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Transcript of Teexxaass hSSoouuttheerrnn UUnniivveerrssiittyy Cooll ... · The program’s curriculum is made up...
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1 OAPE/rdj:2015
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I. Introduction
II. Program Assessment & Evaluation
III. Student Learning Outcomes Assessments
IV. Instructional Assessment, Evaluation & Development
V. Faculty & Staff Development
VI. Student Success
VII. Analysis & Communication of Assessment Data
VIII. Key Stakeholders
IX. Annual Survey Calendar
X. Evaluation Plan
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I. Introduction
The mission of the Office of Assessment, Planning and Effectiveness (OAPE), in
conjunction with the Assessment, Evaluation and Improvement Committee (AEIC), is to
promote and facilitate improvement through ongoing evaluation and assessment in the College of
Pharmacy and Health Sciences (COPHS). This charge is accomplished through coordinated
efforts with all stakeholders, to ensure achievement of the COPHS’s mission and vision, strategic
plan and accreditation standards.
The COPHS Assessment Plan is established to measure the extent to which the College’s
mission and strategic initiatives are achieved. It outlines a comprehensive strategy of continuous
quality improvement, by measuring program effectiveness regarding student abilities,
knowledge, skills, values, and performance beyond the classroom. The process also establishes
accountability, as it includes collecting, documenting, and disseminating data/findings
throughout the College.
This document provides a framework for review and use of past, current, and future
assessment practices in the College of Pharmacy and Health Sciences. It outlines a plan for
providing operational stability to the College’s comprehensive evaluation plan. The plan
addresses new elements of the assessment, planning and improvement processes to prepare
pharmacy and health sciences practitioners as patient-centered and population-based care
providers. The foundation of the assessment plan is based on the College’s mission, strategic
initiatives and programmatic outcomes. Additionally, the plan establishes structural guidelines
relative to assessment, methods, data analysis and reports.
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II. Program Assessment & Evaluation
The focus of the Office of Assessment is to develop and implement a comprehensive
assessment and plan for each academic program and administrative unit of the COPHS. The
College’s assessment activities are intended to measure the achievement of the College at three
overarching levels: 1) curricula assessment, 2) institutional effectiveness and 3) strategic
planning. Curricula assessment involves comprehensive formative and summative
measurements of educational outcomes of all COPHS programs. Institutional effectiveness
involves the assessment, analysis and implementation of the college’s systematic processes.
Strategic planning encompasses the use of key analyses towards defining strategy and making
decisions for the COPHS.
The primary goal for the COPHS is to develop a resourceful assessment system, which
effectively measures programmatic outcomes. The Assessment and Evaluation (A&E) process
establishes an on-going college-wide review system for developing, articulating and
implementing a comprehensive plan for improvement and compliance of all COPHS academic
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programs and administrative units. Moreover, it provides systematic reviews of all achievements
of stated outcomes.
During each program’s scheduled A&E advisory session (e.g. biannually), strategic
goals, assessments, metrics and results are reviewed and refined based towards accreditation
compliance. Subsequently, the A&E plans serve as central evaluations for each program’s
approach to meeting the College’s mission and strategic initiatives (Appendix-A&E schedule).
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PPhhaarrmmaaccyy ((PPhhaarrmmDD && MMSS//PPhhDD)) Pharmaceutical and Environmental Health
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RReessppiirraattoorryy TThheerraappyy ((BBSS)) Pharmacy Administration & Administrative
Health Sciences
III. Student Learning Outcomes Assessment
The College places emphasis on using evidence of student learning in the process of
determining priorities and strategic direction. The COPHS currently employs various forms of
assessments, including formative, summative, direct and indirect measures. These assessments
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are comprehensive in nature and are used to assess student learning and retention of knowledge.
Each program has a variety of instruments to measure learning and program effectiveness on
multiple levels, such as progress examinations, local surveys, and national licensing board
examinations.
These educational practices are designed to address a number of objectives:
1. To obtain quantitative assessment data on student learning and retention of
knowledge.
2. To measure students’ achievement of professional outcomes and encourage review of
newly acquired knowledge.
3. To instill life-long learning practices and measure the students’ knowledge base
relative to subsequent courses.
4. To demonstrate the interrelationship of material from different courses and disciplines
from basic science to clinical application.
5. To serve as an objective measure of curricula success and students learning while
holding students and faculty accountable.
