Academic Assessment Reports for the
College of Business
College of Education and Technology
College of Fine Arts
This DATAWave provides a synopsis of each of the academic outcomes assessment results for the 1996-97 academic year for those colleges, and the departments within them, which have filed summary reports pursuant to the Plan for Assessment of Student Academic Achievement adopted by the Eastern New Mexico University Board of Regents. The portions of the results selected to be summarized here are chosen to give the reader a sense of the goals and accomplishments of the various colleges and academic departments and the means of measuring those accomplishments, and should not be taken as representative of the entire report, which can be seen at the Assessment Resource Office Web site, http://www.enmu.edu/~testaa.
Larry N. Smith
Planning Associate
College of Business Undergraduate
100% of College of Business faculty supported the COB assessment program on August 20, 1997.
Both the Fall and Spring graduating classes scored well above the national average on the Major Field Achievement Test. The Spring class exceeded the national average on all of the seven discipline specific areas.
In answer to the survey question, "After graduating from Eastern, how well prepared did you feel for the workforce?" 78.8% of recent alumni responded that they compared well or very well. That exceeded the goal of 75%.
When asked, "How would you rate your preparation compared to graduates of similar universities?" 78.8% of recent Eastern graduates responded that they compared well or very well. Again, that exceeded the goal of 75%.
A criterion that was implemented and achieved was that "no student will be admitted to classes unless they have met all prerequisites or have an exception waiver signed by the instructor." Results: The COB system of enforcing prerequisites has resulted in students taking classes in the proper sequence. This approach has allowed faculty to be assured that students have the proper foundation for course work. Fewer than 5% of all students take courses where the prerequisite has been waived.
83.7% of exiting seniors agreed or strongly agreed that "overall, my instructors seem committed to providing me with quality instruction."
65.1% of exiting seniors agreed or strongly agreed that "I received the computer/technology expertise appropriate to my career goals."
Master of Business Administration
The goal of 80% of students passing the MBA Comprehensive Exam the first time was achieved. All students passed it on the first attempt.
The average score of Eastern’s students on the Major Field Assessment Test exceeded the national average. As a group, Eastern’s MBA students scored at the 97th percentile. A goal of 75% of graduates indicating their satisfaction with the overall level and manner of instruction was set. It was achieved, in that 97% of students indicated that their level of instruction was good or excellent.
In the graduate survey, 73% of respondents indicated that their present job is related to their MBA, further indication of the achievement of the goal that graduates will believe that they have been adequately prepared for their chosen field.
87% of alumni indicated, through one- and five-year surveys, that they received adequate academic preparation for their chosen profession.
College of Education and Technology
Family and Consumer Science Undergraduate
An assessment criterion that "80% of graduates will demonstrate an understanding of critical thinking through a professional portfolio" was achieved as demonstrated in the Senior Seminar class.
100% of graduates agreed that they were "well prepared for professional practice in the discipline of family and consumer sciences," and that "the Family and Consumer Sciences degree helped me achieve my professional and personal goals."
All core courses utilized collaborative assignments as an essential component of their grade, achieving the goal set in that regard.
Early Childhood Education Undergraduate
All students in FCS 484 completed two unit plans with young children, thus achieving the criterion that "all graduates will successfully plan and implement a developmentally appropriate unit plan with young children."
More than 80% of graduates are employed in a professional position in early childhood education.
All students completing FCS 484 exhibited mastery of all competencies based on student explanations of their competencies in exit interviews in that course.
Psychology Undergraduate
More than 75% of responding graduates during the reporting period agreed with six survey statements regarding their understanding of six discipline areas within the psychology discipline, thus meeting the criterion set.
The criterion, "all responding students will correctly answer 75% of the questions on the assigned topics (i.e., on either the licensure areas or the non-licensure areas) on a 60 item multiple choice departmental exam that will be 50% fact-oriented and 50% application-oriented" was not achieved.
Technology Undergraduate
100% of the Industrial/Electronics Engineering Technology graduates passed a faculty developed exit exam with scores of 70% or higher. This surpassed the criterion that 80% of the graduates would have scores above 70%.
or higher on a formal written report on their senior projects. These scores were much improved over the previous year’s scores.
The criterion, "graphical communications skills shall be demonstrated by each student through the use of appropriate graphical tools, with an emphasis on Computer-Aided Design (CAD) tools, in a senior project" was achieved. The data indicated that the requirement of graphics communication for reports, projects, and presentations for all courses in the department is working.
Bilingual Education Undergraduate
Criteria included that 80% of graduates will demonstrate written and oral communication at a level commensurate with their preparation, demonstrate a repertoire of teaching methods and assessment procedures appropriate to the level and needs of the students, and demonstrate their ability to implement appropriate activities related to multiculturalism and diversity through their teaching.
