Academic Assessment Units
College of Bible and Religion
College of Business Administration
College of Education
College of Pharmacy
College of Arts and Humanities
College of Nursing
College of Sciences
Physician Assistant Program
Graduate School of Religion
Liberal Arts Program
General Studies Degree
Academic and Educational Support Assessment Units
Academic Resources Center
Academic Advising Center
Information Systems & Technology
Registrar's Office
Trio - Student Support Services
University Counseling Center
Honors College
International Programs
Institute for Church and Family
College of Bible and Religion
Contact: Bruce McLarty
Assessment Plans 2008-2009
Bible and Religion Center for Advanced Ministry Training Biblical Languages Christian Education
Missions Preaching Youth and Family Ministry Vocational Ministry
Assessment Reports 2007-2008
Bible and Religion Center for Advanced Minisry Training Biblical Languages Christian Education
Missions Preaching Youth and Family Ministry Vocational Ministry
College of Business Administration
Contact: Bryan Burks
Assessment Plans 2008-2009
BBA Business Core Health Care Management Economics Management Information Systems Human Resources
International Business Accounting Finance Marketing Professional Sales
Assessment Reports 2007-2008
BBA Business Core Health Care Management Economics Management Information Systems Human Resources
International Business Information Technology Accounting Management Finance Marketing Professional Sales
Management
Contact: George Oliver
Approximately 18 to 20 months ago the students members of Society for Human Resource Management (SHRM) began a search of entry level expectations for graduates of our Human Resource degree program. They interviewed several local HR directors, had several professionals speak at their meetings on campus, attended Arkansas state Conferences, and even arranged a round-table discussion with several HR directors for reviewing current trends and changes in the profession.
Following an academic year long search of information that would enhance their credibility and credentials, the students then began planning what changes to our curriculum would be appropriate to more nearly match the requirements for entry level HR positions. The students spend most of the next semester reviewing other HR degree programs for comparison. Then they formulated a proposed curriculum change and presented it to COBA for consideration. Additional review with faculty & professionals was made with minor modifications resulting in the presentation to the total COBA faculty for approval. The revised curriculum was approved by HU faculty in February, 2004, effective with the fall 2004 semester. These changes also incorporated as change from being a BA degree to a BBA, which is more appropriate for the College of Business Administration.
The curriculum changes were also reviewed for compliance with COBA's accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). These changes also will be beneficial for HR majors to be successful in our MBA program.
This degree was originally designed several years ago as a joint venture with the Department of Behavioral Sciences and it was designed with half of the major requirements from the Psychology curriculum and half from the Business curriculum. With the trends and changes in the profession to a more technical & legal emphasis the recommendations from the students was appropriate.
College of Education
Contact: Allen Henderson
Assessment Plans 2009-2010
Early Childhood Middle Level EdD Leadership EdS Counseling EdS Leadership M Sped 4-12
M Sped Early Childhood Master of Arts MAT MeD ASTL MeD in Leadership MeD in TESL
MeD Reading MS Counseling MSE Technology
Assessment Reports 2008-2009
Early Childhood Middle Level EdD Leadership EdS Counseling EdS Leadership M Sped 4-12
M Sped Early Childhood Master of Arts MAT MeD ASTL MeD in Leadership MeD in TESL
MeD Reading MS Counseling MSE Technology
Assessment Plans 2008-2009
Early Childhood Middle Level EdD Leadership EdS Counseling EdS Leadership M Sped 4-12
M Sped Early Childhood Master of Arts MAT MeD ASTL MeD in Leadership MeD in TESL
MeD Reading MS Counseling MSE Technology
Assessment Reports 2007-2008
Early Childhood Middle Level EdD Leadership EdS Counseling EdS Leadership M Sped 4-12
M Sped Early Childhood Master of Arts MAT MeD ASTL MeD Leadership MeD TESL
MeD Reading Secondary MS Counseling MSE MSE Technology MeD Secondary
Although College of Education has benefited in many ways from the assessment process, one of the most interesting is the 2003 assessment of the Curriculum Laboratory. The "Curriculum Lab" is a resource center where education students and faculty and practicing teachers may research curricula and create instructional materials. Although it is an educational support entity, its focus is academic. In 2003 one of the graduate assistants in education surveyed 100 student and faculty users of the lab to determine whether student workers in the lab were knowledgeable and helpful, whether resources were adequate, and whether the lab had a positive Christian atmosphere. In addition, the graduate student commissioned ten "secret customers" to go to the lab with a specific resource "need" and to assess the workers, resources, and atmosphere. The student workers received high ratings, but 13% of the respondents failed to agree that resources were adequate. The Curriculum Lab is now beginning to integrate 4000 titles from the College of Education's Math and Science Center into the Curriculum Lab collection.
