AIIAP-CP

1. AIIAP-CP Orientation Session

2. SACS CS 3.3.1.1 • 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 educational programs, to include student learning outcomes.

3. Educational Programs • Defined by SACS-COC • An educational program is a coherent set of courses leading to a credential (degree, diploma, or certificate) awarded by the institution.

4. Reaffirmation Report RecommendationCS 3.3.1.1 • The Committee recommends that the institution document that it assesses the extent to which it achieves outcomes in its certificate programs and provide evidence of improvement of its certificate programs based on analysis of the results, to include student learning outcomes.

5. Impact on TWU Certificate Programs • Need for Continuous Improvement • ExistingCertificate Programs • Must have an AIIAP-CP developed and submitted by no later than September 2, 2013. • An Academic Institutional Improvement Report (AIIR-CP) will be submitted on an annual basis. • New Certificate Program Submission(s) for Approval • The AIIAP-CP will be completed as part of the initial certificate program application process for approval by the Graduate or Undergraduate Council.

6. Progress on Certificate Program SLOs Assessment • Timeline Framework – handout • Fall 2011 - initial discussions • Spring 2012 • Policy approvals – Graduate Council • Spring 2013 • Policy approvals – Undergraduate Council (hopefully) • Roll-out of AIIAP-CP • Spring/Summer 2013 • Development of AIIAP-CPs • September 2, 2013 • Submission deadline for all certificate programs • Fall 2013 • Initiate AIIAP-CP assessments and data collection • Spring 2014 • Submit first annual report by mid-March 2014

7. Section I: Alignment of Certificate Program to TWU Mission • Purpose • To ensure direct alignment of the certificate program to the TWU Mission • Rationale • TWU Mission drives every aspect of the institution • Expectations • Provide a description of how the certificate program directly aligns with the TWU Mission

8. Section II: Certificate Program Student Learning Outcomes (SLOs) • Purpose • To identify what the student will be able to do upon successful completion of the certificate program • Rationale • All educational programs should be student learning outcomes-based • Begin with the end product in mind (design down) • Expectation • SLOs must be meaningful and measurable • A minimum of 1 SLO per certificate program

9. Components of Measurable SLOs – ABCCs • Actor • By the completion of the certificate program, the student will be able to • The “stem” of the SLO • Behavior • The performance • Use an “action verb” (Bloom’s Taxonomy) • Conditions • Contexts/setting and/or conditions under which the students will be able to perform the behavior • Criteria • What is the minimum expected level of performance? • Use generic indicators of quality of performance (clearly, accurately, appropriately, effectively)

10. School of Physical Therapy Certificate Program SLOs • Advanced Geriatric • The student will be able to integrate and apply knowledge gained in the field of Advanced Geriatric Physical Therapy by selecting appropriate test and measures and designing appropriate PT interventions or safeguards after the examination of the older adult, for use in various patient-specific or situational-specific contextual problems, while decisively justifying choices made. • Women’s Health • The student will be able to integrate and apply knowledge gained in the field of Women’s Health Physical Therapy by selecting appropriate test and measures and designing appropriate PT interventions after the physical therapy examination, for use in various patient-specific or situational-specific contextual problems, while decisively justifying choices made.

11. School of Physical Therapy Certificate Program SLOs… • Orthopaedic Manual Therapy • The student will be able to integrate and apply knowledge gained in the field of Orthopaedic Manual Therapy by selecting appropriate manual therapy assessments and designing appropriate manual therapy interventions after the examination for patients with orthopaedic disorders while decisively justifying choices made. • Academic Administration & Leadership • The student will be able to integrate and apply knowledge gained in the field of Academic Administration and Leadership in Physical Therapy by addressing situational-specific  contextual problems in physical therapist and/or physical therapist assistant education, while decisively justifying choices made as it pertains to human resource management, financial/budgeting, and/or conceptual/contextual information specific to higher education.

