2.0 Core Requirements
3.0 Comprehensive Standards
4.0 Federal Requirements
|4.1 Student Achievement|
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The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.
Responsible Unit: Division of Student Affairs
The academic departments in the schools and colleges at
While departments focus on student learning and program outcomes, they also review course completion rates, graduation rates, and job placement as measures of student and program success. Chairs and deans monitor underperformance of students, using the registrar’s list of students, by courses, who receive mid-term grades of “D,” “W” (withdrawal), or “F.” The DWF list is used as an early warning system, alerting departments to the students needing academic support services, especially in the challenging first- and second-year gatekeeper courses in mathematics and the sciences. Support services are widely available in the Center for Academic Excellence (see SACS Principle 188.8.131.52, educational support services) as well as the schools and colleges (see SACS Principle 2.9 Learning Resources and Services). Broadly evaluating student achievement helps determine the university’s success in addressing its mission, goals and objectives. It also helps departments assess the effectiveness of admissions standards, delivery of instruction, faculty effectiveness, and program content. See SACS Principle 2.5, Institutional Effectiveness and SACS 3.3.1, Institutional Effectiveness.
The department data on students’ progress and achievement include the results of any licensure examinations, alumni surveys, employer surveys, continuing education and employment, as well as the students’ evaluation of their educational experiences at A&T. Examples of four academic programs demonstrate the data collected and used to improve the programs.
In the College of Arts & Sciences, the Department of Sociology & Social Work distributes an alumni survey to determine professional preparedness, satisfaction with the program and academic advisement, employment and salaries. In 2006-2007, retention data were analyzed by the department’s retention committee and key strategies developed, such as monitoring student achievement through enhanced advisement, tutorials and mentoring. Other strategies were to provide information about support services and career counseling, and to highlight student accomplishments .
In 2005-2006, the Bioenvironmental Engineering program in the
The Department of Animal Sciences in the School of Agriculture & Environmental Sciences tracks students in professional and graduate programs, as well as careers choices. In the 2003-2004 annual report, the department reported that over the past five years 60% of graduates pursued graduate training, 29% entered either medical school, veterinary medical school, or a doctoral program and 35% percent enrolled in master’s programs .
In the 2002-2003 five-year assessment, the Department of Curriculum and Instruction in the
Accreditation agencies make public the composite passing rates of licensure exams as well as the program accreditation decisions. The Institutional Planning, Assessment and Research (IPAR) office monitors the accreditation reviews and results of reaffirmations. See the accreditation schedule for the agencies reviewing programs and the outcomes .
The results of student achievement on licensing examinations and job placement measure the competitiveness of A&T graduates and the rigor of academic programs. It provides evidence that A&T is meeting the commitments outlined in its FUTURES  and UNC Tomorrow  goals of producing graduates prepared for lifelong learning, work, and leadership in a competitive, global world.
|Last Updated ( Friday, 18 December 2009 12:57 )|