METROPOLITAN COLLEGE. Undergraduate Degree and Certificate Programs Goals and Assessment of Student Learning Outcomes

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1 METROPOLITAN COLLEGE Undergraduate Degree and Certificate Programs Goals and Assessment of Student Learning Outcomes

2 TABLE OF CONTENTS Overview Degrees Certificates Bachelor of Arts in Interdisciplinary Studies (B.A.I.S.) Interdisciplinary Studies Social Work Social Science Bachelor of Arts in Management (B.A.Mgt.) Bachelor of Arts in Informational Technology (B.A.I.T.) Bachelor of Arts in General Studies-discontinued (B.A.G.S.) Associate of Science in International Health Studies (A.S. I.H.S.) Associate of Science in Special Education Studies (A.S. S.E.S.) Business Management Education Studies Paraeducator Associate s Certificate Program in Special Education Studies (ParaEd) Paraeducator Certificate Program in Special Education Studies (ParaMet) Human Resource Management Information Technology 2

3 METROPOLITAN COLLEGE Baccalaureate Studies Goals and Student Assessment Outcomes Measures The Catholic University of America established Metropolitan College in 1979 to extend the university s programs to non-traditional adult students seeking academic and professional credentials. The College s undergraduate programs integrate a values-based, liberal arts foundation with applied majors that focus on professional career tracks and certificate programs for working adults providing professional knowledge in a focused, short time frame. Baccalaureate studies in Metropolitan College provide an educational experience within the context of the faith-based mission of the larger university, which prepares students to function as informed, practical, knowledgeable, and morally committed members of a global society. To achieve this, the College is committed to providing the following: (1) programs of instruction grounded in the liberal arts, (2) an educational program that places the pursuit of professional excellence within the context of human, social, and spiritual values, (3) instructional designs that emphasize the possibilities for applying academic learning to the solution of professional and social problems, (4) a range of courses with sufficient concentration in a selected field or related fields of study to further each student s particular professional interests, and (5) class formats, schedules and when necessary student financial assistance that support working adults as they progress steadily toward completing their degrees. A 19-course core curriculum is the hallmark of the College s efforts to ground its bachelor s degree programs in the liberal arts. Ingredients of this curriculum are: two courses each in the Humanities, Theology and Religious Studies, Philosophy, and Social or Behavioral Sciences; and one course each in Critical Thinking; Rhetoric and Composition; Composition and Research; Literature; Mathematics; Natural Sciences; International Studies; Human Cultural Diversity; Microcomputer Applications I; Presiding, Presenting, and Speaking; and a final Senior Seminar. This core curriculum gives students a solid foundation in the traditional liberal arts coupled with applied knowledge through courses, such as MHU131 Presiding, Presenting and Speaking and MIS 105 Microcomputer Applications I, that link learning to the real world. It also develops the competencies of the College s majors in the following six areas: (1) writing, (2) critical inquiry, (3) social responsibility, (4) multicultural and international perspectives, (5) computer literacy, and (6) self-directed learning. (This core does not apply for the shorter term Associate of Science or Certificate programs.) In addition, Metropolitan College offers students in its bachelor s degree programs the Themed Interdisciplinary Clusters option, which allows majors to select six courses that not only meet program requirements, but also explore a theme of particular relevance or interest to them. For example, students might opt for the Cultural and Global Awareness cluster and enroll in six courses that include: (1) World Religions, (2) International Literature, (3) Human Cultural Diversity, (4) an International Studies elective, (5) Art Appreciation, and (6) Explorations in Film. Another advantage of the College s programs is that adult majors bring their life experiences, as well as the knowledge and skills they gain in their courses, to bear on problems 3

