3.3.1 Institutional Effectiveness
The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)
3.3.1.1 educational programs, to include student learning outcomes
Compliant
Introduction to Institutional Effectiveness at William Carey University
As stated in the University's Bylaws, "The administration, the faculty, and all personnel of the University are responsible to ensure institutional effectiveness in accordance with the approved policies established by the board of trustees as stated in this article" (Bylaws, Article III). As a result, William Carey University is committed to a systematic, interrelated, broad-based institutional effectiveness system, involving input from all areas of the University community. Developed from the mission statement, the institutional effectiveness program employs a variety of planning and evaluation methods by which the University seeks to improve student learning and all other major components of University life. In addition, the board of trustees ensures these functions (WCU Bylaws, Committee on Academic Programs, Faculty Resources and Institutional Assessment).
In the Undergraduate Catalog, the Graduate Catalog, the Master of Biomedical Science Degree, and the College of Osteopathic Medicine Student Handbook and Catalog, William Carey University affirms specific and prominent language about the culture of institutional effectiveness:
Engaging in a continual quest for quality, the university maintains a comprehensive system of planning and evaluation in all major aspects of the institution. The university uses the institutional mission statement as the foundation for evaluation. By using a variety of assessment methods, the institution implements its evaluative results to improve the education programs and support activities. The institution’s effectiveness in achieving its established goals determines educational quality. As part of its annual planning process, the university uses assessment results for continual improvement of academic programs, student learning, and support services.
In order to achieve such quality, the Annual Institutional Effectiveness Cycle (2014, 2013, 2012, 2011, 2010, 2009) provides a reasonable base for both planning and evaluation activities along with the departments or units responsible for each activity. Supporting the Annual Institutional Effectiveness Cycle and the administration of the institutional effectiveness program is the vice president of institutional effectiveness (appointed in 1998), the director of institutional research, and the assistant director of institutional research. All three of these persons have adequate experience in their respective positions. Both the institutional effectiveness and institutional research functions have a decentralized element whereby academic programs are responsible to provide information and assessment to the institutional effectiveness University function.
Beyond the administrative structure, the University has an annually appointed and functioning Institutional Effectiveness, Planning, and Development Committee (2014, 2013, 2012, 2011, 2010, 2009), which is composed of faculty, staff, and administrators. Each year, the Institutional Effectiveness, Planning, and Development Committee reviews, modifies, and approves (see the committee's minutes from 2014, 2013, 2012, 2011, 2010, 2009) the annual Institutional Plan.
From the Institutional Effectiveness, Planning, and Development Committee, the annual Institutional Plan has been recommended to and approved by the faculty (see Faculty Assembly minutes, 2014, 2013, 2012, 2011, 2009) and subsequently by the board of the trustees (see Board of Trustees, minutes, 2014, 2013, 2012, 2011, 2010, 2009). With board-approved modifications and approval, the annual Institutional Plan (2014, 2013, 2012, 2011, 2010, 2009), provides the foundation for the planning and evaluation at the departmental and unit level throughout the institution, and is an effective mechanism in helping the institution's faculty, staff, and administration to maintain the institution's mission and values at the forefront of all instruction.
In its various academic departments, the University identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in its educational programs. The assessment models linked below contain details of expected outcomes, assessment of those outcomes, and use of the assessment for student learning and programmatic and University improvement. The entire University community—faculty, staff, and administration—is involved in ensuring the University undergoes annual identification of outcomes, assessment of outcomes, and documentation of evidence for improvement.
Institutional Effectiveness at Work at William Carey University
The institutional effectiveness process at Carey is comprehensive and adequate to assess the University's achievement of quality. The University's board-approved mission statement is the foundation for measuring all institutional goals and departmental outcomes. Revised, rewritten, and adopted in 2010, the mission statement appears in the University's Bylaws, 2013, the Faculty Handbook, 2014-2015, the Undergraduate Catalog, 2014-2015, the Graduate Catalog, 2014-2015, and Student Handbook, 2014-2015, and appears below:
As a Christian university which embraces its Baptist heritage and namesake, William Carey University provides quality educational programs, within a caring Christian academic community, which challenge the individual student to excel in scholarship, leadership, and service in a diverse global society.
adopted annually and distributed widely as follows:
Institutional Plan, 2014, 2013, 2012, 2011, 2010
Faculty Handbook, 2014, 2013, 2012, 2011, 2010
Administrative Handbook, 2014, 2013
Administrative and Staff Handbook, 2011, 2010
Undergraduate Catalog, 2014, 2013, 2012, 2011, 2010
Graduate Catalog, 2014, 2013, 2012, 2011, 2010
Student Handbook, 2014, 2013, 2012, 2011, 2010
Prior Mission Statement, 2009-2010—The mission of William Carey University is to provide quality liberal arts and professional education programs within a caring Christian academic community. The individual student is encouraged to develop his or her highest potential in scholarship, leadership, and service. The university collaborates with churches, organizations, and individuals to affirm its Baptist heritage and namesake—William Carey.
