Entry Assessment

Criteria

Entry AssessmentKent State University

Department: Undergraduate Programs Office

Academic Quality Improvement ProjectThe Higher Learning Commission

North Central Association

For further information contact

Terry Kuhn, Vice ProvostUndergraduate StudiesKent State University

[email protected]

mailto:[email protected]

eaksucr.091101.doc

AQIP-KSU Criteria

When NCA’s Commission on Institutions of Higher Education made available an alternative re-accreditation process called the Academic Quality Improvement Project (AQIP), Kent State University made a commitment to pursue it. As part of this commitment, Kent State University is conducting an Entry Assessment to identify strengths and to target opportunities for improvement of processes and results affecting our students and other key internal and external constituencies.

Questions for each criterion ask for an overview of the criterion, how we approach and implement processes related to the criterion, how we measure and interpret results from processes related to the criterion, and how we use this information to continuously improve on the criterion. The seventeen AQIP-KSU criteria are lenses to focus on department systems and processes.

It is presumed that in using the criteria, there will be discussions and/or input among faculty, staff, and students about the criteria that provide bulleted responses describing the department’s objectives that address a criterion, the process used to produce the objectives, and the measures used to provide results. A department may substitute a program accreditation process if it addresses the AQIP criteria (call Terry Kuhn for clarification).

If a criterion is not relevant to the mission of your department, just check the appropriate box. For criteria that are relevant, bullets or prose should be supplied. The department response will have a maximum of two-pages for each criterion.

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Kent State University Entry Assessment

Criterion 1a: Helping Undergraduate Students Learn addresses our learning, teaching, and advising processes.

Check here if this criterion does not apply to your department.

1a-1 What student learning objectives do we hold for undergraduate students in our degree programs? What pattern of knowledge, skills, and attitudes do we expect students to possess upon completion of their studies?

To develop: an integrative understanding of business entrepreneurial thinking strategic visioning skills critical thinking and analytical skills oral and written communication skills technological skills a sensitivity to ethical and diversity issues a desire for life long learning a desire to be a productive citizen both professionally and personally

1a-2 How do we determine learning objectives and assessment processes for undergraduate students in our degree programs?

Individual courses Major Field Assessment Test Satisfaction survey Feedback from internship supervisors

1a-3 How do we make undergraduate students aware of our learning objectives and assessment processes? Who is involved?

Academic advising University Orientation The Undergraduate the Catalog Communications (Outcomes Assessment results and newsletters) Mentoring in the Learning to Lead program Student forums with the Dean and his administration Business Presidents' Roundtable, the student advisory group to the Dean Advisers, faculty, administrators and student leaders are involved.

1a-4 What methods/approaches characterize instructional delivery in our department?

One-on-one advising interaction with students; mentoring Specific advising lesson plan implemented through Orientation

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Group advising Specialized programming in conjunction with Admissions and other offices Written communications (letters, newsletters, postings, etc.)

1a-5 How do we accommodate a diversity of student learning styles among undergraduate students in our department?

Most information is distributed through one-on-one advising sessions. Advisers can adjust the delivery of information to fit the needs of the

students. Students who are concerned about their academic performance are

referred to their professors. Some students are advised to seek tutoring or to take advantage of other

related services that Kent State University offers.

1a-6 What are our specific results regarding undergraduate student learning?

1. Increased retention2. Graduation in eight semesters (our average is 4-5 years) 3. High student satisfaction as measured through random surveys and

the Outcomes Assessment Satisfaction Survey4. High job placement statistics

1a-7 How do we regularly improve the processes by which we help undergraduate students learn?

Feedback from: Satisfaction surveys Business Major Field Test Economics Major Field Test Graduate surveys (one year and five years out) The Freshman survey Student Advisory Group (Business Presidents' Roundtable) Dean's Forum Advising sessions

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Criterion 1b: Helping Graduate Students Learn addresses our learning, teaching, and advising processes.


1b-1 What student learning objectives do we hold for graduate students in our degree programs? What pattern of knowledge, skills, and attitudes do we expect them to possess upon completion of their studies?