4 and issues raised in class. The Metropolitan College faculty are open to the rich experiences the adult learners bring to the table, and, as such, the courses are delivered in a way that validates students experiences and welcomes them as co-creators of knowledge in the classroom. Given the scholar-practitioner focus of the College curriculum, the College designs and delivers all courses specifically for the adult student population. While Metropolitan College students are permitted to take courses in the general university and general university students are welcomed into the College s classrooms, Metropolitan College students generally fulfill all degree requirements with courses offered through Metropolitan College. (Students in the Bachelor of Arts in Interdisciplinary Studies with a major in Social Work are an exception in that the major social work courses are offered through the National Catholic School of Social Service.) Adult students are further encouraged to take mostly, if not all, courses within Metropolitan College because the evening classes, accelerated, and on-line formats accommodate the professional and personal schedules of working adults. The College also works with business and professional groups to develop educational programs that meet the professional updating and certification needs of their members. Metropolitan College has the following baccalaureate studies programs: Bachelor of Arts in Interdisciplinary Studies (B.A.I.S.) with majors in either Interdisciplinary Studies, Social Science, or Social Work Bachelor of Arts in Management (B.A.Mgt.) Bachelor of Arts in Information Technology (B.A.I.T.) Bachelor of Arts in General Studies (B.A.G.S.), which continues only for students admitted prior to 8/1/06 Associate of Science (A.S.) in International Health Studies or Special Education Studies, offered exclusively through the International Institute Canon Triest in Belgium Certificate in Business Management (for credit) Certificate in Education Studies: Paraeducator Special Education (for credit, 2 programs) Certificate in Human Resource Management (credit and non-credit option) Certificate in Information Technology (for credit) ***** Bachelor of Arts in Interdisciplinary Studies Metropolitan College s Bachelor of Arts in Interdisciplinary Studies (B.A.I.S.) degree program offers a choice among three majors Interdisciplinary Studies, Social Science, or Social Work. All three majors provide enrolled students opportunities to gain exposure to a broad range of subject areas. As in all of Metropolitan College s degree programs, these majors place special emphasis on learning that links theory and professional practice. 4

5 Bachelor of Arts in Interdisciplinary Studies with a Major in Interdisciplinary Studies I. Program Description The B.A.I.S. degree with a major in Interdisciplinary Studies (I.S.) offers adult majors unparalleled flexibility. Students who make the decision to pursue this degree are adults seeking a particular type of educational experience. First, students benefit from a solid foundation in the liberal arts achieved through the College s core courses (even here they have many options from which to choose). Second, and more important, perhaps, is that the students can pursue their own desires to shape a program that responds to their own interests and needs. In the B.A.I.S. I.S., the major builds on the floor of core knowledge to explore the richness and diversity of the full array of courses and to pursue discrete knowledge areas that arise out of personal and professional interests. Students fulfill the core requirements (19 courses), either through enrollment at CUA or through a combination of CUA courses and transfer courses, and they are permitted to intermingle major and elective courses with the core; the core does not necessarily need to completed first. B.A.I.S. I.S. students often use the Interdisciplinary Studies major as an opportunity to: (1) complement coursework they have already completed, particularly coursework completed at previous institutions and/or (2) explore a new interest. Advisors work closely with B.A.I.S. I.S. students to ensure that the 12 major courses represent a breadth of learning and reinforce the richness of the liberal arts core. Students who do not use the major as an opportunity to build on interests developed pre-transfer, often look to the core courses taken at CUA as inspiration for further exploration. II. Goals for Student Learning Students who graduate with a Bachelor of Arts in Interdisciplinary Studies with a major in Interdisciplinary Studies will: 1. Demonstrate familiarity with either a broad range of self-selected subjects and disciplines or with a subject area that does not fall within the scope of Metropolitan College s normal academic offerings/majors; 2. Synthesize and interrelate the concepts, principles, and ideas from a diversity of academic disciplines and subject areas; 3. Demonstrate an enhanced set of skills in writing, presenting, and conducting research that would support the expression of the interconnectivity and interrelatedness of concepts; 4. Attain a broad foundation of knowledge that enhances students approaches to the more practical aspects of their lives, including family, community work, and professional practice. III. Student Assessment Outcome Measures 1. As students work through their coursework, appropriate benchmarks of students progress and areas of strength and weakness are assessed by the Director of Student Development. Specifically, student performance is monitored in core, major, and elective courses both during each academic semester and at the conclusion of each semester. During the academic 5

