final version of the self-study document - Keuka College's Middle ...

More documents

Recommendations

Info

(WODE) serving as the foundation for this initiative. To date, 42 accelerated online courses have been developed since its inception in July 2008, largely to meet the needs of students in the ASAP program, but since summer 2011, a small number of general education courses have been offered online to traditional home campus students. In addition, the Wertman Office of Distance Education supports the overall Accelerated Studies for Adults programming through its staff who provide instructional design, instructional resources, and student and instructor technical support. At the end of its fourth year of operation in 2011-2012, WODE generated a gross margin of $175,000 for the College, and it has strengthened its foundation for further growth in both the traditional and non-traditional program areas. While online course offerings have grown as a result of this strategic direction, students are not yet able to complete more than fifty percent of any program or certificate offered through Keuka College using distance education. Keuka expects to continue to build competency and capacity related to distance education course offerings with the goal of offering students the option of completing more than fifty percent of programs and certificates online. Currently, Keuka has a proposal for an online M.S. Management under review by New York Education Department. The revenues from these different facets of the academic portfolio have allowed the College to invest in program quality through increased faculty lines and enhanced faculty salaries, increased student support services, improvements to academic and residential facilities, and improved educational technology. Keuka’s faculty and staff continue to improve their processes for assessment and use of assessment information to improve teaching and learning. Faculty and staff review data from program entry to program completion, including but not limited to freshman placement, major curricular outcomes, general education outcomes, and institutional student learning outcomes. Direct measurement of student learning occurs through portfolios, capstone coursework/presentations, pass-rates on qualifying exams in certain majors, and field experience evaluations. Along with regular collection, reporting, and monitoring of grades, retention, and placement data, student learning and institutional effectiveness are also indirectly assessed through student self-reported responses on institutional, programmatic, and commercially prepared surveys (NSSE, Noel-Levitz) and student feedback on course evaluations. As of December 2009, all traditional academic programs had concluded a strategic planning exercise, using a template approved by the Strategic Planning Committee and vetted by Division Chairs; this exercise led not only to proposals for new majors and minors/concentrations, but also to recommendations, many since implemented, to add or replace necessary equipment to meet student learning outcomes in the natural sciences, to provide introductory workshops focusing on career preparation within liberal arts programs, and to support undergraduate student research and creative projects through mini-competitive grants. In December 2010, per the request of the Vice President of Academic Affairs (VPAA), each undergraduate program completed a formal self-study, with a focus on assessment of student learning (see Appendix I.4 Proposed Program Review/Self Study Guidelines). Prior to the submission of the program reviews, the VPAA and the Associate Vice President of Academic Programs (AVPAP) met with each program to review assessment work to date, discuss how assessment of program goals was driving their program’s improvement, and provide tools and advice for future assessment needs. The AVPAP, along with the ad hoc faculty Graduate Outcomes Team (GO Team), developed and distributed a “Fundamentals of Assessment” tool kit to ensure each program had the same program elements in place. These fundamentals included clearly articulated program goals; a learning opportunities (curriculum) map showing in what Page 7 of 8 Introduction
courses, Field Periods, practica, etc., students had the opportunities to be introduced to and develop the knowledge and skills detailed in the goals; an assessment cycle that showed when evidence of formative and summative assessment of the goals would be collected; and an assessment plan worksheet identifying the faculty responsible for analysis of the assessment data and for determining what actions would result from these analyses. At the end of the academic year, program faculty prepare an annual assessment update to the AVPAP who shares key results with the Vice President for Academic Affairs. Annual reports are available to all faculty through the College Assessment page, hosted on Moodle. Most recently, in Spring 2012, building upon the previous strategic planning work and program self-study work, the faculty across all delivery formats and degree levels completed an academic program prioritization exercise as part of the larger institutional strategic planning work, and again assessment of student learning was highlighted (Appendix I.5 TAPP Program Matrix). This process, conducted by the faculty Taskforce on Academic Program Prioritization with trustee participation, followed the guidelines detailed by Robert Dickeson in Prioritizing Academic Programs and Services: Reallocating Resources to Achieve Strategic Balance and adhered to principles of transparency and fairness; the resulting reports and overall summary were made available on the College share drive and presented to the Board of Trustees at their June 2012 Retreat, which was also attended by members of the College Long Range Strategic Planning Steering Committee. A culture of assessment—organized and comprehensive—is truly developing at Keuka College, underscored by the current strategic planning process with its commitment to accountability at all levels. Page 8 of 8 Introduction