The COPHS develops competency-based assessment through simulation. With the goal
of producing “practice-ready” graduates who are proficient in the delivery of interdisciplinary
health care services, the College has acquired a newly renovated, state of the art
“Interdisciplinary Health Professions Simulation Center” on campus. The center is equipped
with a full standardized performance assessment laboratory; where evaluators can observe
simulation from a viewing room in real-time, for reliable assessments of competence in multiple
domains. The Center also contains high-fidelity human patient simulators with programmable
physiologic responses to disease states, interventions, and medications. These simulators can
speak, breathe, have realistic heart, lung, and bowel sounds, display hemodynamic parameters in
real time, seize, sweat, display cyanosis, and other physiologic responses at various levels.
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Formative/Summative Assessments
Program Assessment Time Period
Clinical Laboratory Sciences Pre-Clinical Exam Spring
Comprehensive Exam Spring
Environmental Health Comprehensive Exam Spring
Health Administration (MHA) Comprehensive Exam Fall/Spring
Health Administration (BS) Comprehensive Exam Fall/Spring
Health Info. Management Comprehensive Exam Spring
Respiratory Therapy CRT Exam Spring
RRT Exam Fall
Pharmacy
Pharmacy Curriculum
Outcomes Assessment
(PCOA)
Spring
Summative Examination Spring
Comprehensive
Examination Spring
Note: Simulation-based assessments are throughout the curriculum for all disciplines.
IV. Instructional Assessment, Development & Evaluation
COPHS Peer Assessments of Instruction (PAI) – The Peer Assessments of Instruction
(PAI) program is a systematic, integrated process designed to support develop and evaluate
teaching at the COPHS. PAI are third party observation methods for measuring classroom
techniques, teacher/student interactions, and broad overarching aspects of pedagogy, practice and
teaching innovation. The program was piloted during the fall of 2014 semester, and a review
team of department chairs and faculty were assembled, trained and assigned to twelve lottery
selected lecturers.
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The review process focuses on two key activities: (1) peer observation of in-class
teaching and (2) peer review of the documents used in a course. The review team identified a
reliable rubric that addresses 5 areas: course layout and integration, learning outcomes,
assessment of learning, resources and materials, and learner interaction.
The program helps establish a foundation for ongoing assessments and development of
teaching through student-centered learning strategies. The college anticipates improving
cognitive learning through this continuum of trainings and measurements of instructional quality.
The Texas Southern University College of Pharmacy and Health Sciences (COPHS)
implemented the Certificate of Teaching for Health Professions (CTHP) program in September
of 2014 with the aim of developing “Master Teachers”, through the expansion of mentorship,
innovations and collaborations. The program equips content experts with educational
theories/technologies and innovative approaches to becoming more effective in classroom and
laboratory instruction. Creative course designs and instructional techniques are introduced
throughout the program to support different learning preferences, curricula integration and
interdisciplinary education.
The program’s curriculum is made up of six self-pace online modules and self-
assessments, as well as 1½ hour of face-to-face meeting every other week for 10 weeks. The six
modules are divided into 3 courses: 1) Foundations for Teaching and Learning, 2) Course Design
and Measuring Learning Outcomes and 3) Design and Implementation Procedures for Learning
Environment. In-class attendance as well as completion of online modules and evaluations is
mandatory. The online component consists of 6 stand-alone, self-paced modules and evaluations
for each course, which must be completed prior to attending the subsequent in-class practicum.
Each module contains assigned readings, media presentations, discussion posts, case scenarios
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and evaluations. It is recommended that participants dedicate approximately 5.75 hours per
week to fully benefit from the program.
V. Faculty & Staff Development
The COPHS plan includes professional development of faculty and staff. The Office of
Assessment schedules “mid-day development series” on a number of topics of interest selected
by COPHS faculty and Staff.
Faculty and staff performance evaluations are administered annually by University
Administration and COPHS Administration. Surveys are also administered annually to guide
feedback, development and improvement.
As part of the college-wide dashboard, faculty performance metrics are developed and
maintained departmentally (i.e. publications, presentations, grant awards, annual portfolio
submissions/updates etc.).
VI. Student Success
The College’s “student success plan” solicits the involvement of faculty, advisors and
course coordinators. Following each course examination, faculty members provide brief reports
of the low performing student(s) grades, as well as the intervention(s) performed with the
student(s). Additionally, students may be recommended tutoring and/or counseling prior to the
subsequent exam, based on the assessment of the faculty. The OAPE and AEIC work closely
with the Office of Student Services to further develop this process into a more centralized
college-wide program.