6 semester, the Director of Student Development works with individual faculty members to identify academically-at-risk students so that individual advisors can intervene where necessary and create a plan for student success (e.g., referral to student support services, adjusting course schedule, etc.). At the conclusion of each semester, the Director of Student Development reviews student grades and makes recommendations to the Dean regarding students who have earned academic probation or academic dismissal. Additionally, the Director of Student Development conducts degree audits for all students at the 60- and 90-credit mark. These audits include a thorough examination of the courses the student has taken, the student s performance in each course, the student s overall GPA, the chosen courses alignment with degree requirements, and student s progress toward graduation. If concerns emerge during the audits, the Director of Student Development will work with the student and his/her advisor to create a plan for continued academic progress. 2. Students must earn a grade of C or better in major courses and maintain a minimum of a 2.0 cumulative GPA in order to graduate. Students, who have not met the minimum grade requirement (i.e., C ) for a major course, must re-take the course. Advisors are integrally involved with this counseling process and are consistently informed by the Director of Student Development of any issue involving a student who may need academic support. 3. Student outcomes are also measured through university student evaluations, which are administered at the conclusion of each live and online course and not only ask for student feedback on course-related matters (e.g., course organization, instructor effectiveness, etc.), but also invite students to share their perspectives on learning and course objectives. 4. Students develop a number of competencies in the core curriculum. Metropolitan College students will be able to demonstrate the following once they exit the core: (1) critical reflection on the interrelationships between faith and reason as measured through performance in the following courses: MID100 Critical Thinking and two religion course requirements; (2) knowledge of the Western philosophical and theological traditions as measured through performance in the following courses: two philosophy and two religion course requirements; (3) knowledge of and respect for different cultures and religions as measured through performance in the following courses: MSO200 Human Cultural Diversity, international studies course requirement, and two religion course requirements; (4) proficiency in oral and written communication, including argumentative essays, research papers, presentations, and creative and collaborative work employing a variety of media as measured through performance in the following courses: literature course requirement, MHU 131 Presiding, Presenting, and Speaking, MHU151 Rhetoric and Composition, MHU152 Composition and Research, MID495 Senior Seminar, and MIS105 Microcomputer Applications I; (5) facility in critical thinking and reasoned analysis as measured through performance in the following courses: MID100 Critical Thinking, the natural science requirement, and the two philosophy course requirements; (6) understanding of scientific and quantitative reasoning as measured through performance in mathematics and natural science course requirements; (7) ability to find information effectively using appropriate resources and 6

7 technologies, critically assess the validity and relevance of that information, and utilize it in ethical and legal ways as measured through the following courses: MHU152 Composition and Research and MID495 Senior Seminar. 5. Once students move into their major courses, there is a stronger, more focused emphasis on research and writing. Upper-level courses typically selected for this major demand exploratory written research papers or projects as the final assessments in each course. This type of assessment, in addition to enhancing and sharpening writing and inquiry skills, also provides students with a means for synthesizing the knowledge gained in the course. Student papers will be evaluated based on analysis of references from course materials and/or other research findings, which support students positions. Additionally, students will be evaluated on their capacity to integrate the assigned material with actual experience and demonstrate a clear grasp of theory and professional application to real world issues. All papers must be written using the American Psychological Association (APA) documentation style and note appropriate use and documentation of resources. Letter grades are used for the scoring framework. 6. Presentations in major courses also help instructors assess a student s ability to pin-point, analyze, and evaluate selected issues in contemporary culture using historical, philosophical, and theological perspectives. Students will be evaluated on preparation and understanding of the subject matter, particularly their ability to synthesize theory and practice into a coherent, cohesive deliverable that advances the class s knowledge in relation to issues in contemporary society. Students are strongly encouraged to use technological aides. Letter grades are used for the scoring framework. 7. While Metropolitan College does not offer comprehensive exams, Metropolitan College students enrolled in all majors, must complete the required, one-semester capstone course, MID495 Senior Seminar. This course assesses students achievement of the learning goals listed above through a comprehensive research paper and oral presentation tailored to the individual s course of study to ensure that all students have mastered the theory, knowledge, and applications essential for success in their chosen field. Metropolitan College recognizes that the senior capstone course is well-designed to measure student learning as presented in the core curriculum but may need to be enhanced in order to more effectively measure student learning in major-related courses. As such, in alignment with our new role as a separate school at The Catholic University of America, the College is currently working to identify/design a senior capstone experience that appropriately assesses learning from major courses. Options being considered include: (1) modifying the major curriculum to include a capstone course for the major, (2) introducing more explicit major- and professionallyoriented assignments in the current capstone, and/or (3) incorporating an experiential component in the major as an opportunity for students to synthesize and apply learning. With regard to the current MID495 Senior Seminar capstone, high-quality scholarly work is of utmost important. Accordingly, both the paper and presentation are expected to be prepared in a scholarly manner. Specifically, in writing the paper, students should (1) demonstrate skill in incorporating citations and references into written projects in a manner consistent with the American Psychological Association (APA) documentation style (or another appropriate professional style), (2) discuss key purposes of literature reviews in both academic and applied research settings, and (3) produce a scholarly written project with 7

