CAS Standard 4. Pedagogy 5. 6. Equity & Access 8. Professional Ethics & Legal Resp. 9. Program Evaluation 10. HIED 7300: HIED Overview 1st Paper X X X K e y C o r e HIED 8320: Team Res. Project X X X X X A s s HIED 8343: Legal Topical Paper X X X X X e s s m e C o n c e Coll. Student Affairs HIED 8353: Group Assess. Project X X X X X n t s n t r a t i Two-Year College Teaching. HIED 7331: Course Project X X X X X X o n Administration HIED 8342: Policy Paper X X X X X C a p s HIED 7360: Practicum Project Report & Reflection X X X X X t o n e s HIED 8358: Capstone Uber Rubric X X X X X Assessment of the Higher Education Master’s program is divided into four segments each of which provides an integral set of skills and competencies that are essential to the success of our graduates. As shown in Table 8.2 below, these segments include: 1) a set of Higher Education core courses, 2) a set of concentration area courses (concentration areas include: administration; student affairs administration; two-year college leadership; and faculty leadership), 3) a
Higher Education Master’s Program Sample of Key Assessments Name of Assessment Type or Form of Assessments When the Assessment is Administered Guidelines / Rubric # 1. HIED 7300: HIED Overview 1st Paper Core Course Performance Assessment by Rubric Intermediate gate/ Higher Education Core course 8.M.1.3 / 8.M.1.4 2. HIED 8320: Team Research Project Core Course Performance Assessment by Rubric Intermediate gate/ Higher Education Core course 8.M.1.5 / 8.M.1.6 3. HIED 8343: Legal Topical Paper Core Course Performance Assessment by Rubric Intermediate gate/ Higher Education Core course 8.M.1.7 / 8.M.1.8 4.a. Coll. Student Affairs HIED 8353: Group Assessment Project Concentration Course Performance Assessment by Rubric Intermediate gate/ Concentration Area course 8.M.1.9 / 8.M.1.10 4.b. Two-Year College Teaching. HIED 7331: Course Project Concentration Course Performance Assessment by Rubric Intermediate gate/ Concentration Area course 8.M.1.11 / 8.M.1.12 4.c. Administration HIED 8342: Policy Paper Concentration Course Performance Assessment by Rubric Intermediate gate/ Concentration Area course 8.M.1.13 / 8.M.1.14 5. HIED 7360: Practicum Project Report & Reflection Capstone Course Project Report & Reflection by Rubric Exit/Professional Gate 8.D.1.15 / 8.D.1.16 6. HIED 8358: Capstone Uber Rubric Master’s Comprehensive Exam Master’s Portfolio Master’s Thesis Exit Gate/After All Coursework Exit Gate/After All Coursework Exit Gate/After All Coursework, Thesis Proposal and Final Defenses 8.D.1.17 / 8.D.1.18 8.D.1.19 / 8.D.1.20 8.D.1.21 / 8.D.1.22 Appendix 3: Higher Education Master’s Program Key Assessments Crosswalk
CAS College Student Affairs Standards Applicable Assessments from the Sample of Key Assessments 4. Pedagogy: The program must indicate its pedagogical philosophy in the program literature. In addition, the individual faculty member must identify his or her pedagogical strategies. Faculty members must accommodate multiple student learning styles. Teaching approaches must be employed that lead to the accomplishment of course objectives, to achievement of student learning outcomes, and that are subject to evaluation by academic peers for the purpose of program improvement. X 1. X 2. X 3. X 4a. X 4b. X 4c. X 5. X 6. 5. The Curriculum: All programs of study must include 1) foundational studies, 2) professional studies, and 3) supervised practice. Foundational studies must include the study of historical and philosophical foundations of higher education administration, student affairs, and two-year colleges. Professional studies for College Student Affairs must include (a) student development theory, (b) student characteristics and the effects of college on students, (c) individual and group interventions, (d) organizational and administration of student affairs, and (e) assessment, evaluation, and research. Professional studies for Two-Year College Teaching must include (a) eighteen hours in an academic specialization that is taught in a community or technical college, (b) six hours of electives related to teaching, (c) a three hour capstone course on college instruction. Professional studies for Administration must include (a) eighteen specialization hours in the administration, organization, and instruction in higher education, six hours of electives in specific areas of higher education administration, and (c) a three hour capstone course in governance and policy making. Supervised practice includes practica and/or internships consisting of supervised work involving at least two distinct experiences. Demonstration of minimum knowledge and skill in each area is required of all program graduates. Each program must specify the structure of its degree options including which courses are considered core, which are considered thematic, which are required, and which are elective. X 1. X 2. X 3. X 4a. X 4b. X 4c. X 5. X 6.
