Weber State University   

Bachelor of Integrated Studies

Results of Assessment

2002-2003 (submitted 10/07/03)

We used three survey forms based primarily on the program outcomes for the following three groups:

• Incoming students, 64 received
• Exiting students, 30 received
• Capstone faculty, 36 received

The surveys are based on the following program outcomes:

As a result of completing the course work and capstone thesis, a BIS student should have developed:

A. A solid base of knowledge in her/his three areas of emphasis

B. An ability to synthesize her/his three areas of emphasis into an integrated capstone project

C. Analytical, assessment, and problem-solving skills, which are demonstrated in course work and capstone.

D. Professional and life-skills

E. A life plan beyond graduation, either in a particular career or graduate program

The surveys also asked other questions, such as greatest challenges in the program, helpfulness of the BIS office, and how the student found out about the program.  The three groups gave a rating for each question, on a scale of 1-5, with 5 high.

A comparison of the three surveys would seem to indicate that 1) students finished the program more confident about the skills they’d learnt than they had anticipated,* for questions B and C, and, to a lesser degree, E and 2) with the exception of E and, to a lesser degree, A, faculty’s and exiting students’ assessment on the skills acquired by the students pretty much concur, and the assessments are above average. In percentages, between 82% and 94% of faculty members rated the students they supervised as "strong" (a 4) or "very strong" (a 5) in all five categories. I think this is encouraging. The low rating of C by incoming students is also reflected in that group’s answer to the question "What are you most nervous about as you come into the program?" For almost half of them (31 out of 64), anticipation of the capstone was the most nerve-racking aspect of the program.

* A comparison of the incoming and exiting students is, of course, somewhat misleading since these are two completely different groups. Though probably difficult to implement, it would be a great deal more useful to be able to compare each graduating student’s exit survey with her/his incoming survey. Then we would see the true difference between what the students anticipated coming in and what their actual experience turned out to be.

The data on the exit surveys is also incomplete. The students fill out that survey when they come in for their dean sign-off. In many cases, they have not completed all their course work or the capstone at that point and, therefore, can not answer all the questions on the survey. I know that Judy Elsley has grappled with this issue, and that her rationale makes sense – at the dean sign-off meeting, one has a captive, non-stressed student, whereas at the capstone oral defense the student is too stressed to have to deal with one more piece of paper work. The question is, can a compromise be achieved?

Faculty rate A the next lowest after E. On the faculty survey, this question reads "a solid base of knowledge in my disciplinary area." It may be useful to 1) allow space on the form October 7, 2003for comments so faculty can explain why they are rating that category lower than the others, and 2) include language in the "B.I.S. Capstone Faculty Guide sheet" to emphasize to faculty that they are responsible for insisting that the student demonstrate that knowledge on the capstone. That is why they (the experts in these areas), and not the B.I.S. office, are invited to supervise these capstone projects/theses and to assign them grades.

The survey assessment of the capstone is based on the following outcomes:

The process of doing the capstone project should develop the following abilities:

A. Prepare students for work in their career

B. Enable students to integrate their three areas of emphasis into a cohesive body of knowledge.

C. Help them gain confidence in their ability to organize and complete a major academic project

D. Help them to acquire new skills through doing the capstone

Students rated this category also on a scale of 1 to 5, with 5 high.

Again, these ratings are above average.* The lower rating for A is probably owing to the nature of the question, since many of the students taking the survey either have not yet chose a career or the BIS degree is not their final degree.

All students who responded to the three parts (17 for part 1, 9 for part 2, and 4 for part 3) answered in the affirmative.

Suggestions:

One suggestion is to rephrase question A, to reflect more accurately the various outlets on which the capstone may have had an impact (e.g., graduate school, current employment, which the student may not consider a "career, life-long learning," etc.) Another one of my suggestions as an addition to the "B.I.S. Capstone Faculty Guide sheet" is that the students’ grades be based in part on how they handled their prospectus meeting. Other suggestions from faculty and students include 1) allowing more time for the capstone 2) supplying faculty more information on the student they’re supervising and clearer grading criteria, including a standardized grading form, 3) requiring more contact among faculty on the same committee, and 4) having the BIS coordinator attend the prospectus meeting.

I think all but the last suggestion are workable. However, the coordinator attends all oral defense meetings as it is and, given that this is not a full time position, it would be extremely difficult for the person serving in it to find time to attend prospectus meetings as well, especially during Spring semester.

5. The BIS Coordinator and Office Specialist’s helpfulness (rating on a scale of 1 to 5, with 5 high.)

From this rating and all of the comments students made, the advising process is clearly the greatest strength of the program, where none seems to find anything lacking.

Beyond this, it is hard for me to make any further commendations or recommendations because I do not have last year’s outcomes to compare with this year's. I do, however, consider this to be a very well run program, from which I have learnt a great deal already that will help me in future when I advise students in my department.

As of today, 6^th October 2003, with no one. I intend to discuss it with Kathleen Lukken, the acting Provost, Nickie Sawyer, the BIS Office Specialist, Cory Martin, the BIS student senator, the BIS Advisory Committee at this Fall’s meeting, and with Judy Elsley, as she returns as Coordinator in January.

Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person