8 properly-documented reference list that is supported by associated documentation included in a project appendix. In preparing the presentation, students should deliver a scholarly oral presentation that incorporates the findings of a comprehensive literature research and includes references to at least five professional journals in their respective discipline. With regard to assessment, the course instructor is responsible for scoring the paper and presentation. A high scoring paper and presentation are characterized by the criteria put forth above. If a student does not score well on the final products and fails the course, the course must be repeated in a subsequent term. A student must earn a grade of C or better in this course. As mentioned above, while Senior Seminar does offer an opportunity for the College to assess student learning, the College is currently working to revise the course in an effort to make this capstone experience more robust. 8. Unlike the course evaluation process, there are currently no formalized programs in place for soliciting comprehensive, broad-perspective feedback from Metropolitan College students and graduates regarding their academic/program experiences. The College is currently developing quantitative and qualitative assessment procedures for both audiences that can provide formative and summative feedback opportunities. In early 2008, a beta assessment was developed and administered online to over 100 graduates who had participated in particular Metropolitan College programs. The instrument asked alumni to provide feedback on issues such as: (1) the degree program s contribution to career advancement, (2) satisfaction with instructors and curriculum, (3) satisfaction with academic advising, and (4) satisfaction with student support services. The results and effectiveness of this survey are being reviewed to determine subsequent steps for implementing an ongoing assessment of graduates. Qualitatively, the College is currently evaluating the Paraeducator Certificate program s alumni focus group administration for its transferability to a broader audience. In addition to developing avenues for collecting feedback from graduates, Metropolitan College is also taking steps to develop and implement a program of assessment of current students to obtain broad/comprehensive perspectives on the program and its effectiveness. This effort is being patterned on the successful model utilized by NCSSS. Not only will the two processes separately provide essential feedback to use in our continuous improvement process but also a comparison of students feedback vis-à-vis their subsequent feedback as graduates will prove particularly insightful. The development of these assessment programs commenced in mid- to late 2007 and will experience ongoing development until initial, formal implementation beginning in Fall 2009 (projected). IV. Use of Results to Improve Student Learning 1. The Program Chair, in collaboration with the Dean of Metropolitan College, reviews all degree programs on an ongoing basis through use of student assessment data provided via semesterly student grade reports, university course evaluations, and, more informally, through student advising sessions. The data from Metropolitan College student outcomes measures are used by the Chair and Dean to measure the effectiveness of each program s curriculum in terms of helping students achieve the student learning objectives. If the Chair and Dean ascertain that a single course is not effective, both parties, with the assistance of the Director of Student Development and course faculty, determine how the course can be revised to 8

9 promote the specified learning goals. Once the revision is made, the new course content is delivered and publicized via the course syllabus. If the Chair and Dean ascertain that a major course sequence is not effective, both parties, with the assistance of the Director of Student Development, propose changes (identified via market research, student interests, and course evaluations) to the Metropolitan College Academic Council. If the modification to the major course sequence is approved by the Academic Council, the new sequence is put into practice by the College. However, the College is consistently mindful of the impact revising a major course sequence will have on students who have begun the major courses in the old sequence. Every effort is made to minimize the inconvenience and upheaval for students by allowing for course substitutions. 2. Each semester, the Program Chair and Dean review student evaluations and the students progress toward benchmarks, which the Director of Student Development determines via examination of student performance (i.e., grades) in the degree program. Students that have not attained the minimum cumulative GPA are evaluated closely and the Dean and Director of Student Development collaborate to determine the appropriate action (e.g., academic probation or dismissal). The Dean communicates the action to students via a letter and the Director of Student Development works with advisors to counsel students impacted regarding any changes in their academic plans. Students who excel in their academic programs are also evaluated for awards such as Dean s List recognition or induction into the Alpha Sigma Lambda academic honor society for adult learners. 3. Each semester, the appropriate faculty teaching the MID495 Senior Seminar capstone course review the results from senior seminar projects and presentations. The results of these reviews are integrated into Metropolitan College s continuous quality improvement strategy. This continuous quality improvement strategy is undergirded by the primary mission of Metropolitan College to provide a quality, liberal arts education to working adults, while maintaining the relevancy and professional applicability of the degree program. As such, reviews of senior seminar results provide evidence not only of students abilities to gain liberal arts competencies in areas such as critical thinking and oral/written communication, but also students understanding of contemporary social and professional issues. If evidence of these competencies is not apparent to the instructor in the reviews, the instructor will take his/her findings to the Program Chair and Dean who may then utilize the reviews to: (1) assess the effectiveness of the core in developing students competencies and, possibly, consider curriculum revisions, (2) work with faculty to modify the senior seminar course content and delivery, and (3) collaborate with the Director of Student Development to identify areas where additional academic support is needed for students in order to help students grasp core concepts. 4. Metropolitan College s Academic Council reviews major changes in curriculum modifications. The Academic Council is chaired by the Dean of Metropolitan College and is composed of Metropolitan College faculty, the Program Chair, and the Director of Student Development. The Council is a decision-making body for Metropolitan College and serves as an approval mechanism for major changes in curriculum or program offerings. While not all changes approved by this body can be immediately implemented, the Academic Council s approval is necessary for proposal of curriculum changes to decision-making bodies external to the College. These external bodies, as per the Faculty Handbook, include: the 9

