Chapter 3

Contents
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Introduction
Undergraduate Curriculum and Undergraduate Degree
     Programs
Integration of Computer Technology into Undergraduate
   Curriculum
     System-Wide General Education Requirements
     Table 13:  Summary of System-Wide General Education
             Requirements, Institutional Graduation Requirements
             and Information Technology Literacy Requirements
     Institution-Specific Graduation Requirements
     Information Technology / Literacy Requirements
Assessment of Student Achievement in Undergraduate Degree
   Programs
     Institutional Assessment at DSU from 1995 – 2000
     Stage One – Beginning Implementation of Assessments
        Programs
Stage Two – Making Process in Implementing
     Assessment Programs
     Structure / Administration
     Faculty Involvement / Efficacy
     Resources
Stage Three – Maturing Stages of Continuous Improvement
     Mission
     Structure / Administration
     Faculty Involvement / Efficacy
     Resources
     DSU’s Current Assessment Plan
     Entry-Level Assessment
          Entry-Level Assessment – Procedures and Activities
          Academic Changes Based on Entry-Level Assessment 
             Data
     General Education Assessment
          General Education Assessment – Procedures and
             Activities
          Figure 1:  Collegiate Assessment of Academic
             Proficiencies Comparison of DSU and National
              Norms
          Academic Changes Based on General Education       
             Assessment Data
     Information Technology / Literacy Assessment
          Information Technology / Literacy in Entry-Level 
             Assessment
          Information Technology / Literacy in General Education
             Assessment
          Figure 2:  Fall 1999 Tek.Xam Computer Certification 
             Test Results, Comparison of DSU and National
             Norms
          Information Technology / Literacy in Major-Field 
              Assessment
          Information Technology / Literacy Assessment – 
             Policies and Procedures
          Academic Changes Based on InformationTechnology / 
              Literacy Assessment
     Major Field Assessment
          Major Field Assessment – Procedures and Activities
          Academic Changes Based on Major-Field  
             Assessment 
     Annual Assessment Review Process
     Institutional Assessment
          Figure 3:  How Satisfied are DSU Students Compared
             to Students at Other 4-Year Public Institutions?
          Figure 4:  How Satisfied are DSU Employees 
              Compared to Employees at Other 4-Year
             Institutions?
Graduate Curriculum and Degree Programs
Assessment of Student Achievement in Graduate Programs
Effective Teaching in All Academic Programs
     Student Evaluation of Effective Teaching
          Student Satisfaction Inventories
          Student Opinion Surveys
          Proficiency Testing
          Employment Statistics
     Institutional Evaluation of Effective Teaching 
     Institutional Evaluation of Faculty’s Support of and 
        Contributions to Institution’s Effectiveness
     Professional Development of Faculty
          Table 14:  Instructional and Professional Development 
             Travel Funds:  Guidelines for Fund Dispersement
Student Services that Support Academic Curriculum and 
     Programs
     Enrollment Services
          Academic Records and Registration 
               Transcripts
               Academic Records and Semester Grades
               Registration for Classes
          Admissions
          Figure 5: Average ACT Composite Score for New 
             Freshman, DSU and National User Norms
          Financial Aid
          Student Billing
     Student Affairs
          Student Activities
          Student Development 
          Residence Life 
          Student Health Service
          Auxiliary Services
     Professional Development of Staff and Administration
Delivery of Education and Other Services to Distant
    Communities and External Constituencies
     Delivery of Educational Services via Internet
     Delivery of Educational Services via GEC and RDTN
     Delivery of Educational Services at CPHE 
Delivery of Educational Services at Other, Off-Campus
   Locations and/or for Other External Constituencies 
Delivery of Courses and Programs to Meet the Needs
    of Special Constituencies
     Academic / Remedial Skills Courses
     Dakota State University Language Institute 
     Services for Disabled Students 
     Services for Minority Students  
Summary of Institutional Strengths and Concerns Relative to 
   Criterion 3

Chapter Three

Criterion 3

The institution is accomplishing its educational and other purposes.

Introduction

This chapter provides evidence that Dakota State University is accomplishing its educational and other purposes, as indicated by the mission statement of the institution. The structure and governance of academic affairs, business affairs (which includes the enrollment services area), and student affairs are briefly described in Chapter 2 and are described in more detail in Appendices A, B, and C. This chapter begins with an overview of DSU's undergraduate degree programs and curriculum and the integration of computer technology into that curriculum, before moving into a detailed discussion of the assessment process used to measure undergraduate student achievement. The information on the institution's undergraduate degree programs is followed by an overview of DSU's graduate degree programs and curriculum and a detailed discussion of the assessment process used to measure student achievement in those graduate programs. The chapter concludes with a discussion of the student services provided to support the institution's academic programs.
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Undergraduate Curriculum and
Undergraduate Degree Programs

As explained in Chapter 2 and in Appendix A, undergraduate degree programs are offered in four colleges: the College of Business and Information Systems, the College of Education, the College of Liberal Arts, and the College of Natural Sciences. Each college is administered by a dean, who reports to the vice president for academic affairs. Deans, rather than department heads, are responsible for the day-to-day management of the college and faculty as well as management and oversight of the college's curriculum, scheduling, faculty evaluation, administrative reporting, budget development, and outreach. Each college has a mission statement and strategic initiatives that guide the decision-making of both the college faculty and the dean.

Each college has a mission statement and strategic initiatives that guide the decision-making of both the college faculty and the dean. 

All undergraduate degree programs are defined by the Classification of Institutional Programs (CIP) codes used by the U.S. Department of Education. All degree programs also follow traditional practices in course labeling, course content, and time requirements for completion. On average, baccalaureate degree programs require the completion of 128 credit hours; associate degree programs require the completion of 64 credit hours.

DSU's curriculum and academic programs are clearly defined for students in each academic catalog and on the institution's web site. All academic programs and all academic courses are described in detail in the academic catalog. Descriptions of the academic programs include a list of courses required for program completion. The course goals and objectives found in course syllabi provide further evidence that DSU's academic programs are clearly defined. (Many syllabi can be found at www.courses.dsu.edu. All DSU course syllabi are on file in the office of the vice president for academic affairs.) All curricular changes (for individual courses and for degree programs) pass through an internal approval process that includes approval by the college faculty, the Curriculum Committee (which includes broad faculty representation), and the general faculty before moving through an external review process that includes the Academic Advisory Council (academic vice presidents of all the regental institutions plus the BOR senior administrator), the Council of Presidents (presidents of all the regental institutions plus the BOR executive director), and the Board of Regents. (A description of the curriculum approval process is included in the DSU Faculty / Staff Handbook. That handbook plus a flow chart of the system-wide process will be available in the documents room.) According to BOR policy, all degree programs are evaluated by an external reviewer on a seven-year cycle. This review process is used to ensure academic quality and to guarantee that the curriculum remains current, intellectually stimulating, and appropriate for the marketplace.

Faculty within each college are responsible for ensuring that the institution's curriculum is coherent _ that the content of individual courses meets the academic goals set for the degree programs and that the courses and degree programs contribute to the college's strategic initiatives and the institution's mission. When multiple sections of a course are offered, a lead instructor is generally appointed for the course to ensure academic consistency

across sections. In some colleges / disciplines, a single syllabi is developed for those courses; in other disciplines, faculty collaborate on course outcomes but meet those outcomes in a variety of ways. The logical sequence of courses found in the general education curriculum and in the college's course offerings provides additional evidence that the institution's curriculum is coherent. As stated above, the curriculum in DSU's degree programs generally follows traditional practices relative to program content. One university-wide exception is the incorporation of computer technology into all courses and degree programs, a standard that is not met in traditional degree programs.

