Directions: Please post your data and provide analysis of findings.Example is in RED
OUTCOME
INDICATOR
DATASOURCE
TIMEPERIOD
STANDARDFORSUCCESS
FINDINGS
ANALYSISOFFINDINGS
SUCCESSSCORE
RESULTING PROGRAM CHANGES
NUCORE THEME

EXAMPLE:

Students will demonstrate the ability to do exegesis and theological research

Student performance on four key elements of exegetical and theological research as demonstrated in Exegetical Project
BIBL 2553 Biblical Interpretation Exegetical Project
Data is reported by Biblical Interpretation instructors to the COM Dean at the end of each semester
80% of students successfully demonstrate the ability to utilize the four key elements of exegetical and theological research.
· 1 49%
· 2 = 50% to 79%
· 3 = 80% to 89%
· 4 90%
Key elements were demonstrated by students as follows:
·90% for key element #1
·85% for key element #2
·80% for key element #3
·50% for key element #4
Key element #4 is far below the standard for success and needs more work;
The students who did poorly on key element #4 were primarily transfer students and/or students who took Biblical Interpretation from adjunct faculty in the fall semester
2See how to determine success score at bottom of page. 1 is low, 4 is high.
·Bible faculty will hold a workshop for all Bible students focusing on the project and the application of the key elements.
·The Bible/Theology department will hold a faculty training session the first week of Fall 2011 to review teaching and evaluation processes to improve consistency across the sections
3See below for NU Core Themes
COMMUNICATION









Writing and Speaking Skills. Students develop the ability to use language effectively, to speak well, and to express ideas clearly and with ease to large and small audiences
Students will compose and deliver a commemorative speeches designed to evoke emotions through rhetorical figures of speech.
COMM 2223 Advanced Speech Commemorative speech assignment.
Data is reported by course instructor Gary Gillespie at the end of the semester.
80% of students will receive a rated score of 20 or better on 30 point scale as evaluated by students and the professor.

· 1 49%
· 2 = 50% to 79%
· 3 = 80% to 89%
· 4 90%
Students in fall 2012:
*90% ranked 25 or above.
*85% ranked 20 or above.
*80% ranked 19 or above
*none ranked below 18.
4/ We met our score
Score 4
We hope to change the measure by collecting spech related papers from Students at the beginning of the program and compare them to senior project papers.
NU Core Theme 3
Critical Thinking and Creativity. Students learn to express ideas creatively and to think analytically.
Students will analyze a piece of literature in a paper then perform it for an audience.
COMM 2242 Interpretive Reading analysis paper.
Data is reported by Kara Heinrichs the end of the semester.
80% of students will receive a B or better on the paper and reading.
Grade BreakdownA=8
B=6
C=1
D=1
F=1
82% of students received a B or better on this project.
Because 82% of students are receiving a B or better on this literature analysis, members of the program are sufficiently meeting this standard. However, more work can be done to encourage even more development in this area.
Score of 3
We will review the instructional process to imrove results next time
NU Core Theme 3
Message Design and Analysis. Students gain skills to interpret and critically evaluate messages, texts, and performances and to utilize this knowledge to develop their ability to persuade others and enact change.
Students will analyze a rhetorical artifact using rhetorical methods and create a persuasive project
COMM
Message Design paper and project
Data is reported by Kara Heinrichs the end of the semester.
80% of students will receive a B or better on the paper and project.
Grade Breakdown
A=10
B=9
C=3
D=2
F=2
73% of the students received a B or better on this project.
More work needs to be done to be sure that students are fully understanding the process of analyzing persuasive messages in the assignments. This measure was based on an exam where students were required to critically assess persuasive messages.
Score of 3
We will review the instructional process to imrove results next time
NU Core themes 3 and 4
Group Dynamics. Students learn leadership and supportive skills that foster cooperation, practical problem-solving, and teamwork among members of groups
Students will work in teams to meet a need in the community and produce a report on the project.
COMM
Senior Synthesis group project.
Data is reported by Kara Heinrichs
80% of students will receive a B or better on the paper and project.
Grade Breakdown
A=12
B=6
100% of students received 80% or better on the project.
As part of a capstone project for the major, students are required to use their skills to serve an organization in a team setting. The students are sufficiently demonstrating aptitude in this skill area.
Score of 4
No changes
NU Core themes of 2 and 3
Interpersonal Skills. Students enhance interpersonal skills, including the ability to listen, to understand and to accept people from diverse backgrounds and perspectives. The student will understand the importance of verbal and nonverbal communication in expressing cognitive and affective meaning
Students will analyze a conflict and apply methods for managing it.
COMM
Conflict Resolution
Data is reported by Wynn Allen at the end of the course.
The Chair will independently evaluate the papers. 80 percent of students will receive a B or better.
data was lost and the professor was unable to report. The final grades in the class show the following: A = 6, A- = 7, B+ = 3, B = 2, C+ = 1, C = 2. Most students received a B or above.
score of 1 -- we failed to measure this objective.
We will improve the method next year.
Score of 1
Next time we will be sure to collect the papers in time for the Chair to make the evaluation.
NU Core themes of 2 and 3
Career Preparation. Students use their strengths and skills in a setting outside of the classroom and generally off campus.
Students are guided by a supervisor, report in with weekly updates to the professor via blog posts, and complete three informational interviews.
COMM
Practicum
supervisor evaluations. Blog/Journal entries, informational interviews.
Data is reported by Peg Achterman at the end of spring semester.
90% of students will receive favorable evaluations by supervisors.
data is saved on Surveymonkey(evaluations),
and on student sites (journals and interviews)
Students generally get
favorable recommendations
Score of 3
Reporting professor failed to present specificia statical data based on the survery. Next time we will make sure that data from the survey is cited.
NU Core theme 4