In 2003 the questionnaires used to survey Harding Teacher Education Program Alumni and their supervisors were revised. A question was added to determine respondents' perceptions of the adequacy of Harding's program in training teachers to use instructional technology. Although 78% of the alumni and 81% of the supervisors agreed that Harding's program adequately prepared beginning teachers to use instructional technology, this was the only question on which the rate of agreement fell below 90%. Two faculty members requested a faculty development grant to investigate the technology competency of the students of students who had recently completed their first education course that included training in use of instructional technology. The grant was matched by funds from an instructional technology assessment corporation. The students were able to participate, at no cost to them, in an online assessment for IC3 Internet and Computing Core Certification.
College of Pharmacy
Contact: Julie Hixson-Wallace
Assessment Plans 2008-2009, 2009-2010
Assessment Reports 2007-2008, 2008-2009
College of Arts and Humanities
Contact: Dennis Organ
Department of Art and Design
Contact: John Keller
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Art Art-Interior Design Art-Graphic Design Art with Teacher Licensure
Department of Communication
Contact: Mike James
Assessment Plans 2009-2010
Theater Oral Communication Oral Communication with licensure Interactice Media Electronic Media Production
Broadcast Journalism Print Journalism
Assessment Report 2008-2009
Assessment Plans 2008-2009
Theater Oral Communication Oral Communicaion with licensure Interactive Media Electronic Media Production
Broadcast Journalism Advertising
Assessment Reports 2007-2008
Theater Oral Communication Oral Communication with licensure Interactive Media Electronic Media Production
Broadcast Journalism Advertising
Department of English
Contact: John Williams
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Department of Music
Contact: Warren Casey
Assessment Plans 2009-2010
Music Education - Instrumental
Assessment Reports 2008-2009
Music Education - Instrumental
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Music Education - Instrumental
Assessment activities during the past couple of years have played a significant role in the department's having achieved ten-year renewal of accreditation by the National Association of Schools of Music.
During the 2003-04 academic year, the music department assessed four areas for each of its three majors. These areas were keyboard learning, technology proficiency, departmental general effectiveness, and departmental effectiveness concerning Music Forum and special events. No monumental findings resulted. These areas were judged by students and graduating seniors to be sound. However, we did note areas for improvement. We intend to use three of these four items in the coming year to assess the impact of higher entrance standards for admission to our degree programs.
During the 2002-03 academic year, the Department of Music has engaged in the following assessment activities:
- For all three majors the department offers (the B.A. with major in Music and the B.M.E. with majors in Instrumental and Vocal), the department has surveyed and is continuing to study student proficiency in keyboard skills as measured on the Piano Proficiency exam. Results have been acceptable but lacking in numbers and performance over time to provide conclusive data. Committee members engage in ongoing review of test components. No wholesale revisions have been made; future review may warrant substantive changes.
- For the B.M.E degree, technology skills particular to music have been and continue to be assessed. Early study focused on skills in MUS 471 (Theory Project), and results were highly satisfactory. Recently the curriculum was compacted by reducing the number of required theory courses from seven to six. The department will continue to measure the effectiveness of technology applications in this revised format.
- For all three majors, the department has measured and continues to study student attitudes regarding the overall effectiveness of training for personal and career objectives in music. This survey included graduates from the past five years. To date results have been more than satisfactory. The department has noted student comments about areas of concern and is taking steps to address these issues in response to student perceptions. Also, the department is committed to monitoring senior exit survey results on an ongoing basis.