10 Undergraduate Board, the Graduate Board, the Academic Senate, and the Board of Trustees. Bachelor of Arts in Interdisciplinary Studies with a Major in Social Science I. Program Description The B.A.I.S. major in Social Science links a strong liberal arts foundation to a solid major grounded in theoretical and applied knowledge. The program appeals to majors who seek entry into or promotion within human services work settings, social service organizations, counseling, education, and/or management, as well as students who intend to pursue a graduate degree in one of the social sciences. The major curriculum layers a Human Services Administration track composed of 18 credits and including courses such as Human Services Administration, Human Resource Management, Legal Issues in Human Services, and Case Management on to a social sciences foundation. The possible selection of courses in the social sciences includes the following: Introduction to Human Services, MSO101 General Psychology, MSO180 Sociology, MSO190 Introduction to Counseling, MSO365 Social Psychology, MSO380 Psychology of Group Behavior, MSO461 While there are no internships or practica required for this major, students do have the option of selecting courses that meet program requirements from the Themed Interdisciplinary Course Clusters. For example, students might opt for the Exploring Ethical Considerations cluster and enroll in six courses that include: (1) Religion, Science, and Technology, (2) Religions and Social Mores, (3) Ethics in Literature, (4) Human Cultural Diversity, (5) Professional Ethics, and (6) Person and Value. II. Goals for Student Learning Students who graduate with a Bachelor of Arts in Interdisciplinary Studies with a major in Social Science will: 1. Demonstrate an understanding of the history of social and human services work, including past practices and tradition, and current issues; 2. Demonstrate mastery of the factual knowledge of the theory and practice of social and human services work through sociological, sociopolitical, and psychological perspectives; 3. Synthesize and apply specific theoretical knowledge in an ethical and appropriate way in professional settings; 4. Think critically, analytically, and creatively to solve problems; 10

11 5. Communicate professionally in verbal and written form with clarity and self-confidence; 6. Demonstrate knowledge of the empirical research process, including the use and critique of statistical methodology; 7. Demonstrate proficiency in the rigorous research and writing process. 8. Demonstrate a personal commitment to self-directed learning and on-going professional growth and development; and 9. Access and use technology to locate and interpret information in a knowledge universe that is fluid and complex. III. Student Assessment Outcome Measures Assessment methods take into account both the theoretical and the applied knowledge that students gain in their courses. 1. As students work through their coursework, appropriate benchmarks of students progress and areas of strength and weakness are assessed by the Director of Student Development. Specifically, student performance is monitored in core, major, and elective courses both during each academic semester and at the conclusion of each semester. During the academic semester, the Director of Student Development works with individual faculty to identify academically-at-risk students so that individual advisors can intervene where necessary and create a plan for student success (e.g., referral to student support services, adjusting course schedule, etc.). At the conclusion of each semester, the Director of Student Development reviews student grades and makes recommendations to the Dean regarding students who have earned academic probation or academic dismissal. Additionally, the Director of Student Development conducts degree audits for all students at the 60- and 90-credit mark. These audits include a thorough examination of the courses the student has taken, the student s performance in each course, the student s overall GPA, the chosen courses alignment with degree requirements, and student s progress toward graduation. If concerns emerge during the audits, the Director of Student Development will work with the student and his/her advisor to create a plan for continued academic progress. 2. Students must earn a grade of C or better in major courses and maintain a minimum of a 2.0 cumulative GPA in order to graduate. Students, who have not met the minimum grade requirement (i.e., C ) for a major course, must re-take the course. Advisors are integrally involved with this counseling process and are consistently informed by the Director of Student Development of any issue involving a student who may need academic support. 3. Student outcomes are also measured through university student evaluations, which are administered at the conclusion of each live and online course and not only ask for student feedback on course-related matters (e.g., course organization, instructor effectiveness, etc.), but also invite students to share their perspectives learning and meeting course objectives. 4. Students develop a number of competencies in the core curriculum. Metropolitan College students will be able to demonstrate the following once they exit the core: (1) critical reflection on the interrelationships between faith and reason as measured through performance in the following courses: MID100 Critical Thinking and two religion course requirements; 11