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Students
AACP Grad. Students Survey
Students End of Year Survey
Student Focus Groups
AACP Alumni Survey
Course Evaluations
Semester Exams
Comprehensive/Progress Exams
OSCE
Student Portfolios
Preceptor Survey
State Licensure Exam Scores
Faculty
AACP Preceptor Survey
AACP Faculty Survey
COPHS Faculty Survey
Faculty Performance
Annual Portfolios
Course Review Process
Peer Reviews
Self-Reflection
College
Accreditation Self-Study
Assessment & Effectiveness Plans
Strategic Plan
Staff Survey
Academic/Non-Acad. Committees
OAPE/AEIC
Outcomes Assessment Report
Dean’s Council
Curriculum Committee OAPE/AEIC/Exam Committees
Committee
Recommendations
Department Chair
Faculty
Implementation/Review
Co
llecti
on
of
Da
ta
Pre-Admissions
Degree Program Admissions Test
Personal Interview/Essay
Recommendation Letters
Pre-Program GPA
Admissions Committee
Request for
Additional Info.
The Flowchart below represents the
annual assessment process at the TSU College of Pharmacy and Health
Sciences
Executive Council
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VII. Analysis & Communication of Assessment Data
The Office of Assessment develops quarterly Institutional Assessment Reports including
analyses contributing to admissions, progression, attrition, student/faculty satisfaction, etc.
(Appendix). The reports document ongoing statistical analyses, relative to previous courses
assessments, grades and pre-admissions data.
The COPHS college-wide dashboard has been implemented. The dashboard is created
and illustrated through a Microsoft portal XLF file. The visualization tool was created via a
three step process: 1). Ascertaining college-wide data metrics, 2). Collecting and analyzing data
for review/presentation, 3.) Creating/formatting appropriate visual depictions.
The COPHS dashboard provides a continuum of institutional, programmatic and course
level metrics in alignment with the COPHS Strategic Plan. Current features include enrollment
by degree program and year, as well as progression and attrition alerts by class. [Internal] data
presentations include COPHS peer and national benchmarking/comparisons (i.e. board exam
passage rates, graduation rates, faculty/staff survey responses etc.). Additional [internal]
presentations include formative and summative course level passage rates by program, as early
indicators of students’ performance. A comprehensive outline of data metrics has been
developed and updated based on assessment reports/analyses; and periodically presented to the
Dean’s Council for ongoing discussions/approval (appendix).
The dashboard is located on the COPHS Assessment Webpage. All internal data will be
accessed on the webpage through a secured shared folder for COPHS stakeholders (faculty/staff)
review only. There is also a “data request form” on the Assessment Webpage to retrieve
Faculty/Staff recommendations/request towards development of additional data sets.
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Assessment analyses are intended to provide the COPHS stakeholders with information
about the areas of improvement college-wide. Full implementation of a comprehensive
assessment system requires that data is collected, stored, disseminated, and analyzed in a timely
manner.
Warehousing:
There are four common data sets maintained throughout the College: Admissions Status;
Admissions Statistics; Demographics; Assessment. Approximately five primary systems
currently store these sets (Banner; Excel; E-Value; Blackboard; Access).
Admissions Status, Admissions Statistics and Demographics share the same [entry]
system and [maintenance] source via Admissions. Departmental Programs are the
primary source(s) for respective assessment data (see integration flowchart).
Collection:
The Office of Admissions ensures that all applicant data are entered and maintained
accurately, via the Banner and/or Pharmcas Systems.
Departmental Program Coordinators ensures that course/program assessment data
obtained from faculty are entered and maintained into the appropriately designated
[master] system(s) (i.e. excel; banner; blackboard; e-value; access etc.) for optimal
integration and storage capacity.
Data Dissemination & Request:
The Office of Admissions and Departmental Program Coordinators collaborate
frequently with the appropriate Department Chair(s) and the Associate Dean for
Academic Affairs, to ensure that respective data is maintained and stored for optimal use.
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Department Chairs and the Associate Dean for Academic Affairs collaborate frequently
with the Office of Assessment, Planning & Effectiveness (OAPE) to ensure data is
maintained and stored for further examinations and presentations.
All general student data requests for the COPHS should be made through the Office of
Assessment, Planning and Effectiveness (OAPE) by submitting a brief online Data Request
Form (the form is available on the Assessment webpage). All data requests will be reviewed and
acted upon by the OAPE/AEIC within 7 days of the date of receipt.