- The faculty in the Instrumental Major has studied the development of tonal maturation in applied music students. Results have shown that tonal maturation is taking place as students continue applied study for six or seven semesters. Instrumental faculty increasingly are using this data, along with other aspects of instrumental performance, to assess student achievement and make decisions regarding promotion of students from lower-level (101) status to upper-level (301) status in the applied instrumental curriculum.
- Beyond the foregoing, the department presently is surveying student attitudes concerning the effectiveness of Music Forum, concert, recital, and lyceum activities. This study has grown out of recent alumni and senior exit surveys associated with a National Association of Schools of Music self-study document.
College of Nursing
College of Sciences
Contact: Travis Thompson
Department of Behavioral Sciences
Contact: Terry Smith
Assessment Plans 2009-2010
Assessment Plans 2008-2009
Assessment Reports 2008-2009
Assessment Reports 2007-2008
Department of Biology
Contact: John Moon
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Department of Chemistry
Contact: David Cole
Assessment Plans 2009-2010
Chemistry/Biochemistry Physical Science with Chemistry Emphasis
Assessment Reports 2008-2009
Biochemistry and Molecular Biology Chemistry/Biochemistry Physcial Science with Chemistry Emphasis
Assessment Plans 2008-2009
Biochemistry and Molecular Biology Chemistry/Biochemistry Physical Science with Chemistry Emphasis
Assessment Reports 2007-2008
Biochemistry and Molecular Biology Chemistry/Biochemistry Physical Science with Chemistry Emphasis
Department of Family and Consumer Sciences
Contact: Elizabeth Wilson
Assessment Plans 2009-2010
Family and Consumer Sciences Education
Assessment Reports 2008-2009
Family and Consumer Sciences Education
Assessment Plans 2008-2009
Family and Consumer Sciences Education
Assessment Reports 2007-2008
Family and Consumer Sciences Education
The following are a few of the successes that the Department of Family and Consumer Sciences have achieved based on assessment:
Curriculum Changes:
- Added the Child Life Specialist track to the Child and Family Sciences degree; designed to meet new criteria and standards required for entry into Child Life Specialist internship beginning January 1, 2006.
- Revised the Child Development track of the Child and Family Sciences degree based on alumni feedback and changing career fields.
- Revised requirements for FCS 267: Field Experience. Implemented more rigorous academic standards. To strengthen consistency across all degree programs, a Field Experience Workbook was written and will be ready for use in fall, 2004.
- Instructors for FCS 100 and FCS 400 met and made content shifts for the two classes.
Career Development Enhancement:
- Resources for to help students successfully locate high quality field experiences were added to the Resource Room (OH 206) primarily in the areas of fashion merchandising and family life education.
- A new reference in e-portfolio preparation was added to the Resource Room (OH 206) to enhance the employment process for all FCS majors.
Teaching Methods:
- Increased use of Web CT by faculty.
- Changed to online version of diet analysis software.
- Increased use of case studies.
- Increased use of Areal world@ applications, for example,
- Dietetics students provided workshops in health fairs and community nutrition programs.
- Food service management students helped Searcy Senior Citizens Center with quality improvement, better management practices, client satisfaction surveys, and new menus. In addition, these students provided the all-day regional training for the food service managers of senior citizens programs.
- Previously implemented projects, such as CFS mini-convention, fashion shows, etc. were continued.
- Updated videos, textbooks, PowerPoint presentations, printed materials and projects were made in every course.
- Textbooks were changed in several courses.
- Family Life Education curricula were added to enhance student=s preparation in this new, expanding career field.
Library:
- Updated resources were ordered for all degree programs. Outdated items were discarded.