The University engages an annual process that yields an Expanded Statement of Mission (a set of University-wide goals) from which all academic departments annually develop program objectives and student learning outcomes. As outgrowths of the Mission Statement, the Expanded Statement of Mission contains six University-wide Goals from which all academic programs consider and contextualize student learning outcomes and program assessment (see Institutional Effectiveness Template)
In instances where an academic major occurs on more than one campus, the assessment incorporates all campus sites. The University—through its Institutional Effectiveness, Planning, and Development Committee—annually reviews the Institutional Plan (2014, 2013, 2012, 2011, 2010, 2009), and recommends revisions to the faculty and the board of trustees who annually review and adopt the Institutional Plan (Board Minutes, 2014-2009).
In order to insure broad-based participation and ownership, all academic departments are responsible for developing and maintaining their respective institutional effectiveness programs (i.e., 5-Column Model Template, 2014-2015) that include:
Column 1 — University Mission, Expanded Statement of Mission, and Goal for Department/Unit - statements derived from and supporting the institution’s Mission
Column 2 — Student Learning Outcomes and Objectives of Program/Unit that derive from the departmental mission
Column 3 — Assessment Criteria and Procedures that are employed to evaluate the Student Learning Outcomes and Objectives of Program/Unit
Column 4 — Assessment Results derived from the Assessment Criteria and Procedures
Column 5 — Use of Results to improve student learning or program objectives for improvement in institutional quality
The student learning outcomes and program objectives (column 2) flow horizontally (see sample) to the assessment criteria and procedures (column 3), assessment results (column 4), and use of results (column 5). Though simple and used widely, the model itself has improved student learning and all support functions by aiding faculty, staff, and administration in understanding and implementing as assessment environment for the institution's ongoing improvement.
Institutional Research
The Office of Institutional Research is an integral part of the institution’s planning and evaluation process. The University established the office in 1987, and its productivity has been exemplary. The director of institutional research was assigned responsibility of research functions in 2014, and the assistant director of institutional research began in that role in 1999.
The Office of Institutional Research currently reports to the vice president for institutional effectiveness and planning. The Annual Institutional Effectiveness Cycle demonstrates the centrality of the function of institutional research. The Office of Institutional Research systematically collects, analyzes, and disseminates University-wide data. Examples of the productivity and integral part of the institutional research office are evident in many documents produced by institutional research such as: the Fact Book, Student Evaluation of Instruction (see below), Student Credit Hours, the Exit Interview (see below), and the Graduate Follow-up Report (see below). These documents reveal exemplary effectiveness for in-depth analytical research, synthetic organization, and dissemination of data, and provide the long-standing institutional foundation for planning and achievement of programmatic goals and student learning outcomes. Samples of these documents follow below (all files are multi-page):
Annual Interview of Graduates Interview of Graduates One Year after Graduation
Exit Interview, 2014 Graduate Follow-up Report, 2014 (to be completed fall 2015)
Exit Interview, 2013 Graduate Follow-up Report, 2013
Exit Interview, 2012 Graduate Follow-up Report, 2012
Exit Interview, 2011 Graduate Follow-up Report, 2011
Exit Interview, 2010 Graduate Follow-up Report, 2010
Exit Interview, 2009 Graduate Follow-up Report, 2009
Beginning in 1991 and continuing through the Spring of 2013, institutional research
managed the Student
Evaluation of Instruction. Beginning in Fall 2013, the
Institutional Technology office began collecting data for Student Evaluation of
Instruction through an online format. Prompt distribution and review of the results
of the student evaluation of instruction to the faculty members and deans of
instruction insure that the results of the evaluation are implemented for
instructional improvement and student learning. In addition, the Student Evaluation of Instruction
has been used in relation to faculty members'
annual self-evaluation,
annual
evaluation by chairs or deans, and promotion and tenure
decisions. Part of the faculty evaluation is
the role of
faculty in regard to student learning outcomes.
A sample of this process reveals the depth to which the University is committed
to the process.