12. Section III: Alignment of Certificate Program SLO(s) to the Curriculum • Purpose • To show the depth and breadth to which certificate program SLO(s) are integrated/threaded throughout the certificate program • Rationale • To ensure and document direct alignment from course level through the TWU Mission • Intentional integration of certificate program SLO(s) • Curriculum map as a visual representation • Expectation • Use designated coding key to identify how certificate program SLO(s) are addressed and assessed throughout the certificate program • Focus – primary, secondary, cursory • Type of assessment – formative, summative, course-embedded

13. Section IV: Assessment of Certificate Program SLO(s) • Purpose • To convey how the SLO(s) will be assessed and the expectation for quality of student performance • Rationale • To ensure that assessment measures selected directly align with the intent of the SLO • To ensure “best practices” in assessment methods • To determine the acceptable level of student performance that will be used to track continuous improvement in student learning over time • Expectation • Multiple measures of assessment per SLO – 2 minimum • Selected measures must occur at/toward end of the certificate program to document exit competencies • At least 1 SLO must be assessed on a yearly basis • At least 1 direct assessment per SLO • 3 indicators of “quality of performance” per SLO • Criterion for success • Realistic target goal • Stretch target goal

14. Section V: Assessment Plan Implementation Coordination • Purpose • To communicate how the implementation of the assessment plan will be coordinated within the certificate program/department • Rationale • To ensure that program faculty determine in advance how the assessment plan will be implemented • Faculty expectations and responsibilities are clearly delineated prior to start of assessment period • Expectation • Identify assessment measures and administration period • Who will administer/collect assessment? • Who will input data? • Who will conduct initial analysis and when? • When will data interpretation and development of changes to improve student learning occur? What faculty will be involved? • When will the changes be implemented?

15. Reporting – Academic Institutional Improvement Report-Certificate Programs (AIIR-CP) • Reports will be submitted on an annual basis whether or not there are performance data to report • Provides yearly documentation for SACS-COC • Expectation • A minimum of 1 SLO must be assessed per year • Data analysis, interpretation of results, and actions/changes for improvement is not required until sufficient data are available for a minimum of 20 certificate program students. • This will ensure data upon which changes will be implemented are reliable. • Annual AIIR-CP will be submitted in mid-March of the spring semester, effective Spring 2014 • Assessments will be conducted effective Fall 2013 • Report submitted in Spring 2015 will include data from spring 2014 and fall 2014

16. Strategies • Is the certificate program embedded within a program? • If so, determine if a degree program SLO would be appropriate to serve as the certificate program SLO. • Select/use same assessment measures as the program SLO • Need to be sure that the set of courses leading to the certificate aligns with the content of the program SLO • Is the certificate program a stand-alone program? • If so, determine what the student should be able to do upon completion of the certificate program (and specific to the certificate program). • Develop 1 or more SLOs • Determine 2 or more assessment measures, one of which must be a direct measure of assessment

17. Strategies… • Assessment measures that utilize a rubric as the assessment tool to assess level of performance • Instructor/expert assesses student performance using rubric (direct measure) • Student self-assesses his/her own performance using same rubric (indirect measure) prior to submission of project, paper, etc. • Keep the assessment plan simple: meaningful, measurable, and manageable • Others?

18. Challenges & Solutions • Identification and tracking of certificate program students • Develop a mechanism within department that will allow for easier tracking (i.e., when students first enter the major) • On assessments, have students identify whether or not they are part of the certificate program • If certificate program is embedded within a degree program, disaggregate the data to distinguish performance levels of students in only the degree program and students earning the degree and certificate • Housing the data • Separate degree program data from certificate program data and use separate files for each • Analysis, interpretation, and actions for improvement • Minimum of 20 data points (students assessed) prior to analysis, interpretation, and implementation of actions for improvement.

19. For additional help… • Schedule an appointment • Call for assistance • Email • Available throughout the summer • Contact information: • Terry Senne, Ph.D., Director, Academic Assessment • Institutional Improvement • ACT 10F • Phone: (940) 898-3029 • E-mail: tsenne@twu.edu