Faculty members are actively responsible for (and very protective of) the development, control, and evaluation of the curriculum, as well as the granting of academic credit. In fact, one of the highest ranked items on the February 2000 Campus Quality Survey (rated 4.15 on a 1-5 scale) was "Faculty has a significant role in developing and evaluating DSU's educational programs and coursework." In addition, the faculty has sole responsibility (within a reasonable set of checks and balances) for evaluating student learning and for assigning final grades at the end of each academic semester. To aid in this process, faculty are issued class rosters at midterm (for recording deficient grades) and again at the end of each semester (for recording final grades). Final grade reports must be signed by the faculty member and delivered in person, according to a deadline established by the registrar. Grades recorded by the faculty are transferred to the student's electronic record and the student's permanent transcript. To change a final grade that has been incorrectly reported, the faculty member must file a grade change report. This report requires an explanation of the error by the faculty member and requires approval by the dean of the college and by the vice president for academic affairs. DSU Policy 03-30-00 establishes both the criteria for and the process of grade appeals for students.

DSU Policy 03-51-00 establishes the types of nontraditional learning credit accepted by the institution and also the process for evaluation of that credit. The initial evaluation of transfer coursework is done in the Enrollment Services Office at the time a transfer student registers for courses at the institution. A check sheet is created to demonstrate how the transfer coursework equates to DSU coursework. Copies of this check sheet are

One of the highest ranked items on the February 2000 Campus Quality Survey (rated 4.15 on a 1-5 scale) was "Faculty has a significant role in developing and evaluating DSU's educationaln programs and coursework."

provided to the student and his/her faculty advisor and are filed in the student's permanent record. The registrar refers questions concerning course equivalencies to the dean of the college in which the student is enrolled. These course equivalencies are noted in the student's database record and are used by the registrar in the student's final degree audit prior to graduation.

To ensure that the institution's academic programs are intellectually rigorous, all curriculum changes (including the addition of new courses and changes in academic programs) are reviewed and approved by the Curriculum Committee. Student assessment activities, such as the proficiency exam, also provide evidence that the institution's degree programs are intellectually rigorous and that students are learning the skills stated in the course and program objectives. Student opinion surveys, administered in each course each semester, also provide evidence that course and program objectives are being met.

All DSU's academic programs require students to participate in capstone scholarship activities. These major-field capstone courses generally involve significant research in the discipline or the application of discipline theory to real-world problems. Capstone experiences (as well as other college activities) also require and provide opportunities for significant intellectual interaction between faculty and students and among students as they work in teams to complete the requisite projects. Many of DSU's academic programs (particularly in the sciences) require faculty and students to participate in joint research as part of their graduation requirements.

Selected general education and major-field courses also emphasize research and communication skills, including the ability to find, evaluate, and use information. Many of these courses require extensive research, often using Internet-based information searches and the synthesis of this information into research projects. For example, in HUM 254 World Civilization, students use the Internet to research all information for the course (no text is provided), supplemented by information provided by the instructor. Students who graduate from the Center of Excellence must complete and defend a thesis or capstone research project. In the College of Education, faculty and students regularly co-present at state technology and reading conferences (i.e., South Dakota Technology and Innovation in Education Conference or the Regional Reading Conference). Education students are also required to present

workshops on software applications to area teachers as part of EDFN 365 Integrating Computers into the Curriculum. Throughout upper-level courses in the College of Natural Sciences, students and faculty engage in scholarship, investigate current literature on scientific advances in the field, and consider the social issues and consequences of scientific discoveries and their application. That scholarship frequently takes the form of small, field, laboratory, and library research studies that require collaborative work and formal presentations by students. In addition, all students in biology, chemistry, mathematics, and physics undertake a capstone experience that requires independent research or an internship, the development of a written report, and an oral presentation on their results to faculty of the college. These presentations are comparable in quality to student presentations at regional meetings. Natural science majors are actively encouraged to attend conferences and present papers, particularly at the South Dakota Academy of Sciences meetings and the Nobel Conferences held at Gustavus Adolphus College in St. Peter, MN. (Additional information on student - faculty research will be available in the documents room. Additional information on faculty research is included on faculty vita, which will be available in the documents room. A summary document, highlighting the faculty research listed on the previous year's Appendix F, will also be available in the documents room.)

The majority of the academic programs at DSU have a high level of involvement and intellectual interaction between faculty and students and among students in the class. Many faculty use WebBoard as a way to promote class discussion and reflective thinking on course-related topics. The students also use this tool as a way to exchange information and to facilitate data / resource sharing. In addition to the routine requirements for faculty and student interaction, many programs offer special opportunities for faculty and students to work jointly. As mentioned above, faculty and students in the College of Education regularly co-present at state technology and reading conferences and faculty and students in the College of Natural Sciences often co-present at the South Dakota Academy of Sciences meetings. Students and faculty in the Center of Excellence in Computer Information Systems also co-present at the symposium hosted by the Center on campus each year. Both faculty and students taught sessions or served as lab instructors for the

Governor's Technology for Teaching and Learning Academies (TTL) during the summer in 1998 and 1999 and for the Governor's Distance Technology for Teaching and Learning (DTL) academy during Summer 2000.

Curricular and pedagogical changes in the colleges in recent years have increasingly focused on student-centered active learning and interdisciplinary collaboration. Some of that trend has been in the introduction of small-group discussion classes addressing selected issues that not only cross the sciences, but also bridge between the natural sciences and the humanities and social sciences. In the College of Natural Sciences, the major emphasis, however, has been the incorporation of computer-assisted instruction in courses in all the basic disciplines, particularly making use of problem-based collaborative group work in the computer-based SMART Lab and the use of modeling and simulation software for demonstration and investigation of scientific problems. BIOL 470 Biology and Society is team-taught by faculty in the Natural Sciences and in Liberal Arts, another good example of the collaborative approach to teaching.

The educational programs at DSU strongly encourage student participation in campus / community activities that stimulate personal and social growth and civic values. For example, the system-wide general education goals include an emphasis on sensitivity to cultural diversity and to diverse points of view. (A list of courses that meet this system-wide goal is included in the academic catalog and in the most recent general education assessment report, both of which will be available in the documents room.) Further evidence of the university's commitment to this goal is found in the graduation requirements of individual colleges. For example, students in an education program must perform 30 hours of community service in a volunteer setting. This community service must be completed after the student has declared a major in education. Students must examine the multiple perspectives gained in this community service by writing a Reflection on Community Service for their portfolio for admission to the Teacher Education Program. In addition, professional education courses have a field-based component that involves field experiences with ethnically diverse groups. Issues of personal, social, and civic values are also addressed in courses in biology and chemistry. A majority of students across the campus take biology (or, less commonly, chemistry) as their general education science courses. It is, therefore, beneficial to a wide

The system-wide general education goals include an emphasis on sensitivity to cultural diversity and to diverse points of view.

range of students that those courses treat ethical concerns relating to environmental issues. Students in the College of Natural Sciences, along with students from other colleges, address and debate more complex moral/ethical/societal issues at a higher level in a Biology 470 Advanced Special Topics course on biology and society offered each semester by the biology faculty. The course is taught in collaboration with a faculty member from history. Virtually all of the offerings by the College of Liberal Arts stimulate the examination and further the understanding of personal, social, and civic values. Additionally, many courses in the core requirements of the College of Business and Information Systems include a discussion of ethical behavior in business. In addition to academically linked requirements and activities, the Student Activities / Student Services Center sponsors a community service program called Adventure. Orientation meetings are held every semester and students in this program are assigned to projects on campus or in the Madison community. For example, during the 1999-2000 academic year, DSU students supervised young children in the after-school care program located at one of Madison's elementary schools.
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Integration of Computer Technology into the Undergraduate Curriculum