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Pharmaceutical and
Environmental
Health Sciences
Pharmacy Practice
& Clinical Health
Sciences
Pharmacy
Administration &
Administrative
Health Sciences
COPHS Office of
Assessment,
Planning &
Effectiveness
Sets Systems Sources
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Key Stakeholders
Assessment fosters wider improvement when representatives from across the educational
community are involved (from AAHE). An effective and comprehensive system requires that all
stakeholders of the College are devoted to the success of the “student”. Our commitment is to
helping students assume responsibility for their education by establishing priorities and
promoting concrete resources. While the students, faculty, and advisors roles are vital to this
process, an effective plan requires the cooperation and participation of all stakeholders. Below
are key contributors:
Office of Assessment, Planning and Effectiveness (OAPE) – is responsible for
developing and implementing a comprehensive assessment and plan for all academic and
administrative units of the college. Additionally, the OAPE facilitates designing and
implementing the faculty assessment program that simultaneously fosters individual faculty
development and fulfills the college’s mission.
Assessment, Evaluation and Improvement Committee (AEIC) – promotes
assessment, evaluation, and improvement of the COPHS academic programs; incorporate AEI
principles into all program activities; coordinate delivery of timely communication and
reporting; and promote stakeholder involvement.
Pharm.D. Curriculum Committee – The Curriculum Committee evaluates and reviews
all curricular matters including request for addition, modification and/or deletion of courses in
the COPHS; establishes criteria for evaluation of the curriculum; periodically reviews existing
programs with respect to quality, productivity indicators and effective management or
administration.
Faculty of the College – The faculty are responsible for a) reviewing and regularly
updating their stated course outcome abilities and designing instructional and evaluation
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approaches to ensure that students are successful; b) providing assessment data on student
achievement of course outcomes; c) evaluating data from all course assessments to develop and
recommend strategies to maximize student achievement related to the college/programmatic
outcomes. In addition, course coordinators and program directors meet at least annually to
assure the coordination, sequencing, and integration of content for optimal use of teaching
methods to achieve stated curricula outcomes.
Students in the College – Students are required to maintain a performance portfolio
throughout their matriculation, complete course-related assignments, participate in
classroom/laboratory assessments, and respond to requests for completion of survey instruments
related to assessment.
Office of the Dean – The Dean’s Office provides support for and coordination of faculty
development activities related to student performance assessment and program assessment. The
Dean’s Office also provides resources to facilitate the work of the OAPE and AEIC.
Dean’s Executive Council – The Dean’s Executive Council reviews compiled
information related to student performance and achievement of the overall educational mission
and strategic initiatives of the College and sets policy related to assessment initiatives, including
endorsement of specific activities to be completed by faculty and staff in throughout
departments.
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Annual Survey Calendar
Office of Assessment, Planning and Effectiveness
TSU College of Pharmacy and Health Sciences
AACP Surveys JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Applicant Pool, Enrollment, and Degrees Conferred (Student Surveys)
Alumni Survey (every 3-4 years) Faculty Survey Funded Research Grant Survey Graduating Student Survey Preceptor Survey (every 3-4 years)
Funded Faculty Research Grant Survey
TSU - College of Pharmacy & Health Sciences Surveys JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
End of Year Student Survey Student Course Evaluations (University)
Faculty Professionalism Survey
Experiential Training Graduate Survey Survey completion
COPHS Students
PY4
Alumni
Faculty and/or Staff
Office of Assessment, Planning & Effectiveness
Preceptors
Faculty Principle Investigators
Experiential Training Graduate Survey
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Program Outcome
(Improvement)
Stakeholders (Data Source)
Assessment Method
Assessment Goal/ACPE Standard
Timing
Formative
or Summative
Direct
or Indirect
Data Collection Responsibility
Data Recipients (Evaluation)
Occurrence (Status)
F S I D
Curricular Effectiveness/Student Learning (i.e. interventions, supplements, lecture modifications)
Students/Faculty
Course examinations, exercises, experiences, evaluations
Evaluation of student knowledge/skills/abilities within program courses: Assessments to include (but not limited to): examinations; quizzes; group discussions; presentations; reports; laboratory; patient case presentations (written/oral)
Continual
X X X
Faculty
Chairs; Faculty; Curriculum Committee; AEIC; OAPE;OSS
Ongoing
Curricular Effectiveness: (i.e. instructional method change)
Faculty; Chairs
Evaluation of curricular and course documents (curricular mapping; course evaluations rubric)
Matching course objectives and student learning objectives with program competencies; identification of teaching/learning methods employed; verification of utilization of appropriate evaluation tools
Annually
X X
Chairs; Curriculum Committee
Faculty; Chairs; Curriculum Committee; OAPE; AEIC
Ongoing
Curricular Effectiveness (i.e. course content, instructional method change, curricular change)
Students/Program Coordinators
End of Course Evaluations
Students evaluate individual courses to identify course strengths, weaknesses, and areas needing improvement. Guides course and/or curricular revisions and improvements.
