Assessment Report for the Higher Education Program Area
Department of Counseling and Higher Education
College of Education
Robert Young, Ph. D.
Professor, Counseling and Higher Education
Assessment Report for the Higher Education Program Area
Department of Counseling and Higher Education
College of Education
In 1996-1997, the program areas within educational leadership (educational administration and higher education) were divided because of the reorganization of the College of Education. As a result, course requirements and faculty assignments were changed. However, the thrust of both programs was apparently similar in regard to assessment. Both programs had to implement the results of extensive program assessments that were conducted in 1995-1997. The assessments were conducted at the program levels, but had major implications at the course and student levels. The assessments incorporated student and alumni surveys, faculty and administrator interviews, external consultant input, and statewide board review. In 1997-1998, changes in goals, admissions, instruction, and curriculum were instituted.
Goals:
The assessments reaffirmed the Ph.D. identity of the doctoral program, thus requiring a strong research component and students who would successfully complete this requirement. The new program structure was implemented to meet this goal. Also, the separate doctoral degree in college student personnel was deactivated. The master's degree program in higher education was redesigned to provide more information about the context of higher education management. Finally, the master's degree in student personnel implemented its mission as a college student development program, thus revising its relationship with traditionally related programs such as counseling and school administration.
Admissions:
Standards were revised and implemented for doctoral and master's study. Assessments were made of non-intellective criteria: the applicants' career commitment, leadership potential, and professional experience were rated by all faculty for Fall 1998 matriculants. Higher academic standards were implemented for the doctoral program in higher education, and students were admitted to all programs on a once-a-year basis instead of throughout the year. A new cycle program was initiated in Fall, 1998, which was the first test of these admissions revisions. Retention, grade, and alumni achievement reports will indicate the success of the implementation of these reforms.
Curriculum:
The revised executive and on-campus doctoral programs in higher education, master's degree program in college and student personnel, and master's degree program in higher education were implemented after extensive redesign. The faculty utilized the input of students, alumni, faculty, professional administrators, and external consultants in the redesign of these programs. Considerations were made of career goals, faculty expertise, student interests, and other factors related to effective graduate instruction in higher education.
Course revisions totalling 34 were implemented after being approved by the University Informal assessments have been conducted about the success of these courses--their content and sequencing--utilizing faculty and student input. Formative evaluations have led to further redesign of the executive doctoral program, and proposals to change three courses in the master's degree program in college student personnel.
Outreach:
Extensive effort was begun in 1997-1998 to assess the outreach role of the higher education program, in particular regard to programming, regional service, and the Center for Higher Education and International Programs.
All year, communication has been ongoing with the Office of Continuing Education about the best means for initiating the next off-campus master's degree program. Sites are being assessed for market potential. The new executive doctoral cohort consists of 16 administrators and faculty from 9 different colleges/universities. Informal assessments are being made about the program format and delivery, resulting in the revision of course schedules and the location of some sessions on the campuses of participants.
Efforts began or continued with Ohio Association of Community Colleges, Hocking College, and Washington State Community College to assess the ties of the program with two-year institutions. Meetings were held with association or college leadership. Particular support for these efforts was gained from Hocking College, which established new doctoral associateships.
Efforts were initiated to assess the Center for Higher Education's role in program and research development. This Spring, these efforts were made in conjunction with the five-year University assessment of the Center. Materials were gathered about funding and similar centers, or revamped for the following: CIRCE(Center for the Improvement of Rural College Education), LASER (laboratory for Applied Scholarship and Educational Research) and RePERC (Regional Professional Education Resource Centers). The ideas for these proposals will be assessed through programs at international conferences and through their success or failure to gain funding from outside sources.
Instruction:
Faculty schedules have been adjusted for the next three-year period in higher education. This enables full-time faculty to plan ahead for courses, and thus, provide improved instruction for students. In addition, part-time faculty responsibilities in the college student personnel program have been reconfigured through curricular changes that--based on student and professional input--are more relevant.