Skip to Main Navigation | Skip to Content




Academic Affairs / Provost

Administration 203
Warrensburg, MO 64093
Phone: 660-543-4116





Academic Enrichment

Goal A: STUDENT LEARNING OUTCOMES - Each department/discipline responsible for a program has identified and validated student-learning outcomes for its major programs.

Goal A - Component 1:  Student-Learning Outcomes

Student learning outcomes are the explicit learning goals for students. For degree programs, student-learning outcomes are what students should know and be able to do upon completion of the degree. These expected student outcomes are the content knowledge, skills, and, if appropriate, attitudes defined collaboratively by the faculty in the department/discipline.

a. The department/discipline faculty collaboratively identified, discussed, and approved the student learning outcomes.

Student learning outcomes for each course are developed, validated, and discussed by the faculty assigned to those courses.

EVIDENCE FILES

A1a AE 1030 8-20-12

A1a AE 1030 9-12-12

A1a AE 1030 10-17-12

A1a Department_Meeting_Minutes_January,_2013[1]

A1a AE 0800 Outcomes

A1a AE 1012 Outcomes

A1a AE 1030 04-17-13

b. The department/discipline faculty responsible for undergraduate degree programs included the intellectual skills of the UCM General Education Program.

Not Applicable

EVIDENCE FILES

c. For undergraduate degree programs, student learning outcomes include knowledge, skills and, if appropriate, attitudes.

Academic Enrichment course learning outcomes include knowledge, skills, and attitudes.

EVIDENCE FILES

A1c AE 1400 Freshman Seminar Goals and Outcomes

Goal A - Component 2:  Validate Student Learning Outcomes

Individuals external to the University review and evaluate student learning outcomes. This process is designed to ensure that the student learning outcomes are relevant and appropriate to the specific professional field.

a. The department/discipline faculty follows a procedure that ensures regularly scheduled re-validations of program outcomes, thereby facilitating early identification of changes in student learning needs.

The student outcomes are regularly re-validated by Academic Enrichment faculty.

EVIDENCE FILES

A2a Academic Enrichment 2009-10 Annual Report

A2a Academic Enrichment 2011-12 Annual Report

A2a Academic Enrichment Annual Report 2008-09 Appendix B

A2a Academic Enrichment 2008-09 Annual Report Appendix C

A2a Academic Enrichment 2008-09 Annual Report

A2a Academic Enrichment 2008-09 Appendix A CAP Report

b. The department/discipline faculty use appropriate external groups who possess knowledge of the program and program needs to evaluate student learning.

The Academic Enrichment faculty use appropriate external groups who possess knowledge of Freshman Seminar to evaluate student learning.

EVIDENCE FILES

A2b Freshman Seminar Advisory Committee 2 15 13 (1)

c. The department/discipline faculty document how the feedback from the validation process is used to redefine and improve program outcomes.

The Academic Enrichment faculty document how the feedback from the validation process is used to redefine and improve course outcomes.

EVIDENCE FILES

A2c Academic Enrichment 2008-09 Appendix A CAP Report

A2c Academic Enrichment 2009-10 Annual Report

A2c Academic Enrichment 2011-12 Annual Report

A2c Academic Enrichment Annual Report 2008-09 Appendix B

A2c Academic Enrichment 2008-09 Annual Report Appendix C

A2c Academic Enrichment 2008-09 Annual Report

Goal A - Component 3:  Communication of Program Goals

Programs use various methods to inform students, faculty, the university community and external constituents of the nature, content and structure of the program assessment outcomes and processes.

a. The department/discipline faculty has a formal and continuing program and procedure for student orientation to prepare its students for the experiences they will have in their program of study.

Not Applicable

EVIDENCE FILES

b. The department/discipline faculty clearly communicates the student learning outcomes to students in every course through a variety of means.

Not Applicable

EVIDENCE FILES

c. The department/discipline faculty follows assure that new faculty/members understand how student learning outcomes are integrated into the program and how assessment is used to improve student learning and development.

The Academic Enrichment faculty ensure that new faculty understand how student learning outcomes are integrated into Freshman Seminar and how assessment is used to improve student learning and development.