How to determine success score? 1 is low, 4 is high.
EXAMPLE:
Students will demonstrate the ability to do exegesis and theological research
Student performance on four key elements of exegetical and theological research as demonstrated in Exegetical Project
BIBL 2553 Biblical Interpretation Exegetical Project
Data is reported by Biblical Interpretation instructors to the COM Dean at the end of each semester
80% of students successfully demonstrate the ability to utilize the four key elements of exegetical and theological research.

• 1 ≤ 49%
• 2 = 50% to 79%
• 3 = 80% to 89%
• 4 ≥ 90% Key elements were demonstrated by students as follows:

• 90% for key element #1
• 85% for key element #2
• 80% for key element #3
• 50% for key element #4 Key element #4 is far below the standard for success and needs more work;

The students who did poorly on key element #4 were primarily transfer students and/or students who took Biblical Interpretation from adjunct faculty in the fall semester 2

How to determine which of the four NU Core Themes we achievie? This is be either 3 or 4 or both.

  • Core Theme Two: Developing Christian commitment and Spirit-formed lives
    Spiritual vitality is at the center of our Mission Statement and our institutional identity. However, assessment of spiritual vitality is difficult, because at its core it is perceived as inward and individual. The Council on Christian Colleges and Universities defines spiritual formation as “the biblically guided process in which people are being transformed into the likeness of Christ by the power of the Holy Spirit within the faith community in order to love and serve God and others.” To get at outward indicators of these inward processes, we are focusing on two aspects of spiritual vitality: 1) a growing understanding of Christian thought and its application to specific academic disciplines, and 2) actions and engagements consistent with spiritual formation.
     Objective 1: Students develop a personal theology as demonstrated by the accumulation of biblical knowledge and regular opportunity to integrate Christian faith with study of theory and practice in all fields of academic discipline.
     Objective 2: Students’ behavior reflects a commitment to a relationship with God.
     Objective 3: Students engage in the development of a set of Core Capacities designed to support the development of Christian citizens.

  • Core Theme 3: Advancing academic engagement through teaching, learning, and scholarly production.
    Northwest’s mission describes us as continually building a learning community dedicated to academic excellence. Core Theme 3 specifically addresses the vitality of all academic programs including both curricular offerings and those co-curricular activities intended directly to support the academic mission of the University.
     Objective 1: Curricular programs and co-curricular programs intended directly to support the academic mission of the University successfully utilize the annual assessment process to continually advance academic engagement.
     Objective 2: Students are challenged and engaged academically and are satisfied with the quality of all aspects of their academic experience.
     Objective 3: All groups within our community of learning (students, faculty, administration, and staff) are engaged in scholarly production consistent with professional expectations and scholarly interests.
    Core Theme Four: Empowering people with the vision and tools to meet human need in their personal and professional lives.
    The biblical narrative portrays a deep sensitivity to human need. The ongoing response to this story forms the explicit basis for ethical and compassionate action.

