Program assessment and program improvement: closing the loop

Soundarajan, Neelam

doi:10.1080/02602930410001689162

Cited by 20 publications

(10 citation statements)

References 11 publications

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“…As part of the teaching-learning-assessment cycle, review of the efficacy of program modifications and corrective measure is necessary (Soundarajan 2004). Indeed, by assessing outcomes of our students in their careers, we not only monitor student learning, but encourage and shape the type of learning desired of our future students by academia and industry (Huba and Freed 2000).…”

Section: Introductionmentioning

confidence: 99%

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment

Bohlscheid

Clark

2012

J of Food Science Edu

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Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation.

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Section: Introductionmentioning

confidence: 99%

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment

Bohlscheid

Clark

2012

J of Food Science Edu

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“…This 'closing the loop' (Coyle and Powney, 1990) stage of the model has become important to business schools as evidence of quality improvement mechanisms necessary for funding and accreditation purposes (Martell, 2007). Effectively completing this stage not only allows for improving the curriculum but also helps new students and faculty understand the structure and evolution of the course (Soundarajan, 2004).…”

Section: Feedback and 'Closing The Loop'mentioning

confidence: 98%

Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context

Whitla¹

2011

Journal of Teaching in International Business

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This paper examines the process of integrating ethics into the teaching of international business within the Greater China region. An example of how ethics is integrated into a required undergraduate international business course at a Hong Kong based university is presented. The contextual challenges of developing a course for use in the Greater China region and aimed at local Chinese students are considered. The paper presents a modified 'learning outcomes based' framework for integration of an international business ethics component to a business program within Greater China, along with practical suggestions and advice on how such a course can be introduced.

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“…15 Implementing a successful feedback loop for assessment was important. 27 In one report, student selfassessments regarding preparation to enter practice was highest in the country following significant curricular reform, and these positive data helped sustain change.…”

mentioning

confidence: 99%

“…18 Soundarajan described a Course Group Report, used to gather information from course instructors about data collected and subsequent changes made to courses. 27 4. Communicate the vision.…”

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confidence: 99%

Assessment to Transform Competency-based Curricula

Farris¹,

Demb²,

Janke³

et al. 2009

Am J Pharm Educ

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The objective of this paper was to apply Kotter's 8 steps to transforming organizations as a framework for the role of assessment in competency-based curricular reform. Two analyses were conducted including (1) environmental scan of literature about assessment in curricular reform and (2) qualitative analyses of data from a college of pharmacy which instituted curricular reform. These assessmentfocused data sources were interpreted in view of Kotter's 8 steps. Creating a sense of urgency, forming a powerful guiding coalition, creating a vision and creating short-term wins were the 4 steps most evident in the literature. In the case study, creating a sense of urgency, forming a powerful guiding coalition, creating short-term wins, consolidating improvements, and producing additional change were most important. The case study also indicated that (a) the history or climate of the institution in dealing with change, and (b) involving individuals with specific expertise as part of the leadership group were also important. Recommendations (PREPARE) were developed. Assessment is an enabling and valuable element in each stage of curricular transformation when guided by Kotter's model.

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Program assessment and program improvement: closing the loop

Cited by 20 publications

References 11 publications

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment

Integrating Ethics into International Business Teaching: Challenges and Methodologies in the Greater China Context

Assessment to Transform Competency-based Curricula

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