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Section IV: Programs
SACS Comprehensive Standard for All Educational Programs

IV-1.   The institution demonstrates that each educational program:

a.      is approved by the faculty and the administration, and

b.      has stated program and learning outcomes and ensures appropriate levels of student achievement.

JUDGMENT OF COMPLIANCE

Yes, East Tennessee State University is able to provide a portfolio of evidence supporting compliance.

STATEMENT OF RATIONALE FOR JUDGMENT OF COMPLIANCE

At East Tennessee State University, all educational programs and courses must be approved first by the faculty and then by the administration.  Program and learning outcomes are explicitly stated for all ETSU degree programs and all academic departments focus on ensuring that appropriate levels of student achievement in attaining those outcomes are made.  Academic degree programs review and make improvements in student achievement by addressing features of curricula, pedagogy, or learning environment. 

A.  Approval by Faculty and Administration

At East Tennessee State University, each educational program is approved first by the faculty, through a series of faculty committees that oversee the educational aspects of each program, and then by the administration (ETSU Faculty Handbook, Procedure for Course Proposals; ETSU Curriculum Process Manual).  Curricular proposals and program changes are initiated by faculty members and initially reviewed by departmental and college curriculum committees.  After administrative review by the appropriate dean, proposals are sent to the ETSU Curriculum Advisory Council and/or the ETSU Graduate Council, as appropriate.  A representative faculty committee (ETSU Teacher Education Council) approves courses or program changes that affect teacher education, which may be submitted by the college of education or any college, prior to university review.  In addition, courses proposed for the general education program are reviewed by the ETSU General Education Advisory Council (SACS Standard IV-15), and those proposed as honors courses are reviewed by the ETSU Honors Advisory Committee, both prior to submission for university review.

The ETSU Curriculum Advisory Council is charged with undergraduate curriculum matters, composed of representative faculty members from each college, and functions as a committee of the whole.  The ETSU Graduate Council is charged with graduate curriculum matters, composed of graduate faculty representatives, and has a curriculum subcommittee that reviews proposals and reports to the full council.  In the event that a proposal is a combined undergraduate/graduate course (4xx7/5xx7), both councils must approve the course.  Proposals approved by either or both councils are submitted to the university's Academic Council, composed of the provost and vice-president for academic affairs, vice provosts, deans, academic administrative directors, ETSU Faculty Senate and ETSU Student Government Association presidents, chair of the Council of Academic Chairs, and the Registrar.  This body recommends approval of university educational programs to the president of ETSU. 

Curriculum changes in the ETSU Quillen College of Medicine are initiated and approved by a faculty committee, the Medical Student Education Committee. Proposals are submitted to the college faculty for approval and forwarded to the dean of the college.  The medical curriculum of the college is overseen by its accrediting agency, the Liaison Committee on Medical Education.

A faculty committee reviewed the university curriculum process in 1999 (ETSU Improvement Initiatives).  A number of recommendations were made to ensure the preeminent role of the faculty in curriculum matters and the use of best practices by departments and programs in curriculum review and development (SACS Standard IV-11).

B.   Program and Learning Outcomes and Student Achievement

Program and Learning Outcomes

Currently, ETSU has 108 degree programs.  Each academic program has developed its own mission statement, in keeping with the overall mission, values, and strategic goals of the university.  These mission statements represent an integration of the program and learning goals provided for each degree program (University Profile System, Academic Departments; ETSU Undergraduate, Graduate, and Quillen College of Medicine catalogs).  Learning outcomes state clearly the expectations for knowledge and cognitive learning, skills and performance-based learning, and the attitudes, beliefs and affective learning to which students will be exposed, once they have completed a particular program.  Learning outcomes for each degree program represent an integration of learning objectives for each course in the curriculum of each degree program (ETSU Course Information System).  Currently, learning objectives are identified for approximately 3,400 courses.  These objectives also are provided to students in the syllabus for each course.

Student Achievement

East Tennessee State University can demonstrate that its educational procedures, policies, and practices are designed to ensure appropriate levels of academic achievement by our students and to safeguard the quality of its educational programs.  A diversity of university procedures provide a foundation that ensures appropriate levels of student achievement are used as standards for program quality and for university practices.  University-wide programs that represent significant components of our mission regularly and broadly report student achievement data and invite campus-wide involvement in analysis and suggestions for improvement.  A diversity of policies, assessment methods, and mechanisms support the assessment of student achievement at the level of degree programs.  Descriptions of the significant components of these three areas are provided later in this document.  In addition, we recently have developed a comprehensive assessment program that is designed and equipped to integrate the diversity of assessment practices in place across the university and to enhance the sharing of data and suggestions for program improvements (ETSU Comprehensive Assessment Program, Office of Institutional Effectiveness and Planning).

One measure of our effectiveness in ensuring appropriate levels of student achievement is found in the opinions of our alumni.  The American College Testing Program (ACT) Alumni Survey is administered every other year at ETSU as part of the Tennessee Higher Education Commission (THEC) Performance Funding Program.  Results from the 2000 administration are not yet available.  The following data were reported from the 1998 survey (21% response rate), along with comparison of the responses of ETSU alumni with those representing a national comparison group.  For ETSU alumni and the national comparison group, 66% reported grade point averages equivalent to a "B" average or higher.  Indicators of self-reported achievement (Alumni Outcomes Survey, 1998 ACT Results) include:

Employment Status:  72% of both groups were employed on a full-time basis.

Relationship between College Major and First Job:  46% of ETSU alumni and 43% of the comparison group reported that their college majors and first employments were "highly related."

Annual Starting Salaries After Graduation:  26% of ETSU alumni and 21% of the comparison group reported salaries greater than $25,000 after graduation.

University Experiences as Preparation for Current Job:  70% of ETSU alumni and 75% of the comparison group reported that experiences at their universities prepared them adequately, more than adequately, or exceptionally well.

An additional analysis of alumni opinion was provided by our participation in a grant (Appalachian College Association) in which the ACT Alumni Survey was administered to alumni from the classes of 1975, 1985, and 1995.  Of the total 576 ETSU alumni who responded (25% return rate), 82% indicated that ETSU prepared them for their first job either adequately, more than adequately, or exceptionally well.

A second measure of our practices in supporting appropriate levels of student achievement is provided by comparison with other institutions in the state of Tennessee.  Assessments provided by the THEC Performance Funding Program focus on institutionally defined performance standards for general education, academic program assessment (major field test outcomes), and retention, graduation, and job placement rates (ETSU 2000-2005 Performance Funding Plan).  Our most current performance on these criteria are provided by the Tennessee Board of Regents (TBR Report Card for ETSU):

General education performance, as measured by student scores on the CBASE^Ó (ETSU average score was within seven points of the national composite mean; SACS Standard IV-15) = 11/15 points;

Academic program assessment, as measured by major field tests (ETSU average test scores were at or above the national