12 (2) knowledge of the Western philosophical and theological traditions as measured through performance in the following courses: two philosophy and two religion course requirements; (3) knowledge of and respect for different cultures and religions as measured through performance in the following courses: MSO200 Human Cultural Diversity, international studies course requirement, and two religion course requirements; (4) proficiency in oral and written communication, including argumentative essays, research papers, presentations, and creative and collaborative work employing a variety of media as measured through performance in the following courses: literature course requirement, MHU 131 Presiding, Presenting, and Speaking, MHU151 Rhetoric and Composition, MHU152 Composition and Research, MID495 Senior Seminar, and MIS105 Microcomputer Applications I; (5) facility in critical thinking and reasoned analysis as measured through performance in the following courses: MID100 Critical Thinking, BIOL103 Biology, and the two philosophy course requirements; (6) understanding of scientific and quantitative reasoning as measured through performance in the following courses: MBU370 Statistics and BIOL103 Biology; (7) ability to find information effectively using appropriate resources and technologies, critically assess the validity and relevance of that information, and utilize it in ethical and legal ways as measured through the following courses: MHU152 Composition and Research and MID495 Senior Seminar. 5. Once students move into their major courses, there is a stronger, more focused emphasis on research and writing. Upper-level courses typically selected for this major demand exploratory written research papers or projects as the final assessments in each course. This type of assessment, in addition to enhancing and sharpening writing and inquiry skills, also provides students with a means for synthesizing the knowledge gained in the course. Student papers will be evaluated based on analysis of references from course materials and/or other research findings, which support students positions. Additionally, students will be evaluated on their capacity to integrate the assigned material with actual experience and demonstrate a clear grasp of theory and professional application to real world issues. All papers must be written using the American Psychological Association (APA) documentation style and note appropriate use and documentation of resources. Letter grades are used for the scoring framework. 6. Group and individual projects provide instructors with an assessment tool for observing a student s ability to work independently and with others to analyze a problem and develop solutions within the context of theory and practice. Students must demonstrate that they have considered possible solutions, taking into account the ways in which the social sciences have addressed such problems historically, and present a solution grounded in current theory and practice. Letter grades are used as the scoring framework. 7. Presentations with accompanying materials on assigned social science-related problems provide students with opportunities to demonstrate analytical insights and problem-solving skills. Instructors can evaluate a student s ability to think critically and develop solid and persuasive arguments. Students will further be evaluated on preparation and understanding of the subject matter, particularly their ability to synthesize theory and practice into a coherent, 12

13 cohesive deliverable that advances the class s knowledge in relation to professional issues. Letter grades are used for the scoring framework. 8. While Metropolitan College does not offer comprehensive exams, Metropolitan College students enrolled in all majors, must complete the required, one-semester capstone course, MID495 Senior Seminar. This course assesses students achievement of the learning goals listed above through a comprehensive research paper and oral presentation tailored to the individual s course of study to ensure that all students have mastered the theory, knowledge, and applications essential for success in their chosen field. Metropolitan College recognizes that the senior capstone course is well-designed to measure student learning as presented in the core curriculum but may need to be enhanced in order to more effectively measure student learning in major-related courses. As such, in alignment with our new role as a separate school at The Catholic University of America, the College is currently working to identify/design a senior capstone experience that appropriately assesses learning from major courses. Options being considered include: (1) modifying the major curriculum to include a capstone course for the major, (2) introducing more explicit major- and professionallyoriented assignments in the current capstone, and/or (3) incorporating an experiential component in the major as an opportunity for students to synthesize and apply learning. With regard to the current MID495 Senior Seminar capstone, high-quality scholarly work is of utmost important. Accordingly, both the paper and presentation are expected to be prepared in a scholarly manner. Specifically, in writing the paper, students should (1) demonstrate skill in incorporating citations and references into written projects in a manner consistent with the American Psychological Association (APA) documentation style (or another appropriate professional style), (2) discuss key purposes of literature reviews in both academic and applied research settings, and (3) produce a scholarly written project with properly-documented reference list that is supported by associated documentation included in a project appendix. In preparing the presentation, students should deliver a scholarly oral presentation that incorporates the findings of a comprehensive literature research and includes references to at least five professional journals in their respective discipline. With regard to assessment, the course instructor is responsible for scoring the paper and presentation. A high scoring paper and presentation are characterized by the criteria put forth above. If a student does not score well on the final products and fails the course, the course must be repeated in a subsequent term. A student must earn a grade of C or better in this course. As mentioned above, while Senior Seminar does offer an opportunity for the College to assess student learning, the College is currently working to revise the course in an effort to make this capstone experience more robust. 9. Unlike the course evaluation process, there are currently no formalized programs in place for soliciting comprehensive, broad-perspective feedback from Metropolitan College students and graduates regarding their academic/program experiences. The College is currently developing quantitative and qualitative assessment procedures for both audiences that can provide formative and summative feedback opportunities. In early 2008, a beta assessment was developed and administered online to over 100 graduates who had participated in particular Metropolitan College programs. The instrument asked alumni to provide feedback on issues such as: (1) the degree program s contribution to career advancement, (2) satisfaction with instructors and curriculum, (3) satisfaction with academic advising, and (4) 13