Each Semester
X X
Program Coordinators
Faculty; Chairs; Curriculum Committee; OAPE; AEIC
Ongoing
Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification)
Students/Faculty
End of Year Evaluations (P1/P2-formative exams)
To obtain quantitative assessment data on student learning and retention of knowledge
End of Summer
X X
Exam Committees
AEIC; OAPE; Curriculum Committee
Annual
Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification; programmatic change)
Students/Faculty
End of Year Evaluations (P3/P4 summative/comprehensive)
To obtain quantitative assessment data on student learning and retention of knowledge
End of Spring
X X
Exam Committees
AEIC; OAPE; Curriculum Committee
Annual
The following evaluation plan provides a comprehensive snapshot of the various
assessment activities throughout the COPHS.
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Program Outcome
(Improvement)
Stakeholders (Data Source)
Assessment Method
Assessment Goal
Timing
Formative or
Summative
Direct or
Indirect Data Collection Responsibility
Data Recipients (Evaluation)
Occurrence (Status)
F S I D
Curricular Effectiveness/Student Learning (i.e. course modification, instructional method change, curricular modification)
Students/Experiential Director
OSCE Assessment: (semester exams/tests (written or skills based)
Evaluation of student achievement demonstrating an integrated use of expected competencies: Performance, behavioral skills, cognitive and affective knowledge areas are evaluated through a series of case studies, scenarios, and written tests (i.e., Objective Structured Clinical Exams-OSCEs)
End of Spring
X X X
Faculty; Curriculum Committee; OAPE AEIC
OAPE; AEIC; Curriculum Committee; Experiential Office
Annual
Research Submissions (Posters/Research Papers)
Practice Faculty
Seminar Performance
Assess the perceived self-efficacy in professional skills and abilities of students
Spring/Fall
X X
Students, Faculty
Practice Faculty; Experiential Office
Continual
Student Learning/Individualized Advising
Students/ Faculty
Student Portfolios
Completed by students (guided by faculty) containing specific elements/artifacts that exhibit evidence of learning and documents programmatic progression.
Continual
X X X X
Students; Faculty
Experiential Program Directors
Continual
Curricular Effectiveness/Student Learning
Students, Faculty, Preceptors
Experiential Site/Preceptor Evaluations
To enhance teaching and learning opportunities for students. Personal and professional development of the preceptors, and the promotion of positive partnerships between COPHS and sites.
Continual
X X X
Directors of Experiential Programs
Directors of Experiential Programs; Ph Pr Chair; OAPE; AEIC
Monthly
Curricular Effectiveness/Student Learning (Course modifications; Curricular change)
Students, Faculty, Employers
Experiential Preceptor (IPPE/APPE) Evaluations of Students
Data from each year to be analyzed and compared to other data source findings
Pharmacy Practice
Patient-centered care provision
Continual
X X X
Preceptors/Directors of Experiential Programs
Directors of Experiential Programs; Ph Pr Chair; OAPE; AEIC; Curriculum Committee
Monthly
Curricular Effectiveness/Student Learning (Course modifications; Curricular change)
Students, Employers, Faculty, AEIC
Experiential Preceptor Feedback on Stated Program Objectives
Constructive opinions that will lead to highly formative learners development, and establish internal monitors to provide continuous evaluations of program objectives
Annual
X X X
Preceptors/Directors of Experiential Programs
Ph Pr Chair; OAPE; AEIC
Continual
Program Outcome
(Improvement)
Stakeholders (Data Source)
Assessment Method
Assessment
Goal
Timing
Formative or
Summative
Direct or
Indirect
Data Collection Responsibility
Data Recipients (Evaluation)
Occurrence (Status)
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F S I D
Course Content Modification and Delivery
Faculty
Instructional Assessment Enhancement
Aims for course improvement through identification of problems and includes multiple assessments (ie, self, peer, and student) with participation from both internal and external reviewers.
Continual X X
Faculty; OAPE; AEIC; Department Chairs
Department Chairs; OAPE; AEIC
Continual
Program Evaluation
Faculty
Survey: AACP Faculty Quality Perception Survey
Administered to Faculty to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.
