Appendix I - SSO 1 – Survey Two, Objective Confidence Assessment/Survey Questions

1. Select the option that resembles your student classification: a. Traditional Undergraduate Student b. Adult Undergraduate Student c. Graduate Student a. Strongly Disagree b. Disagree c. Slightly Disagree d. Slightly Agree e. Agree f. Strongly Agree a. Strongly Disagree b. Disagree c. Slightly Disagree d. Slightly Agree e. Agree f. Strongly Agree a. a. a. a. a. White b. Black or African American c. American Indian or Alaska Native d. Asian Indian e. Chinese f. Filipino g. Other Asian h. Japanese i. Korean j. Vietnamese k. Native Hawaiian l. Guamanian or Chamorro m. Samoan n. Other Pacific Islander:_ o. Some other race: _____________________________

2. I feel confident utilizing [this service] through the Office of Career Development and Connections.

3. I felt confident setting up an appointment with the Office of Career Development and Connections.

4. On a scale of 1-10 where 1 is Not Confident and 10 is Very Confident, how confident are you that you could use [this service] again for yourself?

5. On a scale of 1-10 where 1 is Not Confident and 10 is Very Confident, how confident are you that you used [this service] effectively?

6. On a scale of 1-10 where 1 is Not Confident and 10 is Very Confident, how confident are you that you could teach a friend how to use [this service]?

7. On a scale of 1-10 where 1 is Not Confident and 10 is Very Confident, how likely are you to use [this service] again in the future?

8. What is your race? Select one or more options.

9. What is your ethnicity? Select one or more options a. White b. Black or African American c. American Indian or Alaska Native d. Asian Indian e. Chinese f. Filipino g. Other Asian h. Japanese i. Korean j. Vietnamese k. Native Hawaiian l. Guamanian or Chamorro m. Samoan n. Other Pacific Islander:________________________ o. Some other race: _____________________________

Appendix J – University Assessment Form

Assessment Form Academic Major

Assessment Cycle – August 2023 – August 2024

Academic Major and Degree

Contact (name and email)

Learning Outcome Map with Linkage to University Statement of Purpose Components, University Educational Goals, Liberal Arts Outcomes, University Quality Enhancement Plan

Curriculum Map

Student Learning Outcome (per learning outcome map)

Means of Assessment (at least two means of assessment per outcome; each outcome must have at least one direct measure)

Criteria for Success/Target (shows outcome is met)

(Due October 1, 2023

(Due August 31, 2024)

Update Learning Outcome Map (including linkages to university planning documents) through 2026-27 and submit with this assessment form.

Please submit a current curriculum map and NACE map for the program(s) listed above with this assessment form.

Assessment Results (specific results reported in alignment with criteria/target)

Disaggregate results by modality (face-toface, hybrid, online).

If applicable, please disaggregate results by program (e.g., EdD face-to-face vs. EdD online).

Analysis of Results (provide reasonable analysis of results)

Planned/Completed Changes Made to Improve Student Learning

(changes made should be based on analysis of assessment results)

Budget Implications:

Budget Implications:

Budget Implications:

Budget Implications:

Budget Implications:

Budget Implications:

Add additional rows, if necessary.

QEP NACE Competency Outcomes

SSO 3- Students will demonstrate proficiency in NACE career competencies through program coursework.

Means of Assessment (at least two means of assessment per outcome (one course and one assignment); each outcome must have at least one direct measure)

1. ExampleTeamwork 1A.

Criteria for Success/Target (shows outcome is met)

Assessment Results (specific results reported in alignment with criteria/target)

Analysis of Results (provide reasonable analysis of results)

Planned/Completed

Changes Made to Improve Student Learning (changes made should be based on analysis of assessment results)

Disaggregate results by modality (faceto-face, hybrid, online).

If applicable, please disaggregate results by program (e.g., EdD face-to-face vs. EdD online).

Budget Implications:

Budget Implications: 1B.

Budget Implications:

Budget Implications: Add additional rows, if necessary.

QEP Experiential Learning Goals

SSO 2- Students will have experiential learning opportunities designed toward career preparation. (Internships, research experiences, service learning, other careerrelated experiences)

Means of Assessment (at least two means of assessment per outcome)

Criteria for Success/Target (shows outcome is met)

Assessment Results (specific results reported in alignment with criteria/target)

Analysis of Results (provide reasonable analysis of results)

Planned/Completed Changes Made to Improve Student Learning

(changes made should be based on analysis of assessment results)

Provide your departments QEP Experiential Learning Goal:

How will your program increase and assess the experiential learning opportunities designed for career preparation?

1A.

Disaggregate results by modality (face-toface, hybrid, online).

If applicable, please disaggregate results by program (e.g., EdD face-to-face vs. EdD online).

Budget Implications:

1B.

Add additional rows, if necessary.

Assessment Team and Review Process [Assessment Summit] (Briefly describe which individuals were involved in the assessment process how data were reviewed, how changes were deemed necessary based on evidence, etc.). Submit assessment summit minutes with your final report (can include in the Appendix).

Improvements from Last Year (Describe specific improvements made or actions taken based on last year’s [2019-20] results. You might include budgetary adjustments made to align with improvements. Please include evidence you have that these improvements have been effective.)

Budget Implications:

Appendix (as appropriate) Please include (below) as an appendix any supporting documents (e.g., rubrics, exam questions, tests) used as part of your means of assessment, or any larger data pieces used in your results analysis (e.g., charts, tables, graphs). Either include the minutes from your assessment summit here or submit as a separate document with this form.