Criterion 3 requires the institution to identify other purposes to which it is dedicated. Because of the mission of the institution, information technology / literacy has been identified as one of those "other purposes" at Dakota State University. To understand the emphasis placed on information technology / literacy within the institution's academic programs, it is necessary to also understand the system-wide general education curriculum and how it was developed. 
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System-Wide General Education Requirements: In the fall of 1998, the South Dakota Board of Regents mandated a review of all general education requirements at the regental institutions with the goal of developing a three-tiered program: 1) a system-wide general education core required of all students enrolled at all regental institutions, 2) institutional graduation requirements for all students enrolled at a particular institution, and 3) information technology / literacy requirements for all students enrolled at a particular institution. One of the mandates of this three-tiered general education program was to ensure breadth of knowledge and to promote

intellectual inquiry. The system-wide general education core (30 credits) received final BOR approval at its December 1998 meeting. The DSU-specific requirements (5 credits of institutional graduation requirements and 9 credits of information technology / literacy requirements) were reviewed and approved by the Board of Regents at its March 1999 and June 1999 meetings. Table 13: Summary of System-Wide General Education Requirements, Institutional Graduation Requirements, and Institutional Information Technology Literacy Requirements (below) summarizes these BOR-approved graduation requirements. Additional information on the system-wide general education core requirements, the institution-specific graduation requirements, and the institutional information technology / literacy requirements _ including assessment goals and criteria and the list of courses that meet those criteria _ is provided later in this chapter, in the section on assessment. To aid student understanding, these goals, criteria, and coursework are also included in the academic catalog. 
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Table 13: Summary of System-Wide General Education Requirements,
Institutional Graduation Requirements and
Information Technology Literacy Requirements

The system-wide general education curriculum is intended to provide opportunities for the student to develop the breadth and depth of understanding and appreciation that characterize the educated and responsible adult. Courses that deal with language and symbolic thought, literature and aesthetic values, natural sciences, and the social sciences are an integral

dimension of one's personal, community, and professional life. All degree programs of the University include system-wide general education requirements. After completing the system-wide general education coursework, students will:

1. Write effectively and responsibly and understand and interpret the written expression of others.

2. Communicate effectively and responsibly through speaking and listening.

3. Understand the structures and possibilities of the human community through study of the social sciences.

4. Understand and appreciate the human experience through arts and humanities.

5. Understand and apply fundamental mathematical processes and reasoning.

6. Understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

7. Understand and be sensitive to cultural diversity so that they are prepared to live and work in an international and multicultural environment. 

Institution-Specific Graduation Requirements: In addition to the 30 credits of system-wide general education core requirements mandated by the Board of Regents, institutions could identify up to 15 additional credits to meet each institution's specific graduation requirements. These additional course requirements are intended to provide opportunities for students to develop additional skills in academic areas related to the institution's mission. At DSU, the institutional graduation requirements focus on information literacy, written communication skills, and personal wellness, and require students to complete an additional 5 credit hours. After completing the institution-specific graduation requirements, students will:

1. Find, evaluate, and use information effectively in written communication in the social sciences.

2. Understand the importance and holistic nature of personal wellness and fitness.

Information Technology / Literacy Requirements: Finally, the Board of Regents also mandated that institutions add information technology / literacy requirements to the general education curriculum. These requirements are

intended to provide opportunities for students to develop additional skills in academic areas related to computer technology and/or the institution's mission. Because of the mission of the institution, DSU elected to add an additional nine credit hours in information technology / literacy requirements. The DSU faculty have defined information technology / literacy as the ability:

• To locate, evaluate, use, and communicate information.

• To use computers and related technologies to improve learning, productivity, performance, and quality of life.

• To understand and evaluate the impact, appropriateness, and ethical impact of technology.

• To assimilate, incorporate, and adapt to changes in technology.

At DSU the information technology / literacy requirements primarily emphasize software applications and programming. After completing their information technology / literacy requirements, students will:

1. Be knowledgeable and competent users of computer technology.

2. Use technology appropriately to understand processes and
concepts in math and science and to solve problems in those disciplines.

As indicated earlier, aspects of technology have been integrated into all courses and degree programs. Many faculty, for instance, use WebBoard for both their on-line and on-campus courses to promote class discussion and reflective thinking on course-related topics and to promote data / resource sharing. The reference librarians in the Karl Mundt Library also help develop students' abilities to find, evaluate, and use information by offering bibliographic and information literacy instruction for many courses in the curriculum. (A list of courses that include this instruction will be available in the documents room.)

In addition to these institutional requirements in information technology / literacy, students also complete additional coursework related to information technology in their major-field programs. (A summary of the information technology / literacy requirements in major-field degree programs will be available in the documents room.) It is the institution's goal to prepare students for real-world work requirements by emphasizing the use of computer technology in their discipline. Faculty members devote considerable effort to the development of students' critical thinking and analytical skills,

Aspects of technology have been integrated into all courses and degree programs.  

It is the institution's goal to prepare students for real-world work requirements by emphasizing the use of computer technology in their discipline. 

which are an important element of undergraduate education. At DSU, those higher-order reasoning skills also contribute to students' abilities to explore technology with a suitably skeptical eye and with a good sense of creativity in recognizing and undertaking appropriate use of that technology. DSU students make use of computer technology on a daily basis. Across the institution and across the curriculum, class assessments and students' grades are based in part on their success in using the appropriate application of technology to complete course requirements.

As might be expected, in the College of Business and Information Systems, nearly every course makes extensive use of computer technology, either as the subject being taught or as a tool for teaching and learning. For example, in OED 335 Office Automation, students use Publisher 2000 to produce newsletters for campus organizations. (Note: in the Spring 2000 curriculum cycle, this course was combined with OED 242 Office Procedures and renamed Office Systems, to reflect industry changes in office management.) The college also teaches the information technology / literacy courses taken by all DSU students. The first course, CSC 105 Introduction to Computers, offers students an in-depth, hands-on overview of state-of-the-art microcomputer software applications. This class requires students to integrate Microsoft Office 2000 software applications, FrontPage Internet development software, and PowerPoint presentation software into course projects. The other two information technology / literacy classes — CSC 150 Computer Science I: Principles of Programming and CIS 130 BASIC Programming — focus on programming fundamentals.

In the College of Education, the focus is on educational change, which requires intensive use of computers in professional education courses. As a result of the intense computing preparation they receive in their degree programs, both elementary and secondary education graduates are awarded a K-12 computer education endorsement. According to summary information provided each year for the Governor's office, on average, elementary and secondary education students at DSU spend 306 hours using technology software in their degree programs. (A copy of the current technology report, submitted annually to the governor, will be available in the documents room.)

In the College of Liberal Arts, faculty create specific web sites for the majority of the classes offered by the college, and they frequently contact

students by e-mail. Computers are used in intensive and imaginative ways in every discipline in the college:

• Art, Music, Speech, and Theatre: In all fine arts courses, students search web sites for background information. The College offers two courses in web publishing as well as Computer Aided Graphic Arts. Students learn not only the techniques of creating web pages and graphics, but also evaluation techniques. Students are taught to use computer software for music analysis and arranging.
General education speech courses require presentations using PowerPoint. Theatre classes use graphics and sound for full multimedia presentations.

• English: All composition classes meet in computer labs and students are specifically taught methods of writing appropriate to computerized composition. Students frequently use web discussion boards. Literature courses (such as English Literature II) assign student-created web pages in place of traditional research papers.

• Fitness-Wellness, Health, and Physical Education: PowerPoint presentations have become the norm for many lectures and in-class demonstrations. Often, the materials from these PowerPoint presentations are made available to students for review.