The tables below reveals the consistent effectiveness of the course evaluation process.
Student Evaluation of Instruction (each link below includes multiple pages with sample evaluations from across the University; "COM" refers to the College of Osteopathic Medicine)
Fall 2014 Winter 2013 Spring 2014 Summer 2014
Fall 2014-1 (COM) Winter 2012 Spring 2014-1 (COM) Summer 2013
Fall 2014-2 (COM) Winter 2011 Spring 2014-2 (COM)
Fall 2013 Winter 2010 Spring 2013
Fall 2013-1 (COM) Winter 2009 Spring 2013-1 (COM)
Fall 2013-2 (COM) Spring 2013-2 (COM)
Online Course Evaluations (all files are multi-page)
Winter 2013-2014 (126 pp.)
Spring 2014 (108 pp.)
Summer 2014 (146 pp.)
Fall 2014, School of Education (120 pp.)
Fall 2014, School of Nursing (24 pp.)
The institution regularly evaluates the effectiveness of its institutional research process, and uses its findings for the improvement of its process. Accordingly, an institutional effectiveness program has been developed and utilized for the Institutional Research function. As indicated above, a combination of centralized and decentralized data collection and analysis exists. The Office of Institutional research conducts ongoing data collection, analysis, and dissemination. Institutional Research assists in the design and implementation of internal studies related to students, personnel, programs, services, and fiscal resources.
The University has allocated adequate resources for institutional research, supporting institutional research with an adequate annual budget for the production of reports and statistical data for the purpose of planning and evaluation. The University community has intranet access to all relevant information are posted the University's intranet (as examples, see Fact Book, Student Credit Hours, By Term and Program, annual Exit Interview, and annual Graduate Follow-up Report).
Faculty Evaluation
All faculty engage in annual self-evaluation, and receive annual evaluation by their chair or dean. Part of this annual evaluation process is the faculty's teaching effectiveness related to programmatic student learning outcomes. A sample of this process (see p. 13) reveals the depth to which the University is committed to the process.
Faculty in the College of Osteopathic Medicine have a like self-evaluation and annual evaluation by their dean. In addition, faculty in the College of Osteopathic Medicine have a subject area promotion and tenure evaluation process.
Identification of Expected Outcomes, Assessment of Outcomes Achievement,
and Evidence of Improvement Based on Analysis
Following below are analyses of 3.3.1.1 Educational Programs, to include Student Learning
Outcomes
Each academic program below reports expected outcomes along with assessment procedures for the years in which the program was offered. These program models of assessment reveal identification of student learning outcomes and programmatic goals, assessment of outcomes and goals, and evidence of improvement.
General Education (5 years)
Ralph and Naomi Noonkester School of Arts and Letters (all files are multi-page)
Art, Undergraduate (5 years)
English, Undergraduate (5 years)
History, Undergraduate (5 years)
Social Science, Undergraduate (5 years)
Mass Communication, Undergraduate (5 years)
Spanish, Undergraduate (new program in 2014)
Speech Communication, Undergraduate (5 years)
Speech Communication and Theatre, Undergraduate (4 years)
Theatre, Undergraduate (5 years)
Art Concentration, Master of Education (3 years; program had no students in 2010-2012)
English, Master of Arts (4 years, program start, 2011)
English Concentration, Master of Education (5 years)
History, Master of Arts (3 years, program start, 2011)
Social Science Concentration, Master of Education (5 years)
School of Business (all files are multi-page)
Business, Undergraduate (5 years)
Master of Business Administration (5 years)
Master of Science in Nursing and Master of Business Administration dual degree (new program, 2014)
School of Education (all files are multi-page)
Elementary Education, Undergraduate (5 years)
Career and Technical Education (4 years, new program in 2011)
Secondary Education, Undergraduate (5 years)
Health, Recreation, and Physical Education, Undergraduate (5 years)
Health and Physical Education, Licensure, Undergraduate (5 years)
Physical Education, Undergraduate (5 years)
Art Concentration, Master of Education (3 years; program had no students in 2010-2012)
Biology Concentration, Master of Education (5 years)
Career and Technical Education, Master of Education (3 years, new program, 2012)
Dyslexia Therapy Concentration, Master of Education (3 years, new program, 2012)
Educational Leadership Concentration, Master of Education (4 years, new program in 2011)
Elementary Education, Master of Education (5 years)
Elementary Education Concentration, Alternate Route, Master of Education (5 years)
English Concentration, Master of Education (5 years)