  • Core Theme Four reflects that aspect of Northwest’s Mission Statement that recognizes that the proper expression of community, spiritual vitality, and academic excellence is service—engagement with human need.
     Objective 1: Graduates are sufficiently prepared for entry-level positions within their field of study.
     Objective 2: Northwest offers opportunities for individuals to expand their level of professional development. Objective 3: Northwest students have formative cross-cultural experiences.  Objective 4: Students are involved in service and other expressions of engagement with human need.

Communication Major Assessment
2011 – 2012Reported by Gary Gillespie

COMMUNICATION
• Writing and Speaking Skills. Students develop the ability to use language effectively, to speak well, and to express ideas clearly and with ease to large and small audiences

• Critical Thinking and Creativity. Students learn to express ideas creatively and to think analytically.
• Message Design and Analysis. Students gain skills to interpret and critically evaluate messages, texts, and performances and to utilize this knowledge to develop their ability to persuade others and enact change. 

• Group Dynamics. Students learn leadership and supportive skills that foster cooperation, practical problem-solving, and teamwork among members of groups
• Interpersonal Skills. Students enhance interpersonal skills, including the ability to listen, to understand and to accept people from diverse backgrounds and perspectives. The student will understand the importance of verbal and nonverbal communication in expressing cognitive and affective meaning 

• Career Preparation. Students explore their strengths and skills in preparation for communication-related careers through coursework, internships, and community involvement

Assessment for the Communication Studies Major

OUTCOME 1 -- Writing and Speaking Skills. Students develop the ability to use language effectively, to speak well, and to express ideas clearly and with ease to large and small audiences.

The method for measuring writing and speaking is based on a final commemorative speech assignment in Advanced Public Speaking. The spring of 2012 ten students wrote manuscript speeches employing figures of speech and sensory imagery. Students and the professor then evaluate each speech using two scores -- ranking from one to five in each round and rating from 14 to 30. Both writing and speaking skill were evaluated. Most students earned rating scores of 19 or above meeting our objective. Three students earned ratings of 27. The top speeches are posted on the Stratagem web page for review of quality. These scores were lower than 2010, the last time the class was offered.We hope to design a new measure by collecting papers form students in Human Communication early in their program, then compare it to the final project in Professional Synthesis as seniors at the end of the program. We feel this may be a better measure of skills gained. This outcome meets NU Core Academic Theme 3

OUTCOME 2Critical Thinking and Creativity. Students learn to express ideas creatively and to think analytically. Our measure was an assignment in which students were to analyze a piece of literature in a paper then perform it for an audience. Because 82% of students are receiving a B or better on this literature analysis, members of the program are sufficiently meeting this standard. However, more work can be done to encourage even more development in this area.
This outcome meets NU Core Academic Theme 3.

OUTCOME 3 – Message Design and Analysis. Students gain skills to interpret and critically evaluate messages, texts, and performances and to utilize this knowledge to develop their ability to persuade others and enact change.

Our measurement method was for students to analyze a rhetorical artifact using rhetorical methods and create a persuasive project. 73% of the students received a B or better on this project. More work needs to be done to be sure that students are fully understanding the process of analyzing persuasive messages in the assignments. This measure was based on an exam where students were required to critically assess persuasive messages.This outcome meets NU Core Empowered Engagement Theme 4 as well as the Academic Theme 3.

OUTCOME 4 –Group Dynamics. Students learn leadership and supportive skills that foster cooperation, practical problem-solving, and teamwork among members of groups.
This outcome meets NU Core Community Theme 2 as well as the Academic Theme 3.

OUTCOME 5 – Interpersonal Skills. Students enhance interpersonal skills, including the ability to listen, to understand and to accept people from diverse backgrounds and perspectives. The student will understand the importance of verbal and nonverbal communication in expressing cognitive and affective meaning. The method for measuring interpersonal skill was meant to be data from an assignment in COMM 3563 Conflict Resolution. We had planned to see how students did in analyzing a conflict situation. However, this data was lost and the professor was unable to report this data. The final grades in the class show the following: A = 6, A- = 7, B+ = 3, B = 2, C+ = 1, C = 2. Most students received a B or above, showing that they grasp concepts for better interpersonal communication.