Create bulleted responses by typing over this text

1b-2 How do we determine learning objectives and assessment processes for graduate students in our degree programs?


1b-3 How do we make graduate students aware of our learning objectives and assessment processes? Who is involved?


1b-4 What methods/approaches characterize instructional delivery in our department? Create bulleted responses by typing over this text

1b-5 How do we accommodate a diversity of student learning styles among graduate students in our department?


1b-6 What are our specific results regarding graduate student learning? Create bulleted responses by typing over this text

1b-7 How do we regularly improve the processes by which we help graduate students learn?


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Criterion 2a: Accomplishing Scholarship Objectives addresses the processes that contribute to the achievement of our objectives through the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching. To fit in this criterion the activity should reflect such attributes as peer review and dissemination.


2a-1 What are our explicit scholarship objectives? To distribute all scholarship funds to worthy students. To distribute scholarships to the broadest number of students. To increase scholarship offerings for Business students. 2a-2 How are our scholarship objectives determined? Who participates in determining

these objectives? Scholarship objectives are determined by the needs of students and the wishes of

donors. The Deans, faculty and staff participate in determining objectives.

2a-3 How do our scholarship objectives support or complement our processes and systems for Helping Students Learn (Criterion 1)?

They enable some students the opportunity to continue their education. They make it possible for some to borrow less.

2a-4 What are our specific results regarding our scholarship objectives? Each semester all funds are distributed. Few students receive more than one scholarship so that a broad number of students

receive funding. Each year new scholarships are added.

2a-5 How do we regularly improve the processes that support our scholarship objectives?

We meet annually to discuss whether changes need to be made - what worked and what did not work.

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Criterion 2b: Accomplishing Professional and Public Service Objectives addresses the processes that contribute to the achievement of our professional and public service objectives.


2b-1 What are our professional and public service objectives? To remain current in the issues that institutions of higher education face. To participate actively in professional organizations. To participate actively in public service.

2b-2 How are our professional and public service objectives determined? Who participates in determining these objectives?

Professional and public service objectives are determined by staff interests. The staff participates in determining the objectives and is supported by the Associate Dean and Dean.

2b-3 How do our professional and public service objectives support or complement our processes and systems for Helping Students Learn (Criterion 1)?

The staff who are involved in professional organizations and public service have current information to assist student learning.

2b-4 What are out specific results regarding our professional and public service objectives?

Staff are involved in professional organizations, some of which include the following:American Association of Higher Education AdministratorsAmerican Marketing AssociationHonors Alumni AssociationKent Academic Support and Advising AssociationOhio Academic Advising Association

Staff are involved in public service, some of which include the following: Advisor to American Marketing AssociationAdvisor to Business Presidents' RoundtableAdvisor to Collegiate Business AssociationChurch leadership and activitiesFundraiser for the United Negro College FundMentor for Boy Scouts of AmericaMentor for Learning to Lead

2b-5 How do we regularly improve the processes that support our professional and public service objectives?

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Staff meetings provide the opportunity to review professional and public service interests and objectives.

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Criterion 2c: Accomplishing University and Department Citizenship Objectives addresses the processes that contribute to the achievement of our university and department citizenship responsibilities and objectives.


2c-1 What are our university and department citizenship objectives? To participate actively in service to the university and college.

2c-2 How are our university and department citizenship objectives determined? Who participates in determining these objectives?

Citizenship objectives are determined by the needs of the university and college. The Undergraduate Programs Office staff, with the support of the Associate Dean and Dean, are involved in determining the objectives.

2c-3 How do our university and department citizenship objectives support or complement our processes and systems for Helping Students Learn (Criterion 1)?

Involvement both within and outside the college allows staff to be informed so that students benefit from their knowledge.

Involvement on the part of the Undergraduate Programs Office staff means that undergraduate business student needs and interests are represented both within and outside the college.

2c-4 What are our specific results regarding our university and department citizenship objectives?