• History, Political Science, and Sociology: Students are assigned Internet research projects for which they find web sites and listservs that provide information traditionally found only in on-campus libraries.

In the College of Natural Sciences, computer technology is part of the foundation for study in all the disciplines. The expectation is that students will have a secure competence in the basics of computer technology. That expectation begins in the introductory courses in all the disciplines. Higher-level courses build on that initial skill and expand the use of technology to incorporate computer-aided data acquisition, analysis, and presentation. The SMART Lab provides a setting for students to engage in a wide variety of experimental studies (primarily in team-based small groups) for studies in physics, chemistry, earth science, and biology. A major advantage of the computerized SMART Lab data collection and analysis systems is that they free the students from the mechanics of manual data collection and allow them to concentrate on recognition and interpretation of patterns in the data and their scientific significance. Mathematics courses, in particular, make use of a variety of software for problem solving, modeling, and graphical representation. All disciplines make use of the on-line library facilities that provide excellent access to primary literature and the popular press.
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Assessment of Student Achievement In Undergraduate Academic Programs

DSU has a long history of program and student assessment at the undergraduate level. Surveys to assess student and alumni satisfaction were first used during the 1970s and placement testing of incoming students began in the early 1980s. The late 1980s marked the beginning of a new assessment era, with the creation of the university-wide Assessment Coordinating Committee. In 1992, the University established the Assessment Office and hired a full-time assessment specialist to facilitate the collection and analysis of the data and the distribution of assessment reports. These annual assessment reports represented the first time that the administration had provided the deans, faculty, and staff with a comprehensive summary of the assessment activities conducted by the institution. (A complete set of annual assessment reports, dating from 1993, will be available in the documents room.)

In Fall 1993, the vice president for academic affairs asked the faculty-based Assessment Coordinating Committee to develop a formal assessment plan for the institution. The faculty committee was responsible for designing the institution's three-tiered framework for assessment (entry-level, general education, and major-field assessment _ described below) and took specific responsibility for designing and implementing general education assessment. The planning process continued over the next two years, with the draft document submitted to the general faculty for discussion and revision prior to its formal adoption in January 1995. In February 1995, DSU submitted its assessment plan to NCA and, in April 1995, the NCA reviewers expressed their confidence that DSU ". . . successfully demonstrated through its plan and program a deep commitment to the assessment of student academic achievement in a serious and professional manner." (A copy of the DSU Assessment Plan approved by NCA in 1995 will be available in the documents room.)

The assessment plan submitted to NCA for approval in 1995 specified a three-tiered assessment process for the institution:

• Entry-level assessment to ensure appropriate course placement for all freshmen and transfer students.

• General education / proficiency assessment to ensure that basic knowledge and skills were being provided to students and that

In April 1995, the NCA reviewers expressed their confidence that DSU ". . . successfully demonstrated through its plan and program a deep commitment to the assessment of student academic achievement in a serious and professional manner." 

goals set for the system-wide general education core curriculum were being met.

• Major-field assessment to ensure that graduates were proficient in their academic discipline. 

Institutional Assessment at DSU from 1995 to 2000: The assessment policies and practices that were incorporated into the 1995 assessment plan evolved from those put into place at the beginning of student outcomes assessment at the institution. In the last five years, the institution's assessment policies and practices have moved away from some of the practices incorporated into the 1995 plan, although many of the primary principles of that plan are still a vital part of the current one. Since 1995, the Assessment Coordinating Committee has been responsible for:

• Dissemination of assessment information to faculty, staff, and
students through publication of articles in the university's newspaper and distribution of annual summary reports.

• Extensive revision of the general education assessment plan.

• Recommendations for change to the institution's assessment policies and procedures.

• Supervision of the annual and 5-year assessment plan review
processes.

At DSU, the keys to integration of assessment into the institutional culture have been the commitment of faculty and administration to the assessment process, the presentation of assessment data locally and statewide, and the use of assessment data to effect institutional change. Some accomplishments in the assessment process over the last five years include:

• Widespread communication of assessment results: Over the past five years, the Assessment Coordinating Committee and the administration have focused on sharing assessment data through newsletters, faculty/staff meetings, newspaper articles, and the DSU web site.

• Development and presentation of a formal information
technology / literacy assessment plan: All levels of assessment include at least one goal related to information technology / literacy. The institution's information technology / literacy assessment plan has been approved by the DSU faculty and by the BOR.

• Faculty involvement: The Assessment Coordinating Committee has widespread faculty involvement, with representation from each of the colleges, the library, and the distance education office. The

The Assessment Coordinating Committee has widespread faculty involvement, with representation from each of the colleges, the library, and the distance education office. 

faculty based committee retains responsibility for oversight of the institution's assessment plan and provides guidance to college faculty, who have responsibility for the individual colleges' major-field assessment plans. DSU faculty were actively involved in the review and revision of the system-wide general education assessment goals and have been actively involved in moving the DSU assessment plan into compliance with BOR mandates.

• Significant progress in implementation of assessment plans in all academic programs: During the 1999-2000 academic year, the faculty in each academic program reviewed their 1995 assessment plans and, where necessary, revised the plans to include an information technology / literacy goal. The deans annually present a review of major-field assessment activities and an analysis of major-field assessment data to the college faculty and to the Assessment Coordinating Committee.

• Completion of the 5-year assessment plan review process: During Spring 2000, an assessment task force was formed to initiate a five-year review of the institution's assessment process. The primary focus of their review was to ensure that assessment data was used for institutional improvement and for guiding the institutional budget process. (A summary of the assessment review process, including the 5-year review, can be found in the 2000 assessment plan.)

Over the last 10 years, DSU's assessment efforts have resulted in a mature and comprehensive plan that exhibits many of the characteristics of NCA's third level of implementation, as described in NCA's Addendum to the Handbook of Accreditation, March 2000. }
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Stage One—Beginning implementation of assessment programs: DSU completed this phase of implementation prior to submitting its plan to NCA in 1995. By 1995, the Assessment Coordinating Committee had developed and implemented a general education assessment plan that was approved by the general faculty. College faculty had also adopted and begun to implement assessment plans with goals, student outcomes, and assessment criteria for each academic program. 
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Stage Two—Making progress in implementing assessment programs: Since 1995, assessment data has been collected and analyzed on an annual basis. The data has been used to guide curricular changes and to guide the institutional budget process. In addition, the general education assessment plan and the original major-field assessment plans have been reviewed and revised by the committee and/or the college faculty. 
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Structure/Administration: The assessment plan includes an annual calendar of assessment activities. The Assessment Coordinating Committee actively works with colleges and with faculty to develop effective feedback loops so that information is shared with all institutional constituents and used for institutional improvement. The assessment specialist, who reports directly to the vice president for academic affairs, works with the assessment committee and with subcommittees / task forces to ensure that assessment activities are planned and executed efficiently and appropriately. The Assessment Coordinating Committee is a faculty-based committee but also includes student representation. (Details on current committee membership and reporting structures are included in the 2000 DSU Assessment Plan, which will be available in the documents room.) 
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Faculty Involvement / Efficacy: The NCA Commission statement on assessment of student academic achievement does not prescribe a specific methodology for assessment. Instead it calls on each institution to structure an assessment program around its stated mission and educational purposes. Because of DSU's computer-oriented mission, each level of assessment at DSU includes at least one goal related to information technology / literacy (described in detail later in this chapter). College faculty are actively involved in every phase of assessment (from developing the plans, to helping with data collection, to analyzing the data and suggesting curricular changes to improve student performance). Ample evidence exists that the colleges are using assessment data to improve student learning and teaching. For example, an analysis of student performance on the standardized, on-line computer exam used in information technology / literacy assessment suggested that the introductory-level computer skills courses needed to include more content on hardware and networking issues. As a consequence, the information systems / computer science faculty modified the content of CSC 105 Introduction to Computers to include a five-chapter book covering these topics. Additional examples of faculty involvement in the use of assessment data can be found later in this chapter. 
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Resources: The strategic initiatives for each college include at least one initiative related to assessment. These strategic initiatives have a direct link to the budgeting process through the colleges' O&M funding. In addition, the Assessment Office has a budget that is sufficient to provide the materials and