Page 2 and 3: Table of Contents Table of Contents
Page 4 and 5: Appendix Document Title Middle Stat
Page 6 and 7: Appendix Document Middle States Sel
Page 8 and 9: 4.41 Business China Program 2011-20
Page 10: Middle States Self Study Chapter 6
Page 13 and 14: esponses to open-ended questions ab
Page 15 and 16: Chapter 5: Admissions, Retention an
Page 17 and 18: esponse to their recommendations, t
Page 19 and 20: TURNAROUND 20 STRESS FACTORS Stress
Page 21: administration identified three gro
Page 25 and 26: possess the knowledge and experienc
Page 27 and 28: As this Self-Study documents, Keuka
Page 29 and 30: offer online course and accelerated
Page 31 and 32: The Student Code of Conduct, as pro
Page 33 and 34: Handbook, but policies governing fa
Page 35 and 36: The Taskforce on Academic Program P
Page 37 and 38: The Strategic Planning Committee (r
Page 39 and 40: future through expanding programs a
Page 41 and 42: process, and associated timeline, r
Page 43 and 44: times per year for the Vice Preside
Page 45 and 46: was retained in early Fall 2012 to
Page 47 and 48: full-time and two part-time employe
Page 49 and 50: Table 2.4 Distance Education Enroll
Page 51 and 52: Interfund loan of approximately $1.
Page 53 and 54: A systems management component that
Page 55 and 56: 2010-11 Actual 2.0% 2.0% 2011-12 Ac
Page 57 and 58: Chapter 3 Leadership, Governance, a
Page 59 and 60: President for Center for Profession
Page 61 and 62: The Committee on Trustees has been
Page 63 and 64: Range Strategic Planning Committee
Page 65 and 66: the transition process. He was full
Page 67 and 68: provides advice, recommendations an
Page 69 and 70: committee work and are brought to t
Page 71 and 72: Staff The Staff of Keuka College pa
Page 73 and 74:
At this time, students in the overs
Page 75 and 76:
greater opportunities than ever bef
Page 77 and 78:
Data-Driven Strategic Planning As n
Page 79 and 80:
as well, such as continuing to inve
Page 81 and 82:
along with members of the Student S
Page 83 and 84:
4,000 students (1,000 FTE) in China
Page 85 and 86:
esult, our analysis of non-academic
Page 87 and 88:
Effective learning assessment start
Page 89 and 90:
assessment cycle have been schedule
Page 91 and 92:
own work effectively. Future assess
Page 93 and 94:
documents provided each program wit
Page 95 and 96:
make oral presentations and partici
Page 97 and 98:
meet the criteria to allow faculty
Page 99 and 100:
The lead faculty member reviews ass
Page 101 and 102:
outcomes. The Center for Experienti
Page 103 and 104:
assessment data for improvement acr
Page 105 and 106:
Beyond assessment that channels up
Page 107 and 108:
Standard 8: Student Admissions and
Page 109 and 110:
Chart 5.3 ASAP Undergraduate and Gr
Page 111 and 112:
events, College branding, transfer
Page 113 and 114:
Cumulative grade point average of 2
Page 115 and 116:
oth the partner school and Keuka to
Page 117 and 118:
Table 5.2 Scholarship Yield Analysi
Page 119 and 120:
and tour the residence halls. Stude
Page 121 and 122:
Learning through participation in a
Page 123 and 124:
Faculty members usually employ a co
Page 125 and 126:
Table 5.5 Campus ASK Appointments 2
Page 127 and 128:
Fall 2010 259 156 83 or 53% 40 or 4
Page 129 and 130:
students with the skills and strate
Page 131 and 132:
*The Library pays for the add-ons a
Page 133 and 134:
Retention and Graduation Rates The
Page 135 and 136:
First Year Experience program— In
Page 137 and 138:
analysis of historical persistence
Page 139 and 140:
Table 5.17 Utilization of ASK Servi
Page 141 and 142:
Campus Life Beyond the classroom, t
Page 143 and 144:
nature of courses, laboratories, an
Page 145 and 146:
Recommendations: 5.1 Assess the rec
Page 147 and 148:
Table 6.1 Keuka College Faculty Lin
Page 149 and 150:
ASAP Table 6.5 ASAP Faculty Lines 2
Page 151 and 152:
appointments will participate in an
Page 153 and 154:
online video orientation materials
Page 155 and 156:
Faculty members seeking to attend a
Page 157 and 158:
Likert Scale, from “strongly disa
Page 159 and 160:
Committee review of faculty files,
Page 161 and 162:
Educational Offerings The Mission o
Page 163 and 164:
Presentation 47 39.2% Case Study 17
Page 165 and 166:
2. “Coursework emphasized: synthe
Page 167 and 168:
To support student learning at each
Page 169 and 170:
Organizational Management, and Crim
Page 171 and 172:
Keuka enrolls international student
Page 173 and 174:
Rubric). The learning goal is pract
Page 175 and 176:
College Writing, and/or MAT 095, De
Page 177 and 178:
• The Dean provides ongoing suppo
Page 179 and 180:
policies and procedures, a copy of
Page 181 and 182:
Credit for Prior Learning Keuka Col
Page 183 and 184:
outcomes are evaluated throughout t
Page 185 and 186:
GLOSSARY January 2013 Middle States
Page 187 and 188:
DRIVE Diversity, Responsibility, In
Page 189 and 190:
NS,M&PE Natural Sciences, Mathemati
show all

final version of the self-study document - Keuka College's Middle ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?