EVIDENCE FILES

A3c FS training spring 2012 (1)

A3c FS training spring 2013

A3c Pearls of Wisdom Handout 5 16 13

A3c FS training spring 2011

Goal A - Component 4:  Evaluation of the Alignment of Program Student Learning Outcomes with Program Offerings and Assessment Points

Programs develop curriculum matrixes that display program outcomes on one axis and courses on the other and identify assessment points (courses) for data collection. Curriculum matrixes are used to communicate program expectations and sequential coherence.

Academic Enrichment does not offer programs of any kind: is a unit that provides remedial instruction, planned placement instruction, and university enrichment courses to UCM students. Academic Enrichment is not linked to the General Education program, as the courses offered are either 1) offered to assist students in gaining the knowledge and skills necessary to enroll in General Education courses, or 2) to enhance their university experience through assistance with study skills, testing and note-taking, working with diverse groups and adjusting to higher education.

Student learning outcomes for courses offered are developed, validated and discussed by the faculty assigned to those courses. For example, instructors in AE 1030 (mathematics) meet regularly to discuss and revalidate course outcomes. Course outcomes are communicated to new faculty in an orientation program by Academic Enrichment, while students are informed of those outcomes via their individual course syllabi. Academic Enrichment does not have a curriculum matrix because no program, minor or certificate is offered: students take courses in Academic Enrichment as needed. An advisory committee meets annually concerning the Academic Enrichment course with the highest annual enrollment: AE 1400 Freshman Seminar. In addition, Academic Enrichment staff perform an annual training for all instructors of AE 1400 to insure that AE 1400 outcomes are clearly understood by all instructors.

Academic Enrichment files annual reports that further explain courses and outcomes, our changing position in the University system, and our continued efforts to assist students in successfully completing their college degree.

a. The department/discipline faculty collaboratively designed a sequence of courses leading to program coherence.

Not Applicable

EVIDENCE FILES

b. The department/discipline faculty collaboratively performed an analysis of the major program offerings and developed a curricular map which identifies the courses in which specific student learning outcomes were developed and practiced.

Not Applicable

EVIDENCE FILES

c. The department/discipline faculty collaboratively performed an analysis of the curricular matrix and identified the formative and summative assessment collection points (courses).

Not Applicable

EVIDENCE FILES

d. The department/discipline faculty collaboratively formulated a plan for communicating the curricular matrix and formative and summative assessment points to students and faculty.

Not Applicable

EVIDENCE FILES

 

Goal B: TEACHING, ASSESSMENT METHODS, AND PROFESSIONAL DEVELOPMENT -- Each department/discipline faculty employs a variety of appropriate methods to teach and assess program outcomes.

Goal B - Component 1:  Pedagogy and Assessment

Students learn best when they are actively engaged in the learning process, are given clear evaluative criteria by which their performance is to be judged, and are provided with prompt, meaningful feedback. Faculty regularly employ a variety of teaching and assessment methods, styles, and evaluation techniques, to promote active, engaged learning.

a. The department/discipline faculty employs in program courses a variety of learning experiences, applications, and assessments for the student learning outcomes.

Academic Enrichment uses a variety of learning experiences, applications, and assessments for the student learning outcomes.

EVIDENCE FILES

B1a AE 1112 Syllabus Aaberg

B1a AE 1132 Syllabus Reinke

B1a AE 1400 Syllabus Peck

B1a AE 1450 Syllabus Ciafullo

B1a AE 1820 Syllabus Long

B1a AE 1826 Syllabus Goetz

B1a AE 1840 Syllabus

B1a FALL_2012_AE1125_Syllabus[1]

B1a AE 0101 Syllabus Lyon

B1a AE 0131 Syllabus Reinke

B1a AE 0800 Syllabus Streck

B1a AE 1000 Syllabus

B1a AE 1012 Syllabus Streck

B1a AE 1030 Syllabus Atkins

B1a AE 1102 Syllabus Aaberg

b. The department/discipline faculty shares and discusses the various teaching and assessment methods used in classes to improve instruction and student learning.

Academic Enrichment faculty share and discuss in department meetings the various teaching and assessment methods used in classes to improve the instruction and student learning.

EVIDENCE FILES

B1b Department_Meeting_Minutes_January,_2013[1]

Goal B - Component 2:  Professional Development for Improvement of Instruction and Assessment of Student Learning

Departments prepare faculty to teach and assess both program specific and generalized student learning outcomes.

