Institutional Assessment

The mission of Stanton University as iterated to the public “is to provide students with an affordable and high-quality education in a culturally diverse environment to help them develop knowledge and skills that will enhance their potential for success in their current and future careers.” An unstated objective is to consistently produce successful student outcomes while simultaneously operating in compliance with applicable rules, regulations, and standards of accreditation.

The university has five general learning outcomes that are the cornerstone in each program. These student learning outcomes were developed based on standards common in higher education in the United States.
Within this context, the university’s students will acquire and be able to demonstrate the following learning outcomes upon completion of their program:

  1. Demonstrate knowledge and proficiency in a chosen field of study.
  2. Exercise critical thinking and quantitative reasoning in judgment, decision-making, and problem solving.
  3. Locate and utilize a variety of types of information accurately and appropriately.
  4. Effectively communicate in oral and written methods to convey well-organized thoughts, ideas, and opinions.
  5. Exhibit awareness, understanding, and respect for the diversity of individuals, groups and cultures.

The assessment below that Stanton University examined was for the 2018-2019 academic school year.

 

Assessment at Stanton University

Assessment of student learning outcomes has become an essential part of higher education and is destined to play a continuing role into the foreseeable future due to increased interest by the government, students, and parents in the value of a college degree. Also, changes to accreditation standards meant to enhance student learning and drive innovation in education have also increased.

The University Office of Assessment provides leadership and support for efforts associated with the assessment of student learning at the institutional and program levels. The director of the office collaborates with faculty, staff, students and administrators to plan, design, and implement assessment strategies; and analyze, report and disseminate assessment results. The director promotes best practices in assessment and delivers regular assessment training for campus stakeholders.

Several enabling objectives guide the university and its faculty in the achievement of the five institutional learning outcomes, namely:

  • Support the development and implementation of program assessment plans that define, measure and evaluate student learning goals and outcomes.
  • Provide relevant facilities and equipment.
  • Provide outstanding faculty members dedicated to teaching, to scholarship and creative endeavor, and to service to the university and its community.
  • Promote self-discipline and motivation so that students may enjoy success in their professional careers.
  • Encourage and support lifelong learning and community involvement as fundamental elements of professional success.
  • Offer students affordable and quality undergraduate programs that provide a comprehensive general education, as well as specialized career preparation for an increasingly versatile global economy.
  • Provide students with efficient, effective, and timely service.

Specific learning outcomes and student performance objectives are clearly defined and published in the university’s Catalog, on its website, and in course syllabi. Course descriptions are also given in the Catalog. All course and program outcomes and objectives are aligned with the mission of the university and are designed to provide both academic and applied instruction to prepare students for careers in the fields they are studying. By accomplishing the combined learning outcomes and objectives of courses within a program, the broader programmatic outcomes and the institutional mission are accomplished.

On this web page you will find information on assessment processes, resources and reports.

Assessment Process

TaskStream

Stanton University has adopted a variety of Watermark software products to improve student learning and institutional outcomes.

  • The planning power of its Accountability Management System, which provides a robust curriculum planning map/matrix tool.
  • The match between the Accountability Management System approach and the university’s current assessment processes.
  • Robust planning and reporting tools, including its curriculum planning map/matrix, which allows faculty, staff, and administrators to create and access this information. Since assessment planning is an essential part of student learning outcomes assessment at the university, is essential for meeting WASC standards.
  • Support for budget and resource request tracking and integration with assessment data, allowing users to see, for example, budget requests across the institution and how multiple activities are involved in specific budget requests.
  • Allowance for the customization of the titles, terms, etc. in workspace templates, which will allow the university to support current assessment maps, processes, forms, etc.
  • A feedback mechanism built into the system, which allows an assessment committee, assessment director, and other staff to provide feedback on the assessment process to faculty and others who are undertaking the assessment.  This improves the process and provides faculty with professional development. This functionality can also serve to demonstrate to WASC the strength of the university assessment processes.
  • Availability of templates for use by major accrediting agencies so they can custom-build applications for the university at no additional cost. These can be web-based or paper-based (pdf).
  • Capability for mapping of strategic plan goals, objectives, and initiatives, which provides an at-a-glance view to facilitate alignments and connections to assessment data and activities across campus.

Learn more about Taskstream and other Watermark products.

Student Learning Outcome and Academic Assessment Plan Guides

Techniques and tools

Most programs measured multiple learning outcomes and used multiple measures. Direct measures examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used direct measures in undergraduate programs are written assignments, oral presentations, exams, quizzes, and final projects.

Commonly used direct measures in graduate programs include oral presentations or exhibitions, exams, quizzes, written assignments, research papers/projects, formal evaluation of professional skills, and theses/dissertations.

Indirect measures evaluate perceived learning and may be used to supplement direct measures. Surveys are commonly used indirect measures.

Types of measures reported in 2018 Assessment Reports for the BBA program

Types of measures reported in 2018 Assessment Reports for MBA

Types of measures reported in 2018 Assessment Reports for PGM

Curriculum Map

A curriculum map is a matrix that shows where in the program’s curriculum each learning outcome will be addressed.  Developing a curriculum map helps program faculty coordinate their instruction so that there are no gaps or unnecessary redundancies.  As a follow-up to the SPAC recommendation to increase the alignment of courses to program learning outcomes, the University Assessment Committee has promoted this practice at the university.

BBA Program Curriculum Map

MBA Program Curriculum Map

PGM Program Curriculum Map

General Education Curriculum Map

Helpful Resources