technology / clerical support needed to sustain a viable assessment program. In the last few years, the Assessment Office responsibilities have expanded into areas of institutional research and analyses, and the budget has been increased to accommodate this expansion. 
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Stage Three— Maturing stages of continuous improvement: The DSU assessment plan and processes are mature enough to place the institution in the third stage of assessment per the NCA guidelines. 
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Mission: The institution recognizes the importance of assessment through its strategic planning process. The DSU academic catalog includes a discussion of appropriate student learning and identifies the specific assessment activities that students participate in during their college enrollment. To accommodate institution-wide assessment activities, classes are dismissed for one day in the fall and spring semesters. 
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Structure/Administration: The assessment of student learning has become central to DSU's culture. Faculty annually review the major-field assessment plans and revise them if necessary. Assessment policies also require that the plan, in its entirety, be reviewed every five years. During the 1999-2000 academic year, the institution's comprehensive assessment plan (originally approved by NCA in 1995) underwent a five-year evaluation and was modified to reflect changes in the institution, in BOR mandates, and in institutional assessment practice and policy. (A copy of the 2000 assessment plan will be available in the documents room.) Class syllabi typically include specific student outcomes, which relate to program or general education assessment goals. The results of assessment activities are incorporated into faculty review of academic programs, and assessment results are now part of the discussion process when faculty propose course and/or program changes. 
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Faculty Involvement / Efficacy: An assessment culture has emerged at DSU, sustained by faculty and administrative commitment to use assessment data for institutional improvement. For example, both the Academic Council and the Curriculum Committee request assessment data to justify curricular changes prior to approving them. DSU has also put considerable effort into increasing campus- and community-wide recognition of students' assessment achievements. The results of the 1999 Employer Survey were published in both the University's newspaper and the local newspaper. The results of proficiency testing and other general education assessment activities are

DSU has also put considerable effort into increasing campus- and community-wide recognition of students' assessment achievements. 

regularly published on the web and in the University's newspaper and, on occasion, in the local newspaper. The faculty continuously document changes made in pedagogy, curriculum, and course content as a result of assessment data. 
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Resources: The Assessment Office budget is reviewed annually and has been expanded in FY00 and again in FY01 to cover the additional costs related to institutional research and evaluation. The Assessment Office staff has also been increased to include a half-time secretary in addition to the work-study position that has traditionally been assigned to the office.
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DSU's Current Assessment Plan: As described earlier, the assessment plan submitted to NCA for approval in 1995 specified a three-tiered assessment process for the institution:

• Entry-level assessment to ensure appropriate course placement for all freshmen and transfer students.

• General education / proficiency assessment to ensure that basic knowledge and skills were being provided to students and that goals set for the system-wide general education core curriculum were being met.

• Major-field assessment to ensure that graduates were proficient in their academic discipline.

Although the three-tiered plan of assessment has remained intact, other parts of the assessment plan and related assessment policies have been updated to reflect changes in the institution and its academic programs. A practice that has not changed, however, is the use of assessment data to determine whether or not institutional and curricular goals have been met and to strengthen course content and programs. (Copies of both the institution's NCA-approved assessment plan and the revised assessment plan will be available in the documents room, along with annual summary reports for each of the three levels of assessment activities.) 
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Entry-Level Assessment: It is the policy of Dakota State University to assess the basic skills of all incoming, degree-seeking students. To ensure that students are proficient in the skills and competencies necessary to successfully complete general education coursework, student competencies in reading, writing, and mathematics are evaluated. Because computer skills are critical to DSU's mission, students' computing and keyboarding skills are also evaluated. The Entry-Level Assessment Committee has been given

Because computer skills are critical to DSU's mission, students' computing and keyboarding skills are also evaluated. 

responsibility for the entry-level component of the DSU Assessment Plan. During 1998-1999 and again in 1999-2000, the committee reviewed and revised the policies and the goals. (See DSU policies 03-12-00 and 04-11-00.) The entry-level assessment process is used to ensure that students will:

1. Be prepared for general education coursework because they have basic competency in using expository writing skills.

2. Be prepared for general education coursework because they have basic competency in understanding and manipulating the symbol systems of mathematics.

3. Be prepared for general education coursework because they have basic competency in computing skills.

4. Be prepared for general education coursework because they have basic competency in reading and study skills.

Entry-Level Assessment _ Procedures and Activities: Since the early 1980s, all incoming, degree-seeking students have been tested in writing, mathematics, and reading. Because the DSU mission is so closely tied to computer skills, incoming students' keyboarding and computing skills were also tested. In Fall 1999, the Entry-Level Assessment Committee reviewed the placement procedures and course recommendations for keyboarding and computing skills. Based on assessment data, the committee recommended that the keyboarding test be administered on a "request only" basis since the majority of the incoming students had adequate keyboarding skills. The committee also recommended that the written test of computing skills be changed to reflect topics covered in the introductory computing skills course (CSC 105 Introduction to Computers). Beginning in Fall 2000, the written test of computing skills will be administered during pre-registration to all incoming, degree-seeking students and administered again during general education assessment testing.

The writing placement process has also been revised, based on a system-wide mandate from the Board of Regents. Effective Spring 2000, all entering students were placed in the appropriate math, English, and reading courses based on their Enhanced ACT scores. Students who do not have Enhanced ACT scores complete a computerized COMPASS exam in those same areas. At the system level, the English course sequence has been changed to include a variable-credit remedial course (ENGL 031, ENGL 032, and ENGL 033 Basic Writing). Students who need remedial work in English are placed in a

1-, 2-, or 3-credit section, depending on their ACT English scores or their COMPASS scores.

As part of the pre-registration process, students receive their placement test reports and register for the appropriate courses with the assistance of a faculty advisor. Students testing above the general education level in math register for the appropriate higher-level course. Students are also provided with a list of the skills required to complete the departmental exam for credit in CSC 105 Introduction to Computers. Students testing below the minimum required level in English, math, and/or reading must satisfactorily complete the required remedial coursework within 24 credit hours of attempted coursework. Students who need additional help in keyboarding may complete an eight-week keyboarding course. During the admission and placement process, ACT scores, high school rank, high school grades, and/or college course grades are evaluated and enrollment recommendations / mandates are provided in writing to the student. The Entry-Level Assessment Committee, with assistance from the Assessment Office, prepares an annual report of entry-level assessment data and its relation to general education assessment goals and overall student performance. (Copies of these annual reports will be available in the documents room.) The committee's full report is submitted to the Assessment Coordinating Committee and to the vice president for academic affairs. A summary report, highlighting strengths and concerns, is distributed to the general faculty and the administrative councils. The chair of the Entry-Level Assessment Committee also provides an annual update on the committee's actions to the Assessment Coordinating Committee. 
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Academic Changes Based on Entry-Level Assessment Data: Based on an evaluation of incoming students' keyboarding skills, the Entry-level Assessment Committee recommended that OED 111 Keyboarding be dropped as a remedial course requirement. Instead, the entry-level keyboarding exam will be given on request, and students who need assistance will be able to purchase the software and tutorials needed to increase their keyboarding skills. The Committee also recently revised the written computer skills test based on data from the general education computer exam. Beginning with incoming students in Fall 2000, students will complete a revised written skills computing test upon entry at DSU and again during general education assessment. This data will provide a longitudinal comparison for the faculty to use in revising the curriculum of the general education computer courses.
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General Education Assessment: It is the policy of Dakota State University to assess the general education curriculum on an annual basis. The Assessment Coordinating Committee has responsibility for general education assessment. During 1994 and 1995, this committee developed specific goals, outcomes, and criteria to assess the general education curriculum. During 1998 the general education curriculum underwent a statewide review that resulted in a set of seven, system-wide general education goals. These goals ensure that all graduates in the Board of Regents system complete an identifiable and coherent undergraduate, general education component. The system-wide general education component also ensures students' ease of transfer between BOR institutions. Dakota State University has incorporated the BOR-mandated general education goals, criteria, and coursework into its general education assessment process and has developed additional goals concerning information literacy, personal wellness, and written communication. These additional goals are also assessed as part of the general education assessment plan (described in more detail below). The complete list of courses which meet each goal and the number of credit hours required are listed in the institution's assessment plan (available in the documents room.) The system-wide general education goals are intended to ensure that all graduates have proficiency in the skills and competencies essential for college-educated adults. Based on the system-wide general education goals, students will:

1. Write effectively and responsibly and understand and interpret the written expression of others.

2. Communicate effectively and responsibly through speaking and listening.

3. Understand the structures and possibilities of the human community through study of the social sciences.

4. Understand and appreciate the human experience through arts and humanities.

5. Understand and apply fundamental mathematical process and reasoning.

6. Understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

7. Understand and be sensitive to cultural diversity so that they are prepared to live and work in an international and multicultural environment.

Based on the goals set for Dakota State University's institutional graduation requirements, students will:

1. Find, evaluate, and use information effectively in written communication in the social sciences.

2. Understand the importance and holistic nature of personal wellness and fitness.

Based on the goals set for Dakota State University's information technology / literacy requirements, students will:

1. Be knowledgeable and competent users of computer technology.

2. Use technology appropriately to understand process and concepts in math and science, and to solve problems in those disciplines.

General Education Assessment — Procedures and Activities: From 1990 until 1998, DSU students participated in assessment activities on an annual assessment day during the spring semester. Beginning in Fall 1998, the Assessment Coordinating Committee added a fall assessment day. All daytime classes are canceled on both assessment days to enable students to participate in a variety of assessment activities. Since 1989, DSU students have completed the Collegiate Assessment of Academic Proficiency (CAAP), composed of five standardized tests: Writing Skills, Mathematics, Reading, Critical Thinking, and Science Reasoning. Because DSU students need high-level computer skills, they also complete an on-line computer assessment activity. The Computer Skills Assessment Project (CSAP) is a locally developed, on-line assessment tool, designed to measure students' competencies in software applications and programming and their knowledge of computer technology. The faculty in the College of Business and Information Systems developed this assessment project in 1994, have continuously reviewed student performance, and, when necessary, have updated the exam. In addition to these exam-based assessment activities, students report their satisfaction in nine areas related to the general education goals. During 1999-2000, students participated in the pilot test of a new computer competency exam (Tek.Xam) being developed by the Virginia Foundation of Independent Colleges. The Tek.Xam, developed to measure students' skills in five areas, closely matches areas tested in DSU's locally developed computing skills exam. During Fall 2000, the Assessment Committee will again review the Tek.Xam to decide whether the locally

Because DSU students need high-level computer skills, they also complete an on-line computer assessment activity. 

developed exam or the Tek.Xam best measures DSU students' general education computing skills.

The South Dakota Board of Regents initiated a statewide proficiency testing program in Spring 1996. Following a two-year pilot phase, the BOR selected the CAAP as the proficiency exam and set minimum performance levels in four areas: writing, reading, science reasoning, and mathematics. (Because DSU was already using the CAAP as part of the general education assessment process, this BOR mandate required very little adjustment in DSU's general education assessment plans. The most significant change was dropping the critical thinking exam, which had been used by DSU but which was not incorporated into the BOR mandate.) The BOR-mandated, proficiency testing process is designed to ensure quality in the system-wide general education curriculum and to ensure that students develop proficiency in the skills and competencies essential for all college-educated adults. Students and their advisors receive copies of the students' individual test reports. The institution also receives data summarizing the performance of all DSU students in a particular test group. The group results are used as one means of assessing DSU's general education curriculum. Figure 1: Collegiate Assesment of Academic Proficiency (CAAP) _ Comparison of DSU and National User Norms (below) compares DSU students' CAAP scores to the national user norms for the period of 1999-2000. 
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  Figure 1:  Collegiate Assessment of Academic Proficiency (CAAP)

Comparison of DSU and National User Norms

One primary area of interest in assessment is the link between students' entry-level skills and the skills they acquire as they progress through the general education curriculum. To document this linkage, Enhanced ACT scores and CAAP scores are compared in a value-added report prepared by the ACT research department. The Assessment Office produces an annual report that includes this data along with information on the other assessment activities. This information is used to determine whether the assessment criteria for each of the general education goals have been met. The Assessment Coordinating Committee reviews this data and prepares a summary report for the general faculty. The summary highlights the areas of strength and concern and includes a request for recommendations or comments. When the recommendations include curricular changes, the committee forwards them to the appropriate faculty groups and/or committees. A flow chart depicting the process for curricular change is included in the institution's assessment plan (available in the documents room). 
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Academic Changes Based on General Education Assessment Data: The information systems / computer science faculty revised the programming section of the CSAP after the first two test administrations. Although students' scores improved on the revised version, students' performance is still not as high as expected in the segment of the on-line exam which covers programming. The faculty and the Assessment Coordinating Committee continue to review student performance relative to faculty expectations and may revise general education goals and outcomes associated with programming. Student achievement on the CSAP also prompted the College of Business and Information Systems to increase CSC 105 Introduction to Computers from two to three credits, beginning in Fall 1999. And, assessment data from the employer survey and from the Tek.Xam prompted the faculty who taught CSC 105 to incorporate topics related to hardware and networking into the course. After reviewing assessment data from the last three years, the faculty from the College of Liberal Arts recently revised the format of the English courses to provide more intensive writing help for students. In addition, the reading development course will incorporate more timed readings to increase the students' success on the CAAP reading test.
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Information Technology / Literacy Assessment: Assessment of information technology / literacy occurs at three levels at DSU: in entry-level

assessment, in general education assessment, and in major-field assessment. The information technology / literacy requirements adopted by DSU are intended to provide opportunities for students to develop additional skills in academic areas related to computer technology. At DSU, the information technology / literacy requirements emphasize software applications and programming. 
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Information Technology / Literacy in Entry-Level Assessment: The goal of all entry-level assessment is to ensure that students are prepared for general education coursework. The goal of entry-level information / technology literacy assessment is to ensure that students have the appropriate computing and keyboarding skills to successfully complete the required information technology / literacy requirements. As part of the pre-registration process, incoming, degree-seeking students are given a written computer skills / knowledge exam. This exam is administered again during general education assessment testing and is intended to provide longitudinal data on student achievement relative to information technology / literacy. Students are also given an opportunity to measure their keyboarding skills _ skills that are necessary to succeed in the required information technology / literacy coursework since course grades are determined, in large part, by students' performance on on-line exams. Students who cannot type at 30 words per minute with three or fewer errors are encouraged to complete a self-paced, eight-week keyboarding course. 
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Information Technology / Literacy in General Education Assessment: Information technology / literacy assessment has also been incorporated into general education and proficiency assessment. Based on the goals set for Dakota State University's information technology / literacy requirements, students will:

1. Be knowledgeable and competent users of computer technology.

2. Use technology appropriately to understand process and concepts

in math and science and to solve problems in those disciplines.
Students are expected to be knowledgeable and competent users of computer technology. This assessment goal is linked to coursework required to meet the information technology / literacy graduation requirements (CSC 105 Introduction to Computers and either CSC 150 Computer Science I:

The information  technology / literacy requirements adopted by DSU are intended to provide opportunities for students to develop additional skills in academic areas related to computer technology.