14 satisfaction with student support services. The results and effectiveness of this survey are being reviewed to determine subsequent steps for implementing an ongoing assessment of graduates. Qualitatively, the College is currently evaluating the Paraeducator Certificate program s alumni focus group administration for its transferability to a broader audience. In addition to developing avenues for collecting feedback from graduates, Metropolitan College is also taking steps to develop and implement a program of assessment of current students to obtain broad/comprehensive perspectives on the program and its effectiveness. This effort is being patterned on the successful model utilized by NCSSS. Not only will the two processes separately provide essential feedback to use in our continuous improvement process but also a comparison of students feedback vis-à-vis their subsequent feedback as graduates will prove particularly insightful. The development of these assessment programs commenced in mid- to late 2007 and will experience ongoing development until initial, formal implementation beginning in Fall 2009 (projected). IV. Use of Results to Improve Student Learning 1. The Program Chair, in collaboration with the Dean of Metropolitan College, reviews all certificate and degree programs on an ongoing basis through use of student assessment data provided via semesterly student grade reports, university course evaluations, and, more informally, through student advising sessions. The data from Metropolitan College student outcomes measures are used by the chair and Dean to measure the effectiveness of each program s curriculum in terms of helping students achieve the student learning objectives. If the Chair and Dean ascertain that a single course is not effective, both parties, with the assistance of the Director of Student Development and course faculty, determine how the course can be revised to promote the specified learning goals. Once the revision is made, the new course content is delivered and publicized via the course syllabus. If the Chair and Dean ascertain that a major course sequence is not effective, both parties, with the assistance of the Director of Student Development, propose changes (identified via market research, student interests, and course evaluations) to the Metropolitan College Academic Council. If the modification to the major course sequence is approved by the Academic Council, the new sequence is put into practice by the College. However, the College is consistently mindful of the impact revising a major course sequence will have on students who have begun the major courses in the old sequence. Every effort is made to minimize the inconvenience and upheaval for students by allowing for course substitutions. 2. Each semester, the Program Chair and Dean review student evaluations and the students progress toward benchmarks, which the Director of Student Development determines via examination of student performance (i.e., grades) in the degree program. Students that have not attained the minimum cumulative GPA are evaluated closely and the Dean and Director of Student Development collaborate to determine the appropriate action (e.g., academic probation or dismissal). The Dean communicates the action to students via a letter and the Director of Student Development works with advisors to counsel students impacted regarding any changes in their academic plans. Students who excel in their academic programs are also evaluated for awards such as Dean s List recognition or induction into the Alpha Sigma Lambda academic honor society for adult learners. 14

15 3. Each semester, the appropriate faculty teaching the MID495 Senior Seminar capstone course review the results from senior seminar projects and presentations. The results of these reviews are integrated into Metropolitan College s continuous quality improvement strategy. This continuous quality improvement strategy is undergirded by the primary mission of Metropolitan College to provide a quality, liberal arts education to working adults, while maintaining the relevancy and professional applicability of the degree program. As such, reviews of senior seminar results provide evidence not only of students abilities to gain liberal arts competencies in areas such as critical thinking and oral/written communication, but also students understanding of contemporary social and professional issues. If evidence of these competencies is not apparent to the instructor in the reviews, the instructor will take his/her findings to the Program Chair and Dean who may then utilize the reviews to: (1) assess the effectiveness of the core in developing students competencies and, possibly, consider curriculum revisions, (2) work with faculty to modify the senior seminar course content and delivery, and (3) collaborate with the Director of Student Development to identify areas where additional academic support is needed for students in order to help students grasp core concepts. 4. Metropolitan College s Academic Council reviews major changes in curriculum modifications. The Academic Council is chaired by the Dean of Metropolitan College and is composed of Metropolitan College faculty, the Program Chair, and the Director of Student Development. The Council is a decision-making body for Metropolitan College and serves as an approval mechanism for major changes in curriculum or program offerings. While not all changes approved by this body can be immediately implemented, the Academic Council s approval is necessary for proposal of curriculum changes to decision-making bodies external to the College. These external bodies, as per the Faculty Handbook, include: the Undergraduate Board, the Graduate Board, the Academic Senate, and the Board of Trustees. Bachelor of Arts in Interdisciplinary Studies with a Major in Social Work I. Program Description The B.A.I.S. degree with a major in Social Work (S.W.) is ideal for an adult major with a definite interest in a career in social work. The degree is offered in partnership with The Catholic University of America s National Catholic School of Social Service (NCSSS) in that students take their core and elective courses through Metropolitan College and their social work courses through NCSSS. Students are assigned one advisor from each school so that students are fully informed about the program details and requirements. The Metropolitan College and NCSSS advisors meet at least once per term to discuss the progress of each B.A.I.S. S.W. student. (Given the partnership between NCSSS and Metropolitan College, please note that the student goals, student assessment outcome measures, and use of results to improve student learning included here reflect both Metropolitan College-specific information as well as program information provided by NCSSS.) Students fulfill the Metropolitan College core requirements (19 courses) and general elective 15