Due to lack of a sufficient staff to assess the established criteria more explicitly, there was no data directly related to the criteria. Based on evaluations of faculty and cooperating classroom teaches, the assessment results stated that the intended outcomes/objectives of the department were achieved.
Education Administration Graduate
98% of the Southeastern New Mexico school district administrators who hired Eastern’s graduates in the reporting period indicated in a survey that our program prepared beginning administrators well.
A criterion set was that "all graduates will satisfactorily articulate a school administrator’s perspective of the educational process." This criterion was evaluated and met as indicated through the journals maintained by the educational administration students during their internship experiences and by the evaluations and comments of the supervising district’s administrators.
During the reporting period, all students completing the two semester internship received an "excellent" on their evaluations from the supervising district’s administrators.
Elementary Education Graduate
More than 80% of graduates were able to articulate an in-depth understanding of how knowledge of their subject is created, organized, linked to other disciplines, and applied to real world settings.
More than 80% of graduates demonstrated the ability to understand and apply educational research.
General Education Graduate
98% of school administrators indicated their satisfaction that graduates are aware of and use current teaching methods and materials effectively.
90% of graduates passed the comprehensive exam for general education emphasis on the first attempt.
Reading Education Graduate
As reviewed by videotapes of their teaching, all graduates demonstrated at least a 75% compliance with professional criteria of "Best Teaching Practices" articulated by the National Council of Teachers of English and the International Reading Association. A use of the assessment process was that in the future the department will incorporate a means of assessing through peer review.
100% of graduates passed the comprehensive exam, demonstrating their knowledge of language development, cognition, and learning.
Secondary Education License
Analysis of observations and evaluations of student teachers indicates that all students used didactic instruction, coaching, and dialogue appropriately and effectively for their level of preparation. In all these categories all students achieved ratings of at least "skill developing - normal level for student teachers," with a majority of student teachers receiving ratings of "demonstrated skill - high level of expertise for student teachers."
Analysis of data from follow-up surveys indicate that professional preparation courses can be improved by further attention to the integration of technologies in the classroom, classroom management and discipline, and working with parents. The report states the various positive steps that are being taken to strengthen these areas.
Special Education Undergraduate
92% of graduates have obtained a license as a special education teacher in New Mexico. The goal was 80%.
Student Teaching Portfolios were a prime source of assessment, and evaluation of those portfolios indicated achievement of all the goals set that were evaluated.
Special Education Graduate
90% of school administrators agreed that graduates have the ability to read research critically. The goal was 80%.
92% of employers indicated their satisfaction that graduates are aware of and use current teaching methods, materials, and technology effectively.
94% of school administrators agreed that graduates demonstrate the ability to use research to become more effective in instructional strategies.
College of Fine Arts
Art
All students scored 80% or above on their Demonstration of Conceptual Development (DCD) presentations their junior and senior years, more than meeting the criterion set.
With regard to writing skills, the criterion implemented was that 80% of students will score average or above average on written proposals their junior and senior years. The criterion was not achieved as only 60% of students scored average or better. As a result, in Spring 1998, a new on-line assessment tool for improving self-evaluation and writing skills was implemented.
Music Undergraduate
With regard to music theory, music history, and aural skills and analysis, 95% of students passed the formal assessment process. Those who did not pass were asked to repeat the assessment process the following semester. The assessment process was used to address needs in the courses in the respective disciplines assessed.
100% of graduates obtained a position in their chosen occupation or were accepted to a graduate program in the field of music.
All music education majors successfully completed a junior and senior recital as judged by faculty evaluators.
Among strengths: The School of Music continues to be at the cutting edge of music technology/computer applications as they relate to music study. Among weaknesses: Course offerings need to be reorganized to offer K-12 instrumental and choral certification for all music education majors.
Music Graduate
All graduates passed the comprehensive exam in music theory and music history.
All students demonstrated proficiency in advanced conducting through the final exam project given in connection with MUS 507.
Theatre and Dance
All the criteria were implemented and achieved by at least 85% of graduates demonstrating the skills, techniques, and attitudes required in the various disciplines of the department.
The report states: "As a whole we have seen tremendous growth in our students since implementing our assessment process. I [the report submitter] am not sure that these students possess a greater body of knowledge than their predecessors, but they do know how to articulate their ideas. Further, they know why they have made a particular choice and what influenced that choice. The assessment process is more about self awareness which in turn produces a fuller, more confident approach to the artistic endeavor. The success of this process manifests itself not only in whether a graduate is working, but also in how they approach career choices. Graduates are very well versed on how and why they are making their career choices. It is this confidence with regard to both aesthetic and career choices which advantages our students."
