Program and Learning Outcomes and Assessments
(2005-2006)

Introduction

The School of Interdisciplinary Studies and Extended Education offers the Bachelor of Science in Interdisciplinary Studies and the Bachelor of Science in Professional Studies degrees in collaboration with the Regents Online Degree Program through the Tennessee Board of Regents(TBR). This is a new collaborative effort that was launched in the fall semester of 2001 and is a statewide initiative including courses from all 19 TBR institutions. The degree programs were developed by Curriculum Committees composed of members from all of the participating schools, and numerous system-wide committees approve and evaluate all aspects of the program. TBR coordinated a substantive change for the RODP Campus Collaborative that included TTU in 2003. The substantive change review resulted in accreditation by the Southern Association of Colleges and Schools Commission on Colleges. Information about the system-wide program may be found at http://www.tn.regentsdegrees.org/home.htm, and additional information regarding assessment and evaluation of the program will be provided throughout this document.

 

Program Outcomes

Program Outcome 1
Increase the number of Interdisciplinary Studies majors through recruitment, retention, and marketing.

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

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) A “Finish Your Degree” campaign 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. 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. 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

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

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. However, additional distance learning courses and faculty are needed to support the program as it continues to grow. During 2005-2006 additional faculty members in related disciplined 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, WebCT 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 School of Interdisciplinary Studies and Extended Education 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 (BSIS)

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. 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. Acquire a cross-disciplinary perspective in preparation for a variety of careers with breadth of knowledge and excellent problem-solving skills for today’s changing work environment as reflected by scores equal to or above the institution, TBR system, state, or national average on the Enrolled Student Survey.*

Assessment Method:
The Enrolled Student Survey, 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. Specifically, items 23 and 35 measure problem-solving skills and the quality of courses for employment.

Results:
The comparison of the mean for BSIS students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSIS	TTU	TBR	TN	US
Q23 Problem Solving	2.49	2.48	2.52	2.36	2.12
Q35 Skills for Employment	3.11	3.03	3.14	2.89	2.94

*Note: Currently the Enrolled Student Survey is utilized as the primary method of assessment for student learning outcomes, with the goal of having scores for each of the learning outcomes listed throughout this document equal to or above the institution, TBR system, state, or national average on the Survey. Also, a capstone course, UNIV 4995 Culminating Project, has been added as a program improvement and is used as an additional assessment method. As the IS programs continue to mature, additional assessment methods such as the Alumni Survey and other measures will be utilized. Also, the programs will be undergoing a system-wide Academic Audit this year since they have now been in place for four years; therefore this program review process will yield additional assessment methods.

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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, 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. Specifically, items 17, 18, and 26 measure speaking effectively, writing effectively, and knowledge of the global environment.

Results:

	TTU BSIS	TTU	TBR	TN	US
Q17 Speaking Effectively	2.02	2.22	2.13	2.22	2.09
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12
Q26 Global Environment	1.89	1.81	2.05	1.85	1.64

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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, 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. Specifically, items 7d, 18, and 26 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.

Results:

	TTU BSIS	TTU	TBR	TN	US
Q7d Use Online Library	2.94	2.58	2.95	2.40	2.23
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12
Q26 Global Environment	1.89	1.81	2.05	1.85	1.64

Examples of How Assessment Data are Used for Improvements:
As the above Enrolled Student Survey data indicate, mean scores for the Spring 2006 TTU BSIS students on the related items are equal to or above the institution, TBR system, state, or national average on the Survey, with the exception of the item regarding “Speaking Effectively.” Courses in the program that specifically involve effective speaking, as well as informal opportunities in all courses that address effective oral communications, are currently being examined to improve this issue. Also, since the program’s inception changes in the curriculum have been made to enhance the learning outcomes based upon results of survey data, as well as course and program evaluations. Examples of improvements include adding UNIV 4995, the Culminating Project, as a requirement to give students the opportunity to demonstrate their mastery of various learning outcomes through the completion of a capstone course. Additionally, improvements in specific courses have been made as a result of course and program evaluations.

 

Student Learning Outcomes

Bachelor of Science – Professional Studies (BSPS)
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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-IT students in accordance with THEC procedures. Specifically, items 13, 21, and 23 measure ability to lead, using information technology, and problem solving.

Results:
The comparison of the mean for BSPS-IT students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSIT	TTU	TBR	TN	US
Q13Ability to Lead	2.24	2.32	2.23	2.25	1.94
Q21Using Info Technology	2.49	2.58	2.55	2.40	2.23
Q23 Problem Solving	2.49	2.48	2.52	2.36	2.12

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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-IT students in accordance with THEC procedures. Specifically, items 21, 7d, 26, and 18 measure using information technology, using online library databases, understanding the global environment, and writing effectively.