Principles of Programming or CIS 130 BASIC Programming). Three student outcomes have been identified for this assessment goal:

• Demonstrated competence in the use of application software.

• Demonstrated competence in programming concepts.

• Demonstrated knowledge of computer technology.

Assessment activities for these student outcomes generally occur at the sophomore level, when students have completed 48 credit hours at or above the 100-level. To demonstrate these competencies, students take the on-line portion of a locally developed computer skills exam known as the Computer Skills Assessment Project (CSAP). This assessment tool was developed by DSU faculty in Spring 1994 and has been used every semester since. The assessment tool has been shared with other regental institutions in the state and at least one other campus has adopted it or a variation of it for their own information technology / literacy assessment. The on-line exam measures students' skills in word processing, database management, spreadsheet applications, graphic presentation of data, accessing information via Internet, and importing data into documents. In Fall 1999, students could choose between the CSAP and the Tek.Xam, a national, on-line computer technology exam in the pilot testing phase. About 50 students chose to participate in the pilot test, which was conducted to help set national norms. During Spring 2000, all students completed the Tek.Xam. The Assessment Coordinating Committee will review assessment data during Fall 2000 and make a final decision on whether the students will complete the locally developed CSAP or the nationally normed Tek.Xam. Figure 2: Fall 1999 Tek.Xam Computer 
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Figure 2:  Fall 1999 Tek.Xam Computer Certification Test Results

Comparison of DSU and National User Norms

Certification Test Results _ Comparison of DSU and National User Norms (above) summarizes DSU students' performance on the Tek.Xam in the first semester it was used at DSU.

Students are also expected to use technology appropriately to understand processes and concepts in math and science and to solve problems in those disciplines. This assessment goal is linked to lab-based, general education coursework (MATH 112 Quantitative Mathematics and technology / graphing concepts incorporated into the general education, natural science labs). Three student outcomes have been identified for this assessment goal:

• Demonstrated competence in the ability to identify, retrieve,

evaluate, and apply mathematical and scientific information. 

• Demonstrated competence in the ability to create tables, graphs, and interpret information.

• Demonstrated competence in the ability to use appropriate technology as a tool in interpreting and communicating scientific and mathematical information. 

To demonstrate these competencies, students complete the graphing and the information literacy portion of the Computer Skills Assessment Project. This portion of the exam was developed by DSU faculty in Fall 1999.

In addition to the assessment goals specific to information technology / literacy, the DSU faculty also adopted an institutional graduation requirement that is clearly linked to both general education and information technology / literacy coursework. Students are expected to find, evaluate, and use information effectively in written communication in the social sciences. This assessment goal is linked to selected, writing-intensive courses in the social sciences. (Courses that meet this requirement are identified in the academic catalog.) Six student outcomes have been identified for this assessment goal:

• Demonstrated competence in the ability to use information to accomplish a specific goal.

• Demonstrated competence in the ability to identify and retrieve information for writing in a social science context.

• Demonstrated competence in the ability to use information ethically.

• Demonstrated competence in the ability to use technology as a communication tool.

• Demonstrated competence in the ability to evaluate information within historical, political, or social perspectives.

• Demonstrated competence in the ability to work comfortably with a variety of information media and formats in order to address social issues.

Information Technology / Literacy in Major-Field Assessment: Finally, information technology / literacy is also included as part of major-field assessment in every degree program. Every degree program has at least one information technology / literacy or technology goal; many have more, depending on the discipline. Some information technology / literacy coursework is required in every major in every degree program _ from at least one additional course up to 14 additional courses in the computer science discipline. Assessment activities related to information technology / literacy goals in the major typically occur at the senior level (i.e., completion of an exam such as the MFAT from Educational Testing Service or a portfolio assessment). In addition, employer survey data is collected one year after graduation, and graduate survey data is collected one and three years after graduation. 
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Information Technology / Literacy Assessment _ Policies and Procedures: Because information technology / literacy is incorporated into all three levels (entry-level, general education, and major-field) of coursework at DSU, the institution has incorporated information technology / literacy assessment into the general policies governing these three levels of assessment (DSU Policies 03-09-00, 03-10-00, 03-11-00, and 03-12-00). As described in the sections above, the assessment methods and activities used to demonstrate students' competencies in the other assessment areas are also used to demonstrate students' competencies in information technology / literacy. For example, employers are surveyed to determine whether or not graduates can competently find, evaluate, and use information related to their job. (Employer surveys have been used at DSU since Summer 1993.) Other assessment instruments, such as student grades, student portfolios, and graduate surveys, are also used to determine whether or not the information technology / literacy assessment outcomes are achieved. 
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Academic Changes Based on Information Technology / Literacy Assessment Data: Although the formal process for assessment of information technology / literacy has only recently been established, some academic changes have already resulted. For example, in the College of Education,

Some information technology / literacy coursework is required in every major in every degree program _ from at least one additional course up to 14 additional courses in the computer science discipline. 

elementary education graduates are expected to use technology creatively and appropriately. This student outcome is measured using data gathered from employer surveys. Faculty determined that at least 85 percent of employers should rate students as good or very good in the creative use of technology. For the last two years, about 74 percent of the employers rated graduates as good or very good. As a consequence, the College of Education has proposed curricular changes in the elementary education major that will go into effect in Fall 2000. As mentioned above, the content of CSC 105 has also been modified to include more information on general computing concepts (particularly hardware and networking concepts). 
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Major-Field Assessment: The goal of this component of the assessment plan is to evaluate students' mastery of the knowledge appropriate to their major field and to assess the curriculum within each major. The faculty from each college has developed goals, outcomes, and assessment criteria for each major. (Assessment plans for every major in every degree program will be available in the documents room.) Although each college has unique goals, outcomes, and criteria for its degree programs, a common set of guidelines was used to develop and document the major-field assessment plans for each degree program. (These guidelines are included in the DSU assessment plan, which will be available in the documents room.) Because the DSU mission is so closely tied to computer technology, goals, student outcomes, and criteria that address these abilities are included in the assessment plans for each of the degree programs.

In addition to the assessment activities adopted by the colleges, the institution has developed several survey instruments to evaluate the institution's degree programs. The DSU Employer Survey has been used since 1993 to survey employers of the previous year's graduates. The DSU Graduate Survey has been used since the 1980s to assess graduates' level of satisfaction with the curriculum in their major programs. Both of these surveys are also used to assess areas that are central to DSU's mission, such as computer technology and communication skills. 
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Major-Field Assessment — Procedures and Activities: Since 1989, all candidates for graduation in associate-and baccalaureate-degree programs have been assessed during their last semester of enrollment. On DSU Assessment Day, students complete various assessment activities specific to

their major field of study. Students in many degree programs also participate in capstone courses, internships, and other experiences related to the assessment plan. (A summary of the assessment activities used by each college is included in the institution's assessment plan, which will be available in the documents room.)

The faculty of each college is responsible for the development and administration of major-field assessment activities. The Assessment Office is the central clearinghouse for all major-field assessment plans, including copies of the testing instruments, and is responsible for maintaining a longitudinal database. Students and their advisors receive individual results with a comparison to DSU populations and national norms, if applicable. The analysis and interpretation of major-field assessment data is the responsibility of the faculty within each college. DSU's assessment procedures require that major-field assessment plans be reviewed annually and a summary report of that review be submitted to the Assessment Coordinating Committee. In addition to this annual assessment review, the college also submits a summary of major-field assessment activities and students' performance on those activities to the Assessment Committee. This annual summary report from the college must also include an action plan with explanation (e.g. recommendations for changes in curriculum or assessment process).