CAS College Student Affairs Standards Applicable Assessments from the Sample of Key Assessments professional standards for higher education (6th ed.). Washington, DC: Author.). Those ethical principles include: 1) Autonomy, 2) Non-Malfeasance, 3) Beneficence, 4) Justice, 5) Fidelity, 6) Veracity, and 7) Affiliation. 9. Program Evaluation: Planned procedures for continuing evaluation of the program must be established and implemented, and the evaluation information must be used for appropriate program enhancements. 1. 2. 3. X 4a. X 4b. 4c. X 5. 6. 10. Technology: Programs and services must have adequate technology to support their mission. The technology and its use must comply with institutional policies and procedures and be evaluated for compliance with relevant federal, state/provincial, and local requirements. Programs and services must maintain policies and procedures that address the security and back up of data. When technology is used to facilitate student learning and development, programs and services must select technology that reflects current best pedagogical practices. Technology, as well as any workstations or computer labs maintained by the programs and services for student use, must be accessible and must meet established technology standards for delivery to persons with disabilities. When programs and services provide student access to technology, they must provide:  access to policies that are clear, easy to understand, and available to all students  access to instruction or training on how to use the technology  access to information on the legal and ethical implications of misuse as it pertains to intellectual property, harassment, privacy, and social networks. X 1. X 2. X 3. X 4a. X 4b. X 4c. X 5. X 6.
Appendix 4.b. HIED 7300: Higher Education in the U.S.: An Overview First Paper Evaluation Rubric Total Class Results, Fall 2013 (N=6) CATEGORY-WEIGHT Satisfactory Low Pass Fail Paper Content (75%) Introduction (5%) Thorough overview of topic (1) Insufficient overview of topic (5) No overview (0) Use of assigned readings (15%) Thorough and complete use (0) Insufficient - incomplete use (3) No use (3) Use of outside readings (10%) Thorough and complete use (1) Insufficient - incomplete use (4) No use (1) Analysis of problem, issue, or topic (15%) Thorough and complete analysis (0) Insufficient – incomplete analysis (3) Rote description (3) Individual viewpoint (voice) Clearly present (0) Unclear in places (3) Not present (3) Arguments accurately supported by literature (10%) Accurately supported by literature (1) Inaccurate – incomplete support (4) No support (1) Accuracy of arguments (10%) All arguments are accurate (1) Some arguments are accurate (4) Arguments are inaccurate (1) Clarity of arguments (5%) All arguments are clear (0) Some arguments are clear (5) Arguments are unclear (1) Balance of paper (intro, body, conclusion) Excellent balance of paper sections (2) Inconsistent balance of paper sections (2) Poor balance of paper sections (2) Conclusion (proposed solutions, strategies, or predictions) (5%) Thorough conclusion (0) Conclusion merely restates paper content (6) No conclusion (0) 3. Use of headers and subheaders Effective use (2) Ineffective use (1) No headers or subheaders (3)
Legal Aspects of Higher Education Page 3 Topical Report Rubric Assignment Criteria 4 = A 3 = B 2 = C 1 = D The student provides a list of references (including precedent setting cases) for all material cited and/or discussed in the case. (5% of grade) Excellent list of references (including precedent setting cases) for all material cited and/or discussed in the case Adequate list of references (including precedent setting cases) for all material cited and/or discussed in the case employing APA (6th Ed.) Marginal list of references (including precedent setting cases) for all material cited and/or discussed in the case employing APA (6th Ed.) Minimal list of references (including precedent setting cases) for all material cited and/or discussed in the case employing APA (6th Ed.) The student applied common conventions of English to his/her writing and used APA Publication Manual (6th ed.) referencing system throughout the paper. (5% of grade) Excellent application of the common conventions of English in the writing and use of APA Publication Manual (6th ed.) in the referencing Adequate application of the common conventions of English in the writing and use of APA Publication Manual (6th ed.) in the referencing Marginal application of the common conventions of English in the writing and use of APA Publication Manual (6th ed.) in the referencing Minimal application of the common conventions of English in the writing and use of APA Publication Manual (6th ed.) in the referencing HIED 8443 Legal Aspects of Higher Education: No Master’s Students Enrolled This Year (no data)
Assignment Criteria 4 = A 3 = B 2 = C 1 = D Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, and the choice and placement of words is appropriate 1 Writer uses vivid words and phrases that linger or draw pictures in the reader’s mind, but occasionally the words are used inaccurately or seem overdone. 0 Writer uses words that communicate clearly, but the writing lacks variety, punch and flair. 0 Writer uses a limited vocabulary, which does not communicate strongly or capture the reader’s interest 0 Overall assessment Outstanding/Excellent 1 Adequate 0 Marginal 0 Inadequate 0 GROUP ASSESSMENT PAPER FEEDBACK – STUDENT A PAPER M.A. TRACK STUDENTS GROUP #2 Note *(Feedback was the same for FIVE Members in this particular group) The group members did a wonderful job commented on the learning outcomes assessment in student affairs. Excellent job and here are my comments on some of your findings and where you could have expanded the scholarship. See below: You cite three findings from the college impact research are unequivocal (Pascarella & Terenzini, 2005). First, the impact of college on desired outcomes is cumulative, the result of many experiences inside and outside of class over a substantial period of time. Second, cognitive and affective development are inextricably intertwined, influencing one another in ways that are not immediately obvious or knowable. Finally, certain out-of-class activities have the potential to enrich student learning, especially with regard to practical competence. For example, managing the student government budget, writing for the campus newspaper, playing in the concert band or on an intercollegiate