As the Academic Enrichment outcomes demonstrate, the discipline faculty are primarily engaged in supporting students as they meet University standards and learn to function appropriately in a higher education setting. As such, the discipline faculty use myriad pedagogical methods and are uniquely prepared via professional development.

a. The department/discipline faculty uses a professional development plan or strategy focused on preparing faculty to teach and assess the student learning outcomes identified by the department/discipline.

Academic Enrichment faculty use a professional development plan focused on preparing faculty to teach and assess the student learning outcomes identified by the department.

EVIDENCE FILES

B2a AE 1400 Professional Development Plan

B2a AE 1450 Prof Dev Plan

B2a AE 1820 Professional Development Plan

B2a AE 1826 Professional Develoment Plan

B2a AE 1840 Prof Dev Plan

B2a TRIO Professional Dev. Plan

B2a AE 0101 Professional Dev. Plan

B2a AE 0800 Professional Dev. Plan

B2a AE 1000 Professional Development Plan

B2a AE 1012 Professional Development Plan

B2a AE 1030 Introductory Algebra Prof. Dev. Plan

b. The department/discipline faculty documents professional development activities related to the teaching of the student learning outcomes of their programs.

Academic Enrichment faculty document professional development activities related to the teaching of the student learning outcomes of their courses.

EVIDENCE FILES

B2b Schueller 2012

B2b Shull 2012

B2b Sokolowski 2012

B2b Streck 2012

B2b T. Shaffer 2012

B2b A. Shaffer 2012

B2b Aaberg 2012

B2b Abington 2012

B2b Atkins 2012

B2b Azevedo 2013

B2b Beggs 2012

B2b Cameron 2012

B2b Ciafullo 2012

B2b Courtwright 2012

B2b Dahlstrom 2012

B2b Davis 2012

B2b Fair 2012

B2b Gerhart 2012

B2b Goetz 2012

B2b Holmgren 2012

B2b Jeffries 2012

B2b Jennings-Ryberg 2012

B2b Long 2012

B2b Lyon 2012

B2b Miller 2012

B2b Nimmer 2012

B2b Piatt, Linda 2012

B2b Ragland 2012

B2b Rogers 2012

c. The department/discipline faculty documents the professional development activities related to the assessment of the student learning outcomes of their major programs.

Academic Enrichment faculty document the professional development activities related to the assessment of the student learning outcomes of their courses.

EVIDENCE FILES

B2c Piatt, Linda 2012

B2c Ragland 2012

B2c Rogers 2012

B2c Schueller 2012

B2c Shull 2012

B2c Sokolowski 2012

B2c Streck 2012

B2c T. Shaffer 2012

B2c A. Shaffer 2012

B2c Aaberg 2012

B2c Abington 2012

B2c Atkins 2012

B2c Azevedo 2013

B2c Beggs 2012

B2c Cameron 2012

B2c Ciafullo 2012

B2c Courtwright 2012

B2c Dahlstrom 2012

B2c Davis 2012

B2c Fair 2012

B2c Gerhart 2012

B2c Goetz 2012

B2c Holmgren 2012

B2c Jeffries 2012

B2c Jennings-Ryberg 2012

B2c Long 2012

B2c Lyon 2012

B2c Miller 2012

B2c Nimmer 2012

 

Goal C: USE OF ASSESSMENT INFORMATION -- Each department or faculty group responsible for a program implements student assessments to document student progress and improve student learning.

Because Academic Enrichment is not a program (it does not grant degrees or certificates), some levels of assessment do not apply. Course outcomes are listed in individual course materials.

Goal C - Component 1:  Formative Assessment System

Departments use formative assessments to document student progress, supply feedback to the student, and provide information for program evaluation. The resulting data are reviewed and evaluated by the faculty as a whole or by a designated group of faculty.

a. The department/discipline faculty annually provides formative assessment data for input into the University's assessment database.

The University of Central Missouri assessment database is under development. All program coordinators are instructed to maintain their assessment data locally until the database is fully developed and tested. To facilitate testing, eight programs are identified for initial upload and their data are available for examination. For more information or to view data from the eight identified programs, click here.

Academic Enrichment faculty annually provide formative assessment data for input into the University’s assessment database.