The instruments used in major-field assessment vary from college to college and may include assessment activities that are incorporated into major-field coursework or assessment activities that are independent of major-field coursework. Standardized tests, portfolio assessment, and student presentations or performance provide verification of student skills and knowledge levels. And, when similar assessment activities are used over a long period of time, assessment results can help faculty link student performance more directly to curricular change. Because they are intimately acquainted with both individual students' skills and knowledge and with program requirements, advisors also play a key role in monitoring student skills and knowledge relative to the curriculum.

All degree programs are evaluated through a regular review process that requires a formal, external review every seven years. (Copies of the program reviews from the external evaluators during the last seven-year cycle will be available in the documents room.) Some degree programs (such as respiratory

Advisors also play a key role in monitoring student skills and knowledge relative to the curriculum. 

care and health information management) are also evaluated through their national accrediting agencies. All degree programs related to secondary education, elementary education and special education are evaluated as part of the NCATE accreditation. 
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Academic Changes Based on Major-Field Assessment Data: Since 1995, each college dean has annually reported the results of major-field assessment (and academic changes made as a result of that assessment) to the Assessment Coordinating Committee. These reports include a summary of the assessment data and an action plan for any recommended changes in the assessment process or the curriculum. The monitoring of student progress is a crucial element of program assessment and provides students, faculty, and administrators with vital information about program quality, since the reports also highlight areas of strengths and concerns within the degree programs. (Copies of each college's annual reports for the past three years will be available in the documents room.) Examples of program changes implemented in the 1999-2000 academic year because of assessment data include:

• Faculty in the College of Natural Sciences recently developed a physical science degree program, now approved by the Board of Regents, which combines and replaces the current programs in chemistry and physics. These program changes were initiated, in part, because of employer feedback collected during major-field assessment activities. 

• Based on graduate and employer survey data, selected courses in the physical health education major are incorporating peer teaching to increase students' communication and teaching skills.

• Graduate survey data and major-field assessment test results for English for Information Systems majors indicated a need for additional background in on-line writing and Internet and Web publishing. As a result, two courses focusing on these topics are now included in the documentation and publishing option in that major.

• Based on results from the major-field assessment tests, the health information management faculty are reviewing content in sub-domain areas and soliciting input from HIM practitioners.

• In addition to other assessment activities, faculty in the College of Education now prepare formal classroom observations for students doing field experiences activities. Letters of recommendation (typically using these formal observations) are required for entry into the teacher education program and into student teaching.

Students having difficulty with coursework, field experiences, student teaching, or other requirements in teacher education may be placed on a Professional Development Plan (PDP). The plan is designed to address specific areas identified as needing remediation. Clearly defined goals, objectives, responsibilities, and deadlines help focus on solutions to the student's performance difficulties. This plan is developed by the advisor and/or the university supervisor, in consultation with the student.
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Annual Assessment Review Process: As mentioned above, the Assessment Coordinating Committee initiated a five-year assessment review during the 1999-2000 academic year. A task force reviewed each of the college's assessment plans and provided feedback to the Assessment Coordinating Committee on:

• Evidence of goals, outcomes, and assessment criteria for each major that meet NCA's criteria for assessment plans (i.e., the outcomes must be measurable and the assessment criteria must include both direct and indirect measures of student learning). 

• Evidence of faculty involvement in the assessment process (i.e., minutes of the college meetings, on-line discussions, and additional notes on the faculty's use of assessment data). 

• Evidence that the faculty have analyzed the data, developed a summary and interpretation of the data, and provided a detailed action plan for any proposed curricular changes. 

• Evidence that the assessment process has been communicated to faculty, staff, and students (i.e., e-mail notices, letters to students, and publication of college and committee meeting minutes).

• Evidence that assessment data has been used for curricular and/or program modifications (i.e., assessment data used to justify curricular and/or program changes on the forms submitted to the DSU Curriculum Committee and to the Academic Affairs Council for system approval of curricular changes). 

In addition to this task force review, the Assessment Coordinating Committee also conducted a five-year review of the assessment plan itself and the institution's assessment policies and procedures, to ensure that the documented plan reflects current practice and to ensure that policies and procedures are appropriate for the institution. The revised assessment plan will be submitted to the general faculty for their approval early in Fall 2000. (Documentation of the process used to complete the assessment review process will be available in the documents room. The revised assessment plan will also be available in the documents room.) The Assessment Office

The Assessment Coordinating Committee also conducted a five-year review of the assessment plan itself and the institution's assessment policies and procedures, to ensure that the documented plan reflects current practice and to ensure that policies and procedures are appropriate for the institution.

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prepares detailed annual reports on this data and publishes short news articles summarizing the results.
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Institutional Assessment: Formal assessment of the functional units within the institution began in 1997 when DSU adopted a strategic planning process. The institutional strategic vision statement and seven strategic initiatives were adopted in Fall 1997. Since that time, each functional unit has developed annual strategic initiatives with measurable objectives (See Appendix A, B, and C for the strategic initiatives for academic affairs, business affairs, and student affairs for FY00.) These strategic initiatives are evaluated on an annual basis using data from a variety of sources. Primary sources of institutional assessment data include:

• Student Satisfaction Inventory (SSI) - administered every fall to a random sample of students. This instrument, designed by Noel-Levitz, Inc., has been used since Fall 1998. The SSI replaced the ACT Student Opinion Survey, which had been used at DSU since the 1970s. The SSI measures students' satisfaction with a wide range of college experiences.

• Campus Quality Survey (CQS) - administered in Fall 1998 and in Spring 2000 to all faculty and staff. This instrument, designed by the Performance Horizon Consulting Group, provides data on employee satisfaction with the University's programs, services, and activities. It also measures employees' satisfaction and expectations in eight quality categories closely related to the Presidential Award for Quality and the Malcom Baldridge National Quality Award.

• Student Opinion Survey (SOS) - administered to students in every lass every semester. This instrument, designed by faculty at DSU, was revised in 1997. The instrument includes university-wide questions as well as college-specific questions (and faculty- specific questions, if the faculty member chooses to include them). Data from the university and college questions are also used to evaluate faculty performance and to determine salary increases. 

• DSU Graduate Survey - sent to graduates at one and three years after graduation. A form of the graduate survey has been used since the early 1980s. The current instrument was revised by the Assessment Coordinating Committee in 1995. It measures graduates' satisfaction with their abilities in several key areas, including computer and communication skills. 

• DSU Employer Survey - sent to employers of the previous year's graduates. This instrument, developed by the Assessment Coordinating Committee, has been used since 1993. The Employer Survey provides data on the graduates' abilities in several areas, including computer and communication skills.

Each functional unit has developed annual strategic initiatives with measurable objectives.

Data from these survey instruments is available for use by all of the functional units within the institution. For example, data from the student satisfaction inventory is used to evaluate the performance of units within student affairs and to evaluate the efficacy of many student service programs and activities. Selected data from these survey instruments is also used at the administrative level to help determine the unit's annual O&M and staffing budgets. Figure 3: How Satisfied Are DSU Students Compared to Other Four-Year Public Institutions? illustrates DSU student ratings on the Student Satisfaction Inventory for the past two years and compares them to national 
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Figure 3: How Satisfied Are DSU Students Compared to Other Four-Year Public Institutions?

  Not satisfied at all                                                                   Very Satisfied

                                    Average Satisfaction Ratings