Example Plans & Reports

Want to write an Exemplary report?

Colleagues in the College of Agriculture & Life Sciences developed a checklist to help programs write exemplary reports. Check it out!

Tips for Writing Exemplary Reports

Example Reports

Undergraduate Degrees

• Accounting, BBA
• Aerospace Engineering, BS
• Classics, BA
• Industrial Distribution, BS
• Agricultural Systems Management, BS
• Mathematics, BA
• Performance Studies, BA
• Food Science and Technology, BS
• Microbiology, BS

Graduate Degrees

• Analytics, MS
• Horticulture, PhD
• Philosophy, PhD
• Management Information Systems, MS
• Energy, MS/Cert.
• International Affairs, MIA
• Pharmacy, PharmD
• Athletic Training, MS
• Learning Design and Technology, MEd

Undergraduate Certificates

• Equine Science
• Holistic Leadership in Engineering
• International Business Studies
• Strategic Communication

Graduate Certificates

• Advanced International Affairs
• Applied Behavior Analysis
• Women's and Gender Studies
• Energy, MS/Cert.
• Cybersecurity Engineering (Plan only)
• Dentistry Graduate Clinical Programs

How to Document Assessment for Multiple Programs in the Same Form

If there is significant overlap in curriculum, learning outcomes, and/or measurement strategies for two or more programs, assessment of these credentials may be documented in the same form. Here's how to make sure this is accomplished appropriately:

Assessment Plan

Program Description

• Each program should be described individually. It should be clear why the different credentials are offered.
• Technical Note: In the online form, answer the question "During which academic year were students first enrolled?" with the appropriate response for the newest program.

Program Learning Outcomes 

• There may be some overlap in the PLOs assessed in each program, but it may be necessary to differentiate between levels of complexity due to credential differences (e.g., MS and PhD knowledge mastery and/or research skills).

Measures 

• If the measures are the same for both credentials, program leadership should develop a strategy for maintaining data separately (e.g., BA and BS students are enrolled in a course where assessment data is collected).

Targets 

• Targets should be determined separately for each credential. Targets may be more or less rigorous depending on the degree level or on past student performance.

Assessment Report

Findings

• Findings must be disaggregated when the report includes:
  • 2 or more credentials (e.g., MS/PhD or BA/BS)
  • 2 or more credentials with different modes of delivery (e.g., a FTF program and a DE program)
  • A single program that is offered both FTF and via DE technology OR in two different geographic locations FTF

Use of Results

• It must be clear how the identified action(s) address all programs included in the report. Findings may often suggest different actions are necessary. One-size does not always fit all.
• Technical Note: By default there is one Use of Results section in the online form. There is a button to add more Use of Results sections if multiple actions have been identified.

Status Update

• The Status Update should explicitly address how past action(s) have affected student learning in each program.