EVIDENCE FILES

C1a Analysis of AE 1820 Learning Strategies Data 1 30 13

b. The department/discipline faculty document and evaluate formative student learning data to be used for feedback to students and improvement of student learning.

Academic Enrichment faculty document and evaluate formative student learning data to be used for feedback to students and improvement of student learning.

EVIDENCE FILES

C1b Academic Enrichment 2009-10 Annual Report

C1b Academic Enrichment 2011-12 Annual Report

C1b Academic Enrichment Annual Report 2008-09 Appendix B

C1b Academic Enrichment 2008-09 Annual Report Appendix C

C1b Academic Enrichment 2008-09 Annual Report

C1b Academic Enrichment 2008-09 Appendix A CAP Report

c. The department/discipline faculty document changes made in curriculum, teaching, and assessment methods based on the evaluation of formative assessment data.

EVIDENCE FILES

Goal C - Component 2:  Summative Assessment System

Departments use summative assessments to evaluate student attainment of the program's student learning outcomes. These assessments are administered toward the end of a student's program and involve a variety of assessment measures.

a. The department/discipline faculty annually provides summative assessment data for input into the University's assessment database.

The University of Central Missouri assessment database is under development. All program coordinators are instructed to maintain their assessment data locally until the database is fully developed and tested. To facilitate testing, eight programs are identified for initial upload and their data are available for examination. For more information or to view data from the eight identified programs, click here.

EVIDENCE FILES

b. The department/discipline faculty document and evaluate summative assessment data to be used for measurement of improvement in individual student learning and competency at the end of the degree program.

EVIDENCE FILES

c. The department/discipline faculty document how the summative assessment results are used to 1) guide course design, 2) modify curricula and instructional methods, 3) improve the formative assessment system, 4) document individual student performance, and/or 5) improve the summative assessment system.

EVIDENCE FILES

Goal C - Component 3:  Program Assessment System

Program assessment at UCM is based on the aggregation of individual student performances (i.e., formative, summative, and other assessment inputs) and uses other data and information to improve program quality including changes in individual course requirements, course pedagogy, assessment practices or curriculum.

Academic Enrichment does not offer academic programs (major, minor, or certificate). Students take courses in Academic Enrichment as needed, and their enrollment may be determined by planned placement, academic advising, or through self-selection. As such, Academic Enrichment does not perform Summative or Program Assessment. Academic Enrichment faculty and staff perform annual evaluations of formative data, including course grades, testing outcomes, and student evaluation data. That collected data is discussed in course faculty meetings, analyzed for Annual Reports, and considered as courses are redesigned and updated.

a. The department/discipline faculty follows a well-defined processes to aggregate individual student performances on formative and summative assessments.

Academic Enrichment faculty follow well-defined processes to aggregate individual student performances on formative assessments.

EVIDENCE FILES

C3a Academic Enrichment Student Evaluation Data 2012-2013

b. The department/discipline faculty identify and utilize other types of program information in its summative assessment process.

Not Applicable

EVIDENCE FILES

c. The department/discipline faculty follows a routine (ongoing) process for reviewing information related to the performance of the major program and for making changes to improve program quality.

Academic Enrichment faculty follow a routine process for reviewing information related to the performance of the courses and for making changes to improve course quality.

EVIDENCE FILES

C3c AE 1400 Survey 2011

d. The department/discipline faculty documents program changes that have been implemented.

Academic Enrichment faculty document course changes that have been implemented.

EVIDENCE FILES

C3d Academic Enrichment 2009-10 Annual Report

C3d Academic Enrichment 2011-12 Annual Report

C3d Academic Enrichment Annual Report 2008-09 Appendix B

C3d Academic Enrichment 2008-09 Annual Report Appendix C

C3d Academic Enrichment 2008-09 Annual Report

C3d Academic Enrichment 2008-09 Appendix A CAP Report

Goal C - Component 4:  Graduation Requirement

Each program has established graduation standards of student competency (i.e., minimal proficiency) in the content knowledge and skills that define the degree program.

a. The department/discipline faculty collaboratively established minimum student performance standards for all program outcomes as a condition of graduation/program completion including completion of all summative assessment requirements. This graduation requirement is clearly stated in the catalog and communicated to students.

Not Applicable

EVIDENCE FILES