changer Outcomes;
• Continuation of the Higher Learning Commission Self Study;
• Second year of a joint project with five other Christian colleges to benchmark student
learning outcomes in Christian worldview, critical thinking and written communication;
• Sponsorship of an Adult Education Conference involving 95 people from 30 Christian
colleges, supported by a Lilly Scholarship Grant;
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• Development and pilot of an Adult Spiritual Formation Inventory in collaboration with a
Task Force from several CCCU colleges;
• Establishment of a CCCU Center for Research in Adult Learning; and
• Continuing work on CCCU Task Forces on Retention in Adult Education, Spiritual
Development of Adult Students, and Return on Investment in Adult Programs.
2. Progress on assessment goals for 2008-2009. Thanks to the dedicated work by Dr. Tweedell
and the assistants in Institutional Effectiveness, all of the goals were accomplished and the
outcomes served to focus efforts to develop new goals for 2009-2010.
3. Assessment Academy. The Academy has struggled at times to develop university outcomes in
general and specifically for general education. It appears that process is moving forward with
Dr. Bressler directing the undergraduate effort and Dr. Fuller leading the graduate learning
outcome development based on the framework for character, scholarship, and leadership.
Additionally, Dr. Sprowl has coordinated a writing assessment that will assess written
communication across all colleges in the university.
4. The results of two years worth of data for the CCCU Adult Student Learning Outcomes Project
for 2009 indicates that for most measures our students experience significant growth (pre
versus post tests). Aggregating the data (benchmarking) seems to indicate a continuing
weakness in the Christian worldview of our students. However, the 2008 and 2009 data are
inconsistent and therefore any discussion of trends would be not recommended.
5. The School of Business and Leadership (SBL) has initiated the use of a Business and
Leadership Council, a group of Indiana and Ohio business leaders, which meets on a regular
basis to discuss regional business education needs.
6. The School of Education Leadership (SOEL) continued to hold Assessment Days for all
programs which produced many innovative ideas sparked constructive curricular changes. The
electronic data system (EDS) has been refined to inform administrators of the impact of
program changes.
7. RNBSN/RNBSNO utilized their revised assessment plan to improve their program using data
and research.
8. Liberal Arts and Electives monitored quality measures and has been refining and improving
courses and programs.
9. Utilizing rich survey data, Graduate Ministries (Seminary) has been improving their programs
so as to better meet the needs of their students and community.
10. Graduate Studies in Counseling continued to seek improvements to better serve their students
while fulfilling their accreditation requirements (CACREP).
11. Survey data indicates that, although we are continuing to provide a quality product to our
community, we still have areas that need improvement such as graduate advising. Our
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graduation rates remain very good but some programs obviously have considerable room for
improvement.
12. The Spiritual Transformation Inventory is one of the research components of the CCCU
Research Center in Adult Learning. The results indicate that we have a noticeable impact on
the spiritual lives of our students although there are several areas (g. and h.) where we could
improve.
13. Student Services has concentrated their program assessment efforts on Advising and
Chaplaincy programs since those are areas where surveys indicate a need for growth.
14. Off Campus Library Services (OCLS) has continued to seek ways to improve their operations.
15. Considering last year’s goals and conclusions of a review of our effectiveness operations, we
have developed the Institutional Effectiveness Goals for 2009-2010
Return to Table of Contents
Progress on Assessment Goals for 2008-09
The team of Dr. Harry Hall, Associate Dean for Institutional Effectiveness, Eve Grant, Assessment Specialist for
AGS, and Kim Harris, Assessment Assistant for AGS, dedicated their efforts toward improving the overall
effectiveness of the College of Adult and Professional Services and Indiana Wesleyan University. Dr. Cynthia
Tweedell (the outgoing Associate Dean) was instrumental in the progress in all areas. Here are the goals for 08-
09 with notes on the progress on each:
2008-2009 Goals Progress Continuing Actions
1. Implementation of a new software system, Implemented Class Began the process of converting all
Class Climate, to increase the timeliness Climate for selected program/course related surveys to
and efficiency of the End of Course and programs. Hired Class Climate. Goal for 09-10.
other survey processes. consultant for two day
workshops to refine
system.
2. Implementation of a new End of Course Reviewed all existing Goal for 09-10.
Survey after consulting with all surveys and student
departments regarding revisions to the learning outcomes (still
existing questions. under development)
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