16 requirement (1 course) either through enrollment at Catholic University or through a combination of Catholic University courses and transfer courses. Students are permitted to intermingle social work major courses with the core/elective courses; the core does not necessarily need to completed first. However, the social work major courses do follow a chronological order and must be completed in the order presented unless special permission is given by the chair of the NCSSS undergraduate social work program. B.A.I.S. S.W. students are required to take nineteen courses in the major (13 required social work courses, one social work elective, one writing improvement course, one biology course, one oral communications course, one statistics course, and one political science elective). Included in the curriculum are two field education placements. The first field experience is an observational field practicum in the spring of the junior year for 48 hours, which is incorporated into the first practice course, SSS 352: Social Work Practice I. The second field experience is an experiential field placement in the fall and spring of senior year for 480 hours over the course of the year. Students typically spend two full, eight hour days in placement during the senior year. The NCSSS Office of Field Education coordinates the field placement process, which includes the student completing an application and interview with someone from the community agency for both placements. The major social work courses include the following: Introduction to Social Work, SSS101 Human Behavior and the Social Environment I, SSS223 Human Behavior and the Social Environment II, SSS225 Social Welfare Policy I, SSS302 Social Welfare Policy II, SSS303 Societal Oppression and Cultural Diversity, SSS326 Research Methods in Social Work, SSS340 Social Work Practice I, SSS352 Social Work Practice II, SSS453 Social Work Practice III, SSS454 Undergraduate Concurrent Field Instruction I, SSS465 Undergraduate Concurrent Field Instruction II, SSS466 Coordinating Seminar, SSS490 The undergraduate social work curriculum prepares majors for the following: (a) direct entry into social work practice (under supervision) in public welfare agencies, general and mental health hospitals, courts and probation departments, family and children services agencies, neighborhood and community action agencies, and other settings; (b) graduate social work education; and/or (c) leadership roles in community efforts in social welfare. Graduates with a B.A.I.S. S.W. degree go on to work in numerous fields and settings and with a variety of populations from infants to the elderly. They are employed in schools, hospitals, prisons, residential treatment centers, child welfare, child development centers, community advocacy agencies, nursing homes, etc. In many localities, they are eligible for licensure as social workers. Senior majors may apply to graduate schools of social work as advanced standing applicants and, if accepted, have the opportunity to 16

17 obtain their master s degrees (M.S.W) in one year. This B.A.I.S. S.W. program is well-aligned with Metropolitan College s focus to prepare scholar-practitioners. II. Goals for Student Learning Students who graduate with a Bachelor of Arts in Interdisciplinary Studies with a major in Social Work will: 1. Understand the history of professional social work, including past traditions and current issues; 2. Apply critical thinking skills to social work practice; 3. Know the Code of Ethics of the National Association of Social Workers and apply social work values and ethics to social work practice within all work environments; 4. Engage in respectful, knowledgeable, skillful, and nondiscriminatory practice with particular attention to people who may have been discriminated against on the basis of age, class, color, culture, disability, national origin, ethnicity, race, religion, family structure, marital status, sex, and sexual orientation; 5. Develop knowledge and skills necessary for generalist practice with systems of all sizes, including individuals, families, groups, organizations, and communities; 6. Apply a theoretical approach supported by empirical evidence to the helping process including relationship building, assessment, planning, and intervention with client systems of all sizes, with special attention to populations-at-risk; 7. Develop the knowledge and skills necessary for professional practice with diverse religious and spiritual client populations; 8. Take personal responsibility for professional development through supervision and consultation; 9. Promote social and economic justice; 10. Demonstrate an ability to critically analyze existing social policy, including global, federal, state, local, and agency polices and programs, in the context of American social welfare history and contemporary society; 11. Apply knowledge of bio-psycho-social-spiritual development and theoretical frameworks of human behavior to an understanding of individuals, families, groups, and organizations across the life span using a person-in-environment approach; 12. Participate in scientific inquiry through the development of research knowledge and skills to evaluate research studies, apply research findings to practice, and evaluate personal practice; 13. Function within the structure of organizations and service delivery systems and seek necessary organizational change; 14. Learn to use communication skills differentially across client populations, colleagues, and communities to affect change and to improve service delivery to agency clients. 17

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