Results:
The comparison of the mean for BSIS students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSIT	TTU	TBR	TN	US
Q21 Use Info Technology	2.49	2.58	2.55	2.40	2.23
Q7d Use Online Library	2.94	2.58	2.95	2.40	2.23
Q26 Global Environment	1.89	1.81	2.05	1.85	1.64
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12

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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-IT students in accordance with THEC procedures. Specifically, items 21, 23, 17, and 18 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.

Results:
The comparison of the mean for BSPS-IT students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSIT	TTU	TBR	TN	US
Q21 Use Info Technology	2.49	2.58	2.55	2.40	2.23
Q23 Problem Solving	2.49	2.48	2.52	2.36	2.12
Q17 Speaking Effectively	2.02	2.22	2.13	2.22	2.09
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12

Examples of How Assessment Data are Used for Improvements
As the above Enrolled Student Survey data indicate, mean scores for the Spring 2006 TTU BSIS students on the related items are equal to or above the institution, TBR system, state, or national average on the Survey, with the exception of the item regarding “Speaking Effectively.” Courses in the program that specifically involve effective speaking, as well as informal opportunities in all courses that address effective oral communications, are currently being examined to improve this issue. Also, other improvements have included changes in the curriculum made to enhance the learning outcomes based on results of course and program evaluations, as well as survey data. Examples of these changes include the addition of courses to strengthen both the professional core and the concentration areas. Principles of Supervision (METH 4381) was added in the professional core in the management area and Managing Software Development (UNIV 4706) was added in the concentration area. A second writing course requirement was added after finding out that several students needed additional writing communication skills. Also, improvements were made in several courses due to students’ concerns about courses such as the orientation course.

 

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 organizational leadership as reflected by scores equal to or above the institution, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-OL students in accordance with THEC procedures. Specifically, items 13 and 23 measure ability to lead and problem solving.

Results:
The comparison of the mean for BSPS-OL students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSOL	TTU	TBR	TN	US
Q13Ability to Lead	2.24	2.32	2.23	2.25	1.94
Q23 Problem Solving	2.49	2.48	2.52	2.36	2.12

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, TBR system, state, or national average on the Enrolled Student Survey.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-OL students in accordance with THEC procedures. Specifically, items 7d, 26, and 18 measure using online library databases, understanding the global environment, and writing effectively.

Results:
The comparison of the mean for BSPS-OL students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSOL	TTU	TBR	TN	US
Q7d Use Online Library	2.94	2.58	2.95	2.40	2.23
Q26 Global Environment	1.89	1.81	2.05	1.85	1.64
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12

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.

Assessment Method:
The Enrolled Student Survey, the nationally-normed instrument administered by all Tennessee institutions based on policies of the Tennessee Higher Education Commission (THEC), is administered to BSPS-OL students in accordance with THEC procedures. Specifically, items 23, 17, and 18 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.

Results:
The comparison of the mean for BSPS-OL students enrolled in Spring 2006 with the institution, state, and national average for the related items is presented below.

	TTU BSOL	TTU	TBR	TN	US
Q23 Problem Solving	2.49	2.48	2.52	2.36	2.12
Q17 Speaking Effectively	2.02	2.22	2.13	2.22	2.09
Q18 Writing Effectively	2.49	2.31	2.48	2.33	2.12

Examples of How Assessment Data are Used for Improvements
As the above Enrolled Student Survey data indicate, mean scores for the Spring 2006 TTU BSIS students on the related items are equal to or above the institution, TBR system, state, or national average on the Survey, with the exception of the item regarding “Speaking Effectively.” Courses in the program that specifically involve effective speaking, as well as informal opportunities in all courses that address effective oral communications, are currently being examined to improve this issue. Also, changes in the curriculum have been made to enhance the learning outcomes based on results of course and program evaluations, as well as survey data. An example of this was that a second writing course requirement was added after finding out that several students needed additional writing communication skills. Improvements were made in several courses due to students’ survey concerns about courses such as the orientation course. A change was also made in the hosting service of the program from a consulting firm to a TBR institution to improve reliability, increase availability and generally improve performance for our students.

 

Additional Tennessee Board of Regents Online Degree Program (RODP) Assessment Information

As was stated at the beginning of this document, the academic degree programs in the School of Interdisciplinary Studies and Extended Education at Tennessee Technological University are a part of the Tennessee Board of Regents Online Degree Program. The RODP Central Administration manages this system-wide collaborative, coupled with statewide committees who develop, implement, evaluate, and improve all aspects of the degree programs. 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. Attachment 1 includes examples of the various RODP Assessment/Evaluation Methods, pertinent facts regarding the administration of the various methods, and improvements that have been made based upon the assessment results. Also, additional information can be found in the SACS Documents Center housed on the RODP website at http://www.tn.regentsdegrees.org/home.htm. Examples of improvements that have been made based on evaluation results include improving services such as the virtual library, the virtual bookstore, the student complaints procedures, as well as numerous course and program improvements that have been made since the program’s inception in Fall 2001.

Top of Page