Gifted Concentration, Master of Education, (5 years)
Interscholastic Athletic Administration Concentration, Master of Education (3 years, new program in 2012)
Mathematics Concentration, Master of Education (3 years, new program in 2012)
Mild/Moderate Disabilities Concentration, Master of Education (5 years)
Secondary Concentration, Master of Education (5 years)
Secondary Education Concentration, Alternate Route, Master of Education (5 years)
Social Science Concentration, Master of Education (5 years)
Elementary Education, Specialist (5 years)
Secondary Education, Specialist (3 years)
Higher Education Administration, Doctor of Education (3 years; new program in 2012)
Higher Education Administration, Doctor of Philosophy (3 years; new program in 2012)
School of Natural and Behavioral Sciences (all files are multi-page)
Biology, Undergraduate (5 years)
Chemistry, Undergraduate (5 years)
Criminal Justice, Undergraduate (3 years, new program in 2012)
Gerontology, Undergraduate (new program in 2014)
Health Related Professions, Undergraduate (5 years)
Mathematics, Undergraduate (5 years)
Psychology, Undergraduate (5 years)
Biology, Master of Science (4 years, new program in 2011)
Biology Concentration, Master of Education (5 years)
Mathematics Concentration, Master of Education (3 years, new program in 2012)
Counseling Psychology, Master of Science (5 years)
Counselor Education (Clinical Mental Health Counseling Concentration), Master of Science (new program in 2014)
Counselor Education (School Counseling Concentration), Master of Science, (new program in 2014)
Donald and Frances Winters School of Music and Ministry Studies (all files are multi-page)
Music, Undergraduate (5 years)
Music, BA, Undergraduate (new separate assessment model for 2014-2015)
Church Music, Undergraduate (new separate assessment model for 2014-2015)
Music Education, Undergraduate (new separate assessment model for 2014-2015)
Music Performance, Undergraduate (new separate assessment model for 2014-2015)
Music Therapy, Undergraduate (new separate assessment model for 2014-2015)
Music Education, Master of Music (5 years)
Religion, Undergraduate (5 years)
Intercultural Studies, Undergraduate (2 years, new program in 2013)
Joseph and Nancy Fail School of Nursing (all files are multi-page)
Health Information Management, Undergraduate (2 years, new program in 2013)
Nursing, Undergraduate (5 years)
Master of Science in Nursing, (5 years)
Master of Science in Nursing and Master of Business Administration, dual degree (new program in 2014)
Nursing Education and Administration, Doctor of Philosophy (3 years, new program in 2012)
College of Osteopathic Medicine (all files are multi-page)
Doctor of Osteopathic Medicine (5 years; new program in 2010)
WCUCOM Master Evaluation Plan (2013)
Master of Biomedical Science (5 years; new program in 2010)
Other
Supervisory Management (non-operational program; scheduled for deletion from the Catalog)
Variety of Assessment Processes
As part of the achievement of student learning outcomes, the University uses a variety of assessment mechanisms appear throughout its academic programs, and samples of various evaluation methods include: Capstone Course; Computer Proficiency Exam (graduation requirement for all undergraduate degrees); Licensure Exams: Example 1 (PRAXIS CORE), Example 2 (NCLEX); Employment Success: Example 1, Example 2; External Reviewer/Juror Assessment: Example 1, Example 2; Graduate Record Examination as Assessment Means for M.A. Admission; Internal Pre-test/Post-test Evaluation and Results 1 and Results 2; Internship Evaluation: Example 1, Example 2, Example 3, Example 4, Example 5; Portfolio Review; Subject-Area Assessment Exams: Example 1, Example 2, Example 3, Example 4-WCUCOM; Writing Intensive Course (graduation requirement for all undergraduate degrees); Service Learning; and Six Year Graduation Rate.
The education program and nursing program use state licensing examinations as measures of student achievement.
The School of Education uses the results of Praxis exams as one of the indicators of effectiveness of instruction in the program. The University previously used Praxis I as one of the entrance requirements, but replaced it in 2013 with the PRAXIS CORE exam as a basis for admission to the program but not for program revision. The University uses Praxis II for course review by examining sub-scores of the test. State teacher licensing exams are used as a requirement for graduation, and the State of Mississippi uses the exams as an indicator of program effectiveness.
The School of Nursing also uses the results of state licensing examinations to document student success (see assessment measure 3A). As measured by the State Boards of Nursing reports of NCLEX-RN, the pass rate for students graduating in the 2013-2014 academic year and taking the NCLEX will be 80% or higher on first attempt.