Involvement on numerous committees - to name a few - A&A Deans, the University Requirements Committee, the Student Information Systems Advisory Board, the University Orientation Advisory Board, Kent Academic Support and Advising Association (KASADA), the University Transfer Committee, the University Commencement Committee, Administrative Officers, and Undergraduate Curriculum Committee.

Participation in numerous university activities - to name a few - the Majors Fair, University Geographic receptions, Academic Discovery Days, Adult Student Information Fair, Transfer Student and Regional Campus Relocate Day, Regional Campus Majors Fairs, Community College Recruiting Visits.

2c-5 How do we regularly improve the processes that support our university and department citizenship objectives?

Staff meetings provide the opportunity to review university and college citizenship objectives.

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Criterion 2d: Accomplishing Other Institutional Objectives addresses the processes that contribute to the achievement of our major objectives that complement student learning, scholarship, professional and public service, and university and department citizenship. Other institutional objectives may include service growth in organizational capital or any other major activities to which the institution commits substantial resources, energy, and attention.


2d-1 What are our other institutional objectives in addition to those stated in Criteria 1, 2a, 2b, and 2c?


2d-2 How are our other institutional objectives determined? Who participates in determining these objectives?


2d-3 How do our other institutional objectives support or complement our processes and systems for Helping Students Learn (Criterion 1)?


2d-4 What are our specific results regarding our other institutional objectives? Create bulleted responses by typing over this text

2d-5 How do we regularly improve the processes that support our other institutional objectives?


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Criterion 3a: Understanding Students’ Needs addresses how we work actively to understand the needs of our students and student groups.


3a-1 Who are our key students and student groups? Business students, declared and prospective at all eight campuses and at Lorain

County Community College. Business student organizations: Accounting Association, American Marketing

Association, Beta Alpha Psi, Business Presidents' Roundtable, Collegiate Business Association, Delta Sigma Pi, Economics Club, Financial Management Association, Management Information Systems Association, Society for Human Resource Management

3a-2 How do we determine the needs and expectations of our key students and student groups? What are these needs and expectations?

By examining the types of students (traditional, non-traditional), standardized test scores, one-on-one interactions, formal and informal surveys, focus groups, AACSB input, feedback from the Business Presidents' Roundtable

The needs and expectations include: adequate course selections, quick access to advisers, small section sizes at the junior and senior level, a caring and involved faculty, financial support, scholarships, internship opportunities, graduation in four years, development of communication skills, development of technological skills

3a-3 How do we build and maintain a relationship with our key students and student groups?

PASS program University Orientation Academic Discovery Days Advising sessions Newsletters, letters, and materials sent directly to students Business President’s Roundtable meetings Faculty/staff advisor for student organizations Faculty/student interactions outside of class Dean's Forum

3a-4 What are our specific results regarding our key students and student groups’ expectations and needs?

Better retention rates

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Graduation in four - five years Student satisfaction with COBA Alumni involvement

3a-5 How do we regularly improve the processes that support our key student groups’ expectations and needs?

Formal and informal meetings with students Bimonthly meetings with the leaders of COBA student organizations Input from faculty and administrators Satisfaction surveys (Outcomes assessment and UPO adviser surveys Suggestion Box

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Criterion 3b: Understanding Other Stakeholders’ Needs addresses how we work actively to understand the needs of our internal and external individual and stakeholder groups that have a major interest in our success.


3b-1 Who are our other (non-student) major stakeholder groups? Business and industry, faculty, parents/family, graduate schools, alumni,

spouses, the community, AACSB, regional campus faculty and staff, Lorain faculty and staff

3b-2 How do we determine the needs and expectations of our other major stakeholder groups? What are these needs and expectations?

Their needs are determined through interactions with the various advisory boards (Business Advisory Council), the Alumni Association, AACSB, recruiting programs, and the PASS program.

Business and industry want graduates who understand the basics, have a desire to learn, a strong work ethic and who have strong written and verbal skills.

Parents/Family need assurance that their student will receive a quality education and possess a valuable, marketable degree.

Graduate schools need students who are prepared for graduate school. Faculty needs assurance (via the monitoring of prerequisites) that

students have achieved a specific skill level for progression in the program.