Recommendation: next year we must obtain the data for the practical assignment. We might also have the Chair of the Communication major provide an independent evaluation of the papers. This outcome meets NU Core Community Theme 2 as well as the Academic Theme 3.
OUTCOME 6 -- Career Preparation. Students explore their strengths and skills in preparation for communication-related careers through coursework, internships, and community involvement.Data is reported by Peg Achterman at the end of spring semester. Students are guided by a supervisor, report in with weekly updates to the professor via blog posts, and complete three informational interviews. COMMPracticumsupervisor evaluations. Blog/Journal entries, informational interviews. We set as a goal that 90% of students will receive favorable evaluations by supervisors. Data was saved on Surveymonkey (evaluations) and on student sites (journals and interviews). We found that students met our objectives of 90 percent approval. This data is available for review online. This outcome meets NU Core Empowered Engagement Theme 4.


REVIEW OF ASSESSMENT PRACTICESWe like that our matrix is posted on a wiki, giving reporting professors easy access to the grid. We need to be careful that saving the documents is not done the same hour or different versions are saved which lack full data.

Our plan needs to be revised for next year. We hope to include sample papers in a freshman class and compare it to seniors. Also, we hope to apply GPA spreads to indicate that students are meeting objectives. Some professors didn’t turn in data or waited until the last minute. The solution is to make sure that the chair is reminding professor’s responsible for the data to post in on our assessment wiki in May. We need to make sure that reporting professors submit data the first week of May. We plan to revise the creative writing assessment measure by collecting creative speech related papers from students new to the major and comparing them to seniors in the Professional Synthesis class at the end of the program. We will require that statistical data from the internships survey is specifically posted.

FACULTY HIGHLIGHTSMeeting NU Core Theme 3 and 4: Advancing academic engagement through teaching, learning, and scholarly production. Note that each professor also leads a co-curricular activity, Debate Team, Drama productions, Drama Improv team, Film club, Video Game club, Radio station, Karisma Yearbook and Talon Newspaper. Skills learned in activities directly empowers them to go out to influence the world.
Gary Gillespie
Publications, Presentations and Academic Activities
• Gary presented a paper, The Force of Reasoning: insights from Physics on the Nature of Argument, at the Faith in Humanities Conference and prepared the paper for submission to debate publications.
• Gary coached the debate team to 8 tournaments, resulting in students winning top awards from six. The team won semi finals at the Pan Pacific tournament at Hawaii Pacific University in February. Four students attended debate tournaments at Oxford and Cambridge Universities in November. We hosted the Chinese National debate team and the Irish National Debate Team for public debates including show debates on campus and at the Microsoft campus in Redmond.
• Gary served as Drama Coordinator for the fall and spring play and advised the Drama Improv team. He observed and evaluated four drama scholarship auditions for new students.
• Gary initiated and advised two new clubs: The Film Works and the One Up Club for video gamers.
• His courses including Intro to Human Communication, Advanced Public Speaking, Fundamentals of Speech and the debate team contribute to meeting Objectives 1 - 5.

Peg Actherman
Publications, Presentations and Academic Activities
• Peg completed her PhD from the University of Washington. The title of her dissertation is "Multimedia in the Mainstream: Analyzing Legacy News Traditions in Online Journalism".

• Peg advised the Karisma Yearbook and successfully published the 2011 edition.
• She also oversees Communication major internships and works closely with intern sponsors to assure a quality experience for our students. The internship and practicum course directly contributes to meeting our program objective six on career preparation.

• Presented this at the AG Educators conference in June.

• Panelist at Broadcast Educators Assoc in April (Las Vegas) - "Will Big Cameras Survive"

upcoming: Professional Mentor for student newsroom at Online News Association in San Francisco in Sept.

Kara Heinrichs
Publications, Presentations and Academic Activities
• Kara collaborated in producing a paper entitled “Co-constructing Memory in Marital Conflict: The use of agency and orientation in the development of relational understanding of conflict.
• Directed independent studies for research team members on an ongoing project and guided 3 students as they entered graduate school.
• Presented guidelines for effective conflict resolution to faculty at the Spring retreat.
• Served on the university Accreditation Committee.
• She advised the Talon Newspaper and successfully published 6 editions.



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