The College of Osteopathic Medicine uses the the National Board of Osteopathic
Medical Examiners board examination, COMLEX.
The WCUCOM institutional effectiveness model
reports exam results and any necessary plan for improvement.
Subject Area Accreditations
Related indirectly to the institutional effectiveness process, the University includes four schools of instruction that hold subject area accreditation. These subject-area accreditations further support and document the institution's commitment to student learning and a culture of ongoing outcomes identification, assessment, and evidence of improvement. These programs are education, medicine, music, and nursing, and together, these programs accounted for 54% of the headcount in Fall, 2014 (2172 out of 4015, education—999, medicine—416, music—157, nursing—600).
Education—NCATE and State of Mississippi Department of Education (Offsite link, if desirable; scroll to bottom of page)
Medicine—American Osteopathic Association (Offsite cache link and PDF link, if desirable; scroll to bottom of page)
Music—National Association of Schools of Music (Offsite link, if desirable)
Nursing—Commission on Collegiate Nursing Education (Offsite link, if desirable; scroll to bottom of page)
Documentation
Policies and Procedures for the Operation of University Councils and Committees
Institutional Effectiveness, Planning, and Development Committee (2014, 2013, 2012, 2011, 2010, 2009)
Annual Institutional Effectiveness Cycle (2014, 2013, 2012, 2011, 2010, 2009)
Institutional Plan (2014, 2013, 2012, 2011, 2010, 2009)
Institutional Plan (Board Minutes, 2014-2009 (2014, 2013, 2012, 2011, 2010, 2009)
Institutional Plan, Faculty Assembly Minutes, 2014, 2013, 2012, 2011, 2009
Faculty Handbook, 2014, 2013, 2012, 2011, 2010
Administrative Handbook, 2014, 2013
Administrative and Staff Handbook, 2011, 2010
Undergraduate Catalog, 2014, 2013, 2012, 2011, 2010
Graduate Catalog, 2014, 2013, 2012, 2011, 2010
Master of Biomedical Science Student Handbook and Catalog
WCUCOM Student Handbook and Catalog (2014, 2013, 2012, 2011, 2010)
Student Handbook, 2014, 2013, 2012, 2011, 2010
Revised, rewritten, and adopted 2010 Mission Statement
Student Credit Hours, By Term and Program
Course Completion Rates
Exit Interview of Graduates
Graduate Follow-Up Report
Promotion and Tenure Evaluation Process, WCUCOM
Student Evaluation of Instruction (each link below includes multiple pages with sample evaluations from across the University; "COM" refers to the College of Osteopathic Medicine)
Fall 2014 Winter 2013 Spring 2014 Summer 2014
Fall 2014-1 (COM) Winter 2012 Spring 2014-1 (COM) Summer 2013
Fall 2014-2 (COM) Winter 2011 Spring 2014-2 (COM)
Fall 2013 Winter 2010 Spring 2013
Fall 2013-1 (COM) Winter 2009 Spring 2013-1 (COM)
Fall 2013-2 (COM) Spring 2013-2 (COM)
Online Course Evaluations
Winter 2013-2014 (126 pp.)
Spring 2014 (108 pp.)
Summer 2014 (146 pp.)
Fall 2014, School of Education (120 pp.)
Fall 2014, School of Natural and Behavioral Science (8 pp.)
Fall 2014, School of Nursing (24 pp.)