3b-3 How do we build and maintain a relationship with our other major stakeholder groups?

Newsletters, brochures and correspondence Recruiting programs Faculty retreats Faculty/staff meetings High school Counselor luncheons

3b-4 What are our specific results regarding our other stakeholder groups’ expectations and needs?

Hiring of our graduates Donations of money and/or services An accredited program Increased enrollments Students who are prepared to progress in our program

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Graduates who are prepared for employment or graduate school

3b-5 How do we regularly improve the processes that support our other stakeholder groups’ expectations and needs?

Meetings with our stakeholders (business advisory groups) Meetings with regional campus faculty and staff Re-accreditation self-study and visits Meetings with faculty

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Criterion 4a: Valuing Faculty addresses our commitment to the development of the talents of our faculty, as well as our expectations in their selection, training, and evaluation.


4a-1 What are the work expectations and work conditions for faculty that augment our focus on student learning and achievement?


4a-2 How do we identify the specific credentials, skills, and values required for faculty performance?


4a-3 How do our hiring processes make certain faculty we employ possess these requisite characteristics?


4a-4 How do we determine the needs and expectations of our faculty? What are these needs and expectations?


4a-5 What are our specific results regarding how we value faculty? Create bulleted responses by typing over this text

4a-6 How do we regularly improve the processes that support how we value faculty? Create bulleted responses by typing over this text

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Criterion 4b: Valuing Administrative/Professional Staff addresses our commitment to the development of the talents of our administrative/professional staff, as well as our expectations in their selection, training, and evaluation.


4b-1 What are the work expectations and work conditions for administrative/professional staff that augment our focus on student learning and achievement?

Staff are expected to:Follow good customer service practicesProvide accurate and consistent adviceMaintain accurate recordsProtect the confidentiality of student recordsKnow and understand College and University rules and regulationsStay current with changes that occur in BBA program and the major and minor programsStay current with changes in the field of advising

4b-2 How do we identify the specific credentials, skills, and values required for administrative/professional staff performance?

A job analysis is conducted to determine appropriate credentials, skills and values.

4b-3 How do our hiring processes make certain administrative/professional staff we employ possess these requisite characteristics?

Available positions are advertised with job requirements outlined in the ad. Applicants are asked to send in a letter highlighting why they are qualified and a resume to document background and experiences. References are checked. Applicants are narrowed down to finalists by a Search committee that is appointed by the Assistant Dean. Finalists interview with Search Committee, members of the UPO staff, the Associate Dean and Dean. Finalists make a presentation on a specific topic.

4b-4 How do we determine the needs and expectations of our administrative/professional staff? What are these needs and expectations?

Needs are determined through staff meetings. Needs include but are not limited to:

Computer and technology supportPrivate work stations (for student benefit)Secretarial/clerical supportA clean, orderly environment

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4b-5 What are our specific results regarding how we value administrative/professional staff?

A compatible team of professional staff who exhibits good customer service and who regularly exceeds performance expectations and job requirements.

4b-6 How do we regularly improve the processes that support how we value administrative/professional staff?

Through staff meetings and exit surveys.

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Criterion 4c: Valuing Support Staff addresses our commitment to the development of the talents of our support staff, as well as our expectations in their selection, training, and evaluation.


4c-1 What are the work expectations and work conditions for support staff that augment our focus on student learning and achievement?

Staff are expected to:Follow good customer service practicesProvide accurate and consistent informationMaintain accurate recordsProtect the confidentiality of student recordsKnow and understand College and University rules and regulations

4c-2 How do we identify the specific credentials, skills, and values required for support staff performance?

A job analysis is conducted to determine appropriate credentials, skills and values.

4c-3 How do our hiring processes make certain the support staff we employ possess these requisite characteristics?

Available positions are advertised with job requirements outlined in the ad. Applicants are asked to apply through the Human Resource Office. Human Resource narrows the pool down to three finalists. The UPO staff interviews. References are checked. The Assistant Dean determines who will be hired.

4c-4 How do we determine the needs and expectations of our support staff? What are these needs and expectations?