Annual
X X X
OAPE
OAPE; AEIC; Curriculum Committee; Chairs; Faculty
Annual
Program Evaluation/ Student Learning/ Curricular Effectiveness
Students
Survey: AACP Curriculum Quality Perception Survey
Administered to graduating students to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.
Annually, prior to student graduation
X X
OAPE
OAPE; AEIC; Curriculum Committee; Chairs; Faculty
Annual
Program Evaluation/ Curricular Effectiveness
Alumni
Survey: AACP Curriculum Quality Perception Survey
Administered to COPHS alumni to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.
Within 3 Years of Graduation
X X
OAPE
OAPE; AEIC; Curriculum Committee; Chairs; Faculty
Annual
Curricular Effectiveness
Preceptors
Survey: AACP Curriculum Quality Perception Survey
Administer to IPPE/APPE preceptors to gather information on program issues and curricular quality. Data from each year will be analyzed and compared to other data source findings to guide curricular and programmatic improvement.
Annually
X X
OAPE
OAPE; AEIC; Curriculum Committee; Chairs; Faculty
Annual
Program Outcome
(Improvement)
Stakeholders (Data Source)
Assessment Method
Assessment Goal
Timing
Formative or
Summative
Direct or
Indirect Data Collection Responsibility
Data Recipients (Evaluation)
Occurrence (Status)
F S I D
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Faculty
Faculty
Teaching
Research
Scholarship
Service
Annual Portfolios
Course Review Process
Peer Reviews
Self-reflection
Faculty performance evaluations
System Assessment
Guides feedback, student development and success; faculty self-assessment. To satisfy the retention, promotion and tenure guidelines of the faculty contract (teaching, scholarship, service).
Annually
X X X X
OAPE; AEIC; Chairs
OAPE; AEIC; Chairs; Curriculum Committee; Faculty
Annual
Program Evaluation
Administrative and staff Performance reviews
Administrative and staff annual evaluation
Conducted by Chairs and COPHS Administration. Guides administrative and staff feedback, development and improvement.
Annually
X X X
Administration
Administration; OAPE; AEIC
Will begin Spr. 2014 and ongoing annually
Program Evaluation (Community Engagement/Outreach)
Student Professional Organizations (Leadership); Community Engagement; Professional Partnerships
Evaluation of the number and quality of community-based initiatives developed
Ensure the College is meeting its goal of establishing and the effectiveness of partnerships throughout the community.
Annually
X X X
AEIC; OAPE
AEIC; OAPE
Will begin Spr. 2014 and ongoing annually
Program Evaluation (Recruitment)
Recruitment
Review of results of student, faculty and staff recruitment initiatives
To assess the success of student recruitment initiatives reflective of the College’s mission. Student matriculation will be tracked to guide revisions and improvements of initiatives.
Annually
X X
OSS; OAPE
Admissions Committee; Faculty; AEIC; OAPE
Will begin Spr. 2014 and ongoing annually
Program Outcome
(Improvement)
Stakeholders (Data Source)
Assessment Method
Assessment Goal
Timing
Formative or
Summative
Direct or
Indirect Data Collection Responsibility
Data Recipients (Evaluation)
Occurrence (Status)
F S I D
Program Evaluation
Student Admissions Records; Student Progression
Review of student-related institutional and progression records
To develop student program success correlations to strengthen the development of an evidence-based admissions process reflective of the College’s mission. Student retention, progression and academic success will be tracked from admitted student
Annually
X X X
Admissions Committee; OSS; OAPE
Admissions Committee; Faculty; AEIC; OAPE
Annual
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pre-pharmacy data (pre-pharmacy GPA, PCAT scores) through professional program coursework, graduation and NAPLEX success rate.
Program Evaluation
Students
End of Year Survey: Overall Program Satisfaction
Completed by students to evaluate the overall satisfaction with program and curriculum. Information gathered to be utilized to guide curricular and programmatic improvement.
End of Spring
X X
OAPE; AEIC
OAPE; AEIC; OSS
Annual
Curricular Effectiveness
NABP; Students
NAPLEX Examination pass rates
\
Tracking results (pass rates) achieved by students on NAPLEX examination. Information gathered to be utilized to guide curricular and programmatic improvement.
Annually after graduation
X X
AEIC; OAPE; Administration
OAPE; AEIC; Curriculum Committee; Chairs; Faculty; Dean
Annual
Evaluation Plan
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