Five-Column Program Assessment Models (all files are multi-page)
5-Column Model Template, 2014-2015
General Education (5 years)
Ralph and Naomi Noonkester School of Arts and Letters
Art, Undergraduate (5 years)
English, Undergraduate (5 years)
History, Undergraduate (5 years)
Social Science, Undergraduate (5 years)
Mass Communication, Undergraduate (5 years)
Spanish, Undergraduate (new program in 2014)
Speech Communication, Undergraduate (5 years)
Speech Communication and Theatre, Undergraduate (4 years)
Theatre, Undergraduate (5 years)
Art Concentration, Master of Education (3 years; program had no students in 2010-2012)
English, Master of Arts (4 years, program start, 2011)
English Concentration, Master of Education (5 years)
History, Master of Arts (3 years, program start, 2011)
Social Science Concentration, Master of Education (5 years)
School of Business
Business, Undergraduate (5 years)
Master of Business Administration (5 years)
Master of Science in Nursing and Master of Business Administration dual degree (new program, 2014)
School of Education
Elementary Education, Undergraduate (5 years)
Career and Technical Education (4 years, new program in 2011)
Secondary Education, Undergraduate (5 years)
Health, Recreation, and Physical Education, Undergraduate (5 years)
Health and Physical Education, Licensure, Undergraduate (5 years)
Physical Education, Undergraduate (5 years)
Art Concentration, Master of Education (3 years; program had no students in 2010-2012)
Biology Concentration, Master of Education (5 years)
Career and Technical Education, Master of Education (3 years, new program, 2012)
Dyslexia Therapy Concentration, Master of Education (3 years, new program, 2012)
Educational Leadership Concentration, Master of Education (4 years, new program in 2011)
Elementary Education, Master of Education (5 years)
Elementary Education Concentration, Alternate Route, Master of Education (5 years)
English Concentration, Master of Education (5 years)
Gifted Concentration, Master of Education, (5 years)
Interscholastic Athletic Administration Concentration, Master of Education (3 years, new program in 2012)
Mathematics Concentration, Master of Education (3 years, new program in 2012)
Mild/Moderate Disabilities Concentration, Master of Education (5 years)
Secondary Concentration, Master of Education (5 years)
Secondary Education Concentration, Alternate Route, Master of Education (5 years)
Social Science Concentration, Master of Education (5 years)
Elementary Education, Specialist (5 years)
Secondary Education, Specialist (3 years)
Higher Education Administration, Doctor of Education (3 years; new program in 2012)
Higher Education Administration, Doctor of Philosophy (3 years; new program in 2012)
School of Natural and Behavioral Sciences
Biology, Undergraduate (5 years)
Chemistry, Undergraduate (5 years)
Criminal Justice, Undergraduate (3 years, new program in 2012)
Gerontology, Undergraduate (new program in 2014)
Health Related Professions, Undergraduate (5 years)
Mathematics, Undergraduate (5 years)
Psychology, Undergraduate (5 years)
Biology, Master of Science (4 years, new program in 2011)
Biology Concentration, Master of Education (5 years)
Mathematics Concentration, Master of Education (3 years, new program in 2012)
Counseling Psychology, Master of Science (5 years)
Counselor Education (Clinical Mental Health Counseling Concentration), Master of Science (new program in 2014)
Counselor Education (School Counseling Concentration), Master of Science, (new program in 2014)
Donald and Frances Winters School of Music and Ministry Studies
Music, Undergraduate (5 years)
Music, BA, Undergraduate (new separate assessment model for 2014-2015)
Church Music, Undergraduate (new separate assessment model for 2014-2015)
Music Education, Undergraduate (new separate assessment model for 2014-2015)
Music Performance, Undergraduate (new separate assessment model for 2014-2015)
Music Therapy, Undergraduate (new separate assessment model for 2014-2015)
Music Education, Master of Music (5 years)
Religion, Undergraduate (5 years)
Intercultural Studies, Undergraduate (2 years, new program in 2013)
Joseph and Nancy Fail School of Nursing
Health Information Management, Undergraduate (2 years, new program in 2013)
Nursing, Undergraduate (5 years)
Master of Science in Nursing, (5 years)
Master of Science in Nursing and Master of Business Administration, dual degree (new program in 2014)
Nursing Education and Administration, Doctor of Philosophy (3 years, new program in 2012
College of Osteopathic Medicine
Doctor of Osteopathic Medicine (5 years; new program in 2010)
WCUCOM Master Evaluation Plan (2013)
Master of Biomedical Science (5 years; new program in 2010)
Samples of Varied Evaluation Methods
Capstone Course; Computer Proficiency Exam
Licensure Exams: Example 1 (PRAXIS CORE), Example 2 (NCLEX)
Employment Success: Example 1, Example 2
External Reviewer/Juror Assessment: Example 1, Example 2
Graduate Record Examination as Assessment Means for M.A. Admission
Internal Pre-test/Post-test Evaluation and Results 1 and Results 2
Internship Evaluation: Example 1, Example 2, Example 3, Example 4, Example 5
Subject-Area Assessment Exams: Example 1, Example 2, Example 3, Example 4-WCUCOM
Writing Intensive Course (graduation requirement for all undergraduate degrees)
Subject Area Headcount, Fall, 2014
Subject Area Accreditation
Education—NCATE and State of Mississippi Department of Education (Offsite link, if desirable; scroll to bottom of page)
Medicine—American Osteopathic Association (Offsite cache link and PDF link, if desirable; scroll to bottom of page)
Music—National Association of Schools of Music (Offsite link, if desirable)
Nursing—Commission on Collegiate Nursing Education (Offsite link, if desirable; scroll to bottom of page)