Needs are determined through staff meetings. Needs include but are not limited to:

Computer and technology supportPrivate work stations Student clerical supportA clean, orderly environment

4c-5 What are our specific results regarding how we value support staff? A compatible team of support staff who exhibits good customer service and who

regularly exceeds performance expectations and job requirements.

4c-6 How do we regularly improve the processes that support how we value support staff?

Through staff meetings and exit surveys.

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Criterion 5: Leading and Communicating addresses how our leadership and communication structures, networks, and processes guide us in setting directions, making decisions, seeking future opportunities, and building and sustaining a learning environment. The leadership system includes those who have day-to-day supervisory or decision-making responsibility; those with oversight responsibilities such as deans, vice presidents, the president, and trustees; as well as faculty and staff leaders and leadership groups.


5-1 Describe our leadership system. (An organizational chart and a description of groups, committees, or teams and their functions may be useful in describing this system.)

Organizational Chart: attached

5-2 What mechanisms do our leadership groups use to communicate within their groups, across groups, and to internal/external audiences?

Meetings E-mail Memos

5-3 How do our leaders communicate a shared mission, vision, values and high performance expectations that address the needs of our students and important stakeholder groups?

By emphasizing good customer service practices, the need to be accurate, to protect the confidentiality of students and to know and understand College rules and regulations.

5-4 How are leadership abilities encouraged, developed, and strengthened in our department?

By allowing staff to take full responsibility for work assignments and tasks.

5-5 How do we ensure that the practices of our leadership system align with the expectations of chairs, directors, deans, vice presidents, the president, and trustees?

Through meetings and written reports.

5-6 What are our specific results regarding how we exercise leadership and communication?

A highly satisfied staff A highly satisfied student body

5-7 How do we regularly improve the processes that support leadership and communication?

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Through meetings and discussions.


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Criterion 6a: Student Support Services addresses the variety of student support processes that help to provide an environment in which learning can thrive. Student support services could include admissions, bookstore, campus activities, campus safety, computing, disability services, financial aid, food services, health, library, registration, and so on.


6a-1 What are our key student support processes?

Academic Advising Career counseling Academic skills improvement Midterm letters Graduation contracts Student organizations Mentoring Various communications

6a-2 How do we identify the student support process needs and expectations of our key student groups? What are these needs and expectations?

One-on-one interactions, formal and informal surveys, faculty and administrator input, student advisory group (Business Presidents' Roundtable)

Regular communication with other advising units at all eight campuses Effective and timely academic advising, internship/career

placement, academic skills development

6a-3 What are our specific results regarding our student support processes?

Improved retention On time graduation Able to produce students who are ambassadors for the COBA and KSU

6a-4 How do we regularly improve the processes that support our student support operations? Who participates in this process for improvement?

Solicit input from business students in our eight campus system, outside organizations (businesses, graduate schools, AACSB)

Assistant Dean, UPO Academic Advisers, and students


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Criterion 6b: Administrative Support Services addresses the variety of administrative support processes that help to provide an environment in which learning can thrive. Administrative Support Services could include accounting, bursar, business offices, cashiering, faculty/staff support, and so on.


6b-1 What are our key administrative support processes? Create bulleted responses by typing over this text

6b-2 How do we identify the administrative process needs and expectations of our faculty, staff, student, and key stakeholder groups? What are these needs and expectations?


6b-3 What are our specific results regarding our administrative support processes? Create bulleted responses by typing over this text

6b-4 How do we regularly improve our administrative support processes?


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Criterion 7: Measuring Effectiveness addresses the information system and processes we employ to identify, collect, and analyze data for responsible management and to drive performance improvement.


7-1 How do we select, manage, and use information and data (including current performance information) to support student learning (Criterion #1), overall objectives (Criterion #2), action projects, and performance improvement efforts?

The College's Administrative Officers, Curriculum Committee and faculty are involved in the selection, management and use of information and data.

7-2 How do we determine needs and priorities for comparative information and data? Administrative Offices, Curriculum Committee and faculty are involved in

determining needs and priorities.

7-3 How do we track and analyze overall performance at the institutional level to guide processes toward key results (student learning, human resources, finances, etc.)?

Assistant Dean tracks, analyzes and distributes analysis of data to Administrative Officers, Curriculum Committee and Faculty.

7-4 How is our information and data shared with internal and external stakeholders? Internally it is shared through reports. Externally it is shared through reports, brochures and at recruiting events.

7-5 What are our specific results regarding our information system and processes? Major Field Test Satisfaction Survey Freshman Survey UPO advising Survey

7-6 How do we regularly improve the processes that we use to measure the effectiveness of our information systems?

Through discussions about their use and how they help in continuously improving our program and services.

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Criterion 8: Planning Continuous Improvement addresses how we align our vision and mission with our strategic initiatives, action projects, and budget.


8-1 What is our planning process? Monthly staff meetings Team discussion and brainstorming Annual reports of personal and departmental goals and achievements Discussion of strategic plan and how UPO fits in Feedback from students

8-2 How do we implement our planning process?

Through progress reports and annual reviews

8-3 How do we ensure that available and/or projected resources support our planning process?

Confirmed support from the Dean's office Through Administrative Officers Through University Committees :SIS, WFS, A&A Deans

8-4 How do we coordinate our planning processes of the university, colleges, departments, and regional campuses? Through regular meetings and written reports

8-5 What are our short- and long-term strategic initiatives? Who participates in determining these strategic initiatives? Short: improved retention, graduation in 4 years, improved service,

accurate advising Long: greater use of electronic resources to become more efficient, more

effective use of outcomes assessment measurements

8-5 What action projects do we have to implement our strategic initiatives?

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A new course that teaches basic and desired behaviors for the corporate world

New advising service plan for Priority registration Increased sharing of information to be used in continuously improving our

program

8-7 What are our specific results regarding our planning for continuous improvement?

UPO surveys indicate a high degree of satisfaction with service received.

8-8 How do we regularly improve the processes that support planning for continuous improvement in our department?

Team approach Feedback from students

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Criterion 9: Building Collaborative Relationships addresses our relationships – current and potential – to determine how these relationships contribute to achieving our mission.


9-1What are our specific key collaborative relationships (for instance, high schools, community colleges, places of work)? Why is each important to our mission?

Regional campuses Lorain County Community College Community colleges Business organizations The regional campuses and Lorain are important because they provide a

BBA for students who are geographically bound and who would attend other institutions if the program was not available

Community colleges are important because we enroll many of their students as transfer students

Businesses are important because they provide jobs, careers and internships for our graduates and funding for the COBA.

9-2How do we create, prioritize, and maintain collaborative relationships with the institutions and organizations from which we receive students and conduct business? Who participates in creating, prioritizing, and maintaining these collaborative relationships?

We assess the specific collaborative needs, determine financial support, review curriculum on a regular basis (e.g. a change of course content at Regional Campuses and Lorain)

Target meetings with neighboring community colleges to create transfer equivalencies

KASADA meetings and maintenance of a listserv Assistant Dean, Outreach Advisers, and other UPO Advisers

9-3How do we ensure smooth transitions, articulate realistic expectations, and make sure that our students have the necessary academic, social, and personal skills upon entry (freshman, transfer, adult, etc.)?

PASS program Orientation One-on-one advising Regional campus Adviser training Nnewsletters and other forms of communications

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9-4 How do we create, prioritize, and maintain collaborative relationships with educational institutions and employers that depend on the supply of students/graduates that meet these organizations’ requirements?

Through regular correspondence, meetings, and reports.

9-5 How do you listen to these relationship partners and address their needs?

Through frequent interaction with Regional Campus administrators and the University Partnership Advisory Council

Maintain open communication with business organizations

9-6 What are our specific results regarding the effectiveness of our collaborative relationships?

Increased enrollment, improved retention, and on-time graduation Student satisfaction with the COBA from both Kent Campus

students and students who are at remote locations

9-7 How do we regularly improve the processes that support our collaborative relationships?

One-on-one interactions, committees, formal and informal surveys

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