Department of Kinesiology
Contact: Wilt Martin
Assessment Plans 2009-2010
Physical Education Sports Management Exercise Science Health, PE, and Coaching Atheltic Training
Assessment Reports 2008-2009
Physical Education Sports Management Exercise Science Health, PE, and Coaching Athletic Training
Assessment Plans 2008-2009
Physical Education Sports Management Exercise Science Health, PE, and Coaching Athletic Training
Assessment Reports 2007-2008
Physical Education Sports Management Exercise Science Health, PE, and Coaching Athletic Training
Physician Assistant Program
Contact: Michael Murphy
Assessment Plans 2008-2009
Assessment Reports 2007-2008
College of Communication Sciences and Disorders
Contact: Beckie Weaver
Assessment Plans 2008-2009
Assessment Reports 2007-2008
International Programs
Graduate School of Religion
Contact: Evertt Huffard
Assessment Plans 2009-2010
Master of Divinity
Admissions
M.A. in Counseling
Business Office
Textbook and Postal Services
Doctor of Ministry
Student Services
Assessment Reports 2008-2009
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Admissions
Liberal Arts Program
Academic Advising
Contact: Harold Alexander
Assessment Plans 2008-2009
Assessment Reports 2007-2008
General Studies Degree
Information Systems & Technology
Contact: Keith Cronk
Assessment Plans 2009-2010
Application Development and Enhancement Client Support and Consulting Database and System Administration
E-Learning Development and Support Media Center/Audio Visual Multi Media Copy Center Network Services
Student Support Communications Classroom Tech and IT Labs Brackett Library
Assessment Reports 2008-2009
Application Development and Enhancement Client Support and Consulting Database and System Administration
E-Learning Development and Support Media Center/Audio Visual Multi Media Copy Center Network Services
Student Support Communications Classroom Tech and IT Labs Brackett Library
Assessment Plans 2008-2009
Application Development and Enhancement Client Support and Consulting Database and System Administration
E-Learning Development and Support Media Center/Audio Visual Multi Media Copy Center Network Services
Student Support Communications Classroom Tech and IT Labs Brackett Library
Assessment Reports 2007-2008
Application Development and Enhancement Client Support and Consulting Database and System Administration
E-Learning Development and Support Media Center/Audio Visual Multi Media Copy Center Network Services
Student Support Communications Classroom Tech and IT Labs Brackett Library
How we have improved WebCT support for faculty:
Use online and one-on-one training sessions on WebCT tools for faculty. Use WebCT orientation presentations for students.
- Online faculty training sessions will be offered during the fall and spring semesters One-on-one training will be provided to faculty throughout the year. WebCT personnel will present a WebCT orientation for students in the classrooms at the beginning of the semester, as requested by instructor.
- Both online training and student orientations received high marks in terms of providing support and intervention. Class that took advantage of the student orientation reported less time loss due to students having password or access issues.
A survey of WebCT users will be posted on Harding's WebCT announcement page at the end of the spring semester. 80% of users will report above average satisfaction with training provided by WebCT personnel.
- Faculty indicated they were contacted and had their issues resolved within 24 to 48 hours after contacting WebCT support. Faculty indicated they felt a strong sense of support and cooperation from WebCT support. Faculty most often contacted WebCT support by phone. Technical issues most frequently encountered were: 1) students not listed in courses and 2) student password issues. Survey indicated that faculty would like more on-campus training sessions. Although of the training sessions offered on campus, the majority of the responders indicated they had attended one to no sessions. One-hundred percent of faculty rated their level of satisfaction with the product WebCT and the support given as highly satisfied to satisfied, with the majority giving a highly satisfied rating.
- Student access and password issues should be greatly improved with the merge of WebCT and Luminas. Additional personnel will be added to the AIS staff, which will allow improvement in response time and training opportunities. Additional on-campus and online training will be offered in the spring and fall.
Registrar's Office
Trio - Student Support Services
University Counseling Center
Honors College
Institute for Church and Family
Contact: Andrew Baker
Assessment Plans 2008-2009
Assessment Reports 2007-2008
McNair Program
Contact: Linda Thompson
Assessment Reports 2008-2009
Assessment Plans 2008-2009
Assessment Reports 2007-2008
Academic Resources Center
Contact: Dee Bost
Assessment Plans 2009-2010
Tutoring Program/SI ADVANCE Program
Assessment Reports 2008-2009
Tutoring Program/SI ADVANCE Program
Assessment Plans 2008-2009
Tutoring Program/SI ADVANCE Program
Assessment Reports 2007-2008