Program Outcomes, Learning Outcomes & Assessments

Introduction

The College of Interdisciplinary Studies offers a Bachelor of Science degree in Interdisciplinary Studies and Bachelor of Science Degree concentrations in four online-only degrees in collaboration with the Regents Online Campus Collaborative through the Tennessee Board of Regents (TBR).graph wb

These accredited degree programs were developed by Curriculum Committees composed of members from all participating schools. Numerous system-wide committees approve and evaluate the aspects of the programs.

Accredited by the Southern Association of Colleges and Schools (SACS).

Mission

The College of Interdisciplinary Studies is a university-wide outreach and service unit whose mission is to provide innovative, high quality educational opportunities in response to changing needs of the diverse population within TTU's service area and beyond.

 

Program Outcomes


Program Outcome 1

  • Increase the number of Interdisciplinary Studies majors through recruitment, retention, and marketing.exam2 wb

Assessment Method:

  • This outcome is assessed by comparing enrollments year-to-year.

Results:

  • Enrollment data for the School of Interdisciplinary Studies since its inception are as follow:

    • 2001-2002 51 students

    • 2002-2003 94 students

    • 2003-2004 132 students

    • 2004-2005 149 students

    • 2005-2006 137 students

    • 2006-2007 172 students

    • 2007-2008 208 students

    • 2008-2009 207 students

    • 2009-2010 260 students

Examples of How Assessment Data are Used for Improvements:

  • Based on the enrollment data presented above, recruitment, retention and marketing efforts for the Interdisciplinary Studies program have been very successful. However, the goal to increase enrollment in this program is a continued focus. Consequently successful recruitment, retention, and marketing efforts of the past will be continued and additional effective methods will be utilized to continue to increase enrollment.
  • Specifically, improvements that have been in efforts to improve recruitment, retention, and marketing include the following:
    • (1) The “Finish Your Degree” campaign that was initiated in Summer 2004 to target students who had completed greater than 75 hours at TTU but had not graduated within a 6-year period has been continued.
    • Direct mail, newspaper advertisements, and other media were used to market the BSIS and BSPS degrees primarily to adult learners, and
    • (2) collaborative efforts were initiated with our community college partners to market the degrees to students on their campuses, as well as to their graduates who have completed two-year degrees but have been unable to pursue bachelor’s degrees without the convenience and flexibility of the BSIS/BSPS degrees.
    • Additionally, the 2+2 degree was redesigned to allow students to take accelerated classes.
    • These two major marketing efforts, coupled with various campus-wide communications and marketing initiatives, have resulted in substantial increases in enrollment.

Program Outcome 2

  • 
Increase the number of graduates in the School of Interdisciplinary Studies each year.

Assessment Method:

  • This outcome is assessed by comparing graduation data from year-to-year.

Results:

  • Graduation data for the Interdisciplinary Studies program since its inception is as follows:
    • 2001-2002 6 students
    • 
2002-2003 26 students

    • 2003-2004 39 students

    • 2004-2005 48 students

    • 2005-2006 61 students

    • 2006-2007 54 students

    • 2007-2008 77 students

    • 2008-2009 92 students

    • 2009-2010 94 students

Examples of How Assessment Data are Used for Improvements:

  • Graduation data presented in the table above for the past four years in the Interdisciplinary Studies program indicate an upward trend in the number of graduates. Retention and graduation of Interdisciplinary Studies students continues to be a top priority for the program.

Program Outcome 3

  • 
Encourage faculty to design and teach additional distance learning courses that are offered in the Interdisciplinary Studies program.

Assessment Method:

  • This outcome is assessed by reviewing faculty/course section data.

Results:

  • 2001-2002 5 faculty/ 8 course sections

  • 2002-2003 31 faculty/38 course sections

  • 2003-2004 41 faculty/53 course sections
  • 
2004-2005 52 faculty/65 course sections

  • 2005-2006 57 faculty/75 course sections

  • 2006-2007 57 faculty/80 course sections

  • 2007-2008 64 faculty/97 course sections

  • 2008-2009 81 faculty/116 course sections
  • 
2009-2010 92 faculty/134 course sections

Examples of How Assessment Data are Used for Improvements:

  • The number of faculty developing and teaching distance learning courses offered in Interdisciplinary Studies has continued to increase since the program’s inception in 2001.The first tenure-track faculty member in Interdisciplinary Studies was hired in 2011.
  • However, additional distance learning courses and faculty are needed to support the program as it continues to grow. Additional faculty members in related disciplines are being sought to develop subject appropriate online courses. In order to increase the number of faculty involved, support is being provided through course development assistance, D2L training, and financial incentives.
  • As a result of the continual monitoring of the data regarding the number of faculty members teaching related distance learning courses, the College of Interdisciplinary Studies continues to work closely with the various colleges and schools across campus to identify faculty members who are interested in developing and/or teaching related distance learning courses. Numerous additional faculty members have become involved in offering needed courses from these efforts.

Program Outcome 4

  • Establish an Interdisciplinary Studies Alumni Advisory Board for program improvement, mentoring current students, and assisting with recruitment efforts.

Assessment Method:

  • This outcome will be assessed by the establishment of a 10-member board.

Results:

  • This is a new goal for 2005-2006. Results will be available as the Board is established and convenes for its first meeting in March 2006.
  • Examples of How Assessment Data are Used for Improvements:
Measures will be developed and maintained for this new goal such as participation of alumni Board members involved in program improvement, mentoring current students, and recruitment efforts.
  • Also, individual items such as specific program improvements will be assessed and used for improvements, as well as an overall measure of the effectiveness of establishing such a board and related improvements that can be implemented to increase the effectiveness of the Board.

 

Student Learning Outcomes | Bachelor of Science: Interdisciplinary Studies

  • The Bachelor of Science in Interdisciplinary Studies is a degree that allows students to custom design a course of study that matches their professional and personal interests.exam wb
  • The major must be developed around a theme, a significant problem or topic. The program’s purpose is to allow students the opportunity to create a degree program that matches their particular interests and goals. Specific student learning outcomes are listed below.

Students graduating with the BSIS will:

  1. Specifically, items 11e and 11b measure problem-solving skills and the quality of courses for employment. After reviewing the data, we realize that students in the School of Interdisciplinary Studies feel slightly below other TTU students and their Carnegie Peers in complex real world problem solving. We will use this data to identify and implement opportunities for improvement and will continue to monitor the students’ progress.
  2. Acquire the ability to engage in discussions and communicate regarding complex issues affecting our community and world as reflected by scores equal to or above the institution or Carnegie Peers average on the NSSE. Specifically, items 11c, 11d and 1v measure speaking effectively, writing effectively, and knowledge of the global environment.
  3. Acquire the ability to identify and research a topic from various interdisciplinary perspectives, address significant problems that impact a global society, and communicate findings in written form as reflected by scores equal to or above the institution or Carnegie Peers average on the NSSE. Specifically, items 11c, 11d, 1u, 1v and 6e measure speaking effectively, writing effectively, and knowledge of the global environment. Additionally, all students produce a tangible product in the capstone course for the program, UNIV 4995 Culminating Project that demonstrates the ability to synthesize and communicate knowledge gained from the program.

Assessment Method:

The National Survey of Student Engagement, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSIS students in accordance with THEC procedures by an external evaluator. Spring 2009 survey results:

Learning Outcomes Data:

    College Average TTU Average Carnegie Peers
11d. speaking clearly & effectively 3.0 3.0 3.04
11c. writing clearly & effectively 3.25 3.01 3.13
11g. using computing & information technology 3.58 3.39 3.23
11b. acquiring job or work-related knowledge & skills 3.0 3.27 3.10
11m. solving complex, real-world problems 2.83 2.89 2.80
1u. had serious conversations with students of a different race or ethnicity than your own 2.54 2.54 2.69
1v. had serious conversations with students who are very different from you in terms of religious beliefs, political opinions, or personal values 2.88 2.78 2.68
6e. tried to better understand someone else's views by imagining how an issue looks from his or her perspective 3.17 2.86 2.88
         


Student Learning Outcomes | Bachelor of Science: Professional Studies

Information Technology Concentration

The Bachelor of Science in Professional Studies with a concentration in Information Technology is designed to prepare managers and non-managers to use information for decision-making. Specific student learning outcomes are listed below.

Students graduating with the BSPS-IT will:

  1. Acquire the skills and knowledge necessary to engage in critical thinking and leadership development in information technology as reflected by scores equal to or above the institution or Carnegie Peers average on the National Survey of Student Engagement (NSSE). Specifically, items 11m, 11g and 1l measure ability to lead, using information technology, and problem solving.
  2.  Acquire the ability to identify and research a topic from various information technology perspectives, address significant problems that impact a global society, and communicate findings in written form as reflected by scores equal to or above the institution or Carnegie average on the NSSE. Specifically, items 11g, 11c, 1l 11o and 1v measure using information technology, using online library databases, understanding the global environment, and writing effectively.
  3. Acquire the skills necessary to synthesize the knowledge gained from information technology coursework, make application of that knowledge to a real-world situation, and communicate findings effectively as reflected by scores equal to or above the institution or Carnegie average on the NSSE. Specifically, items 11g, 1v, 11c and 1l measure using information technology, problem solving, speaking effectively, and writing effectively. Additionally, students produce a tangible product in the capstone course for the program, UNIV4995 Culminating Project, demonstrates the ability to synthesize and communicate knowledge gained from the program.

Assessment Method:

The National Survey of Student Engagement, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSIS students in accordance with THEC procedures by an external evaluator.

 Spring 2009 survey results

Learning Outcomes Data

    College Average TTU Average Carnegie Peers
11d.

speaking clearly & effectively

 3.0 3.0 3.04
11c. writing clearly & effectively 3.25 3.10 3.13
11g. using computing & information technology 3.58 3.39 3.23
1v. had serious converations with students who are very different from you in terms of religious beliefs, political opinions, and personal values 2.88 2.78 2.68
11b. acquiring job or work related knowledge or skills 3.0 3.27 3.10
11m. solving complex, real-world problems 2.83 2.89 2.80
1l. used electronic medium to discuss or complete assignment 3.0 2.95 2.86
11o. contributing to the welfare of your community 2.54 2.34 2.49


Student Learning Outcomes

Bachelor of Science – Professional Studies (BSPS)

Organizational Leadership Concentration

The Bachelor of Science in Professional Studies with a concentration in Organizational Leadership is designed to promote the understanding of the nature of organizations and the fundamentals of administrative leadership. Specific student learning outcomes are listed below.

Students graduating with the BSPS-OL will:

  1. Acquire the skills and knowledge necessary to engage in critical thinking and leadership development in information technology as reflected by scores equal to or above the institution or Carnegie Peers average on the National Survey of Student Engagement (NSSE). Specifically, items 11m, 11g and 1l measure ability to lead, using information technology, and problem solving.
  2. Acquire the ability to identify and research a topic from various organizational leadership perspectives, address significant problems that impact a global society, and communicate findings in written form as reflected by scores equal to or above the institution or Carnegie Peers. Specifically, items 11g, 11c, 1l 11o and 1v measure using information technology, using online library databases, understanding the global environment, and writing effectively.
  3. Acquire the skills necessary to synthesize the knowledge gained from organizational leadership coursework, make application of the knowledge to a real-world situation, and communicate findings effectively as reflected by scores equal to or above the institution, TBR system, state, or national average on the Enrolled Student Survey. Specifically, items 11g, 1v, 11c and 1l measure using information technology, problem solving, speaking effectively, and writing effectively. Additionally, students produce a tangible product in the capstone course for the program, UNIV 4995 Culminating Project, that demonstrates the ability to synthesize and communicate knowledge gained from the program.

Assessment Method:

The National Survey of Student Engagement, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSIS students in accordance with THEC procedures by an external evaluator. Spring 2009 survey results.

Learning Outcomes Data

    College Average TTU Average Carnegie Peers
11d. speaking clearly & effectively 3.0 3.0 3.04
11c. writing clearly & effectively 3.25 3.01 3.13
11g. using computing & information technology 3.58 3.39 3.23
1v. had serious conversations with students who are very different from me in terms of religious beliefs, political opinions, and personal values 2.88 2.78 2.68
11b. acquire job or work-related knowledge or skills 3.0 3.27 3.10
11m. solving complex, real-world problems 2.83 2.89 2.80
1l. used electronic medium to discuss or complete assignment 3.0 2.95 2.86
11o. contributing to the welfare of your community 2.54 2.34 2.49



Summary of Additional Continuous Improvement

In 2010 the Bachelor of Science in Interdisciplinary Studies and the Bachelor of Science in Professional Studies with concentration in Information Technology and Organizational Leadership have gone through an Academic Audit. A request for proposals has gone out for faculty to develop more courses for the Information Technology concentration. A committee was formed to assess the courses in this degree and they are being updated. A three-year course review system is being put in place to assure improvement and quality in the courses.

A new Strategic Plan for the RODP/ROCC has been developed for 2010-2015. Many improvements have started coming about due to the strategic plan and the surveys which are administered through the RODP program. A new website has been launched giving more useful information for student support and it is continually being update with new information.

A new Director of Training has been hired to oversee the training and professional development needs for the RODP faculty and staff. They are setting up campus visits to all the participating campuses to ensure faculty are well prepared for teaching their online courses.

In addition to the assessment methods described in this document, numerous other routine assessments have been developed and implemented by the RODP Assessment and Evaluation Committee. The results of these evaluations are tabulated by the RODP central staff, reviewed by the Assessment and Evaluation Committee and campus RODP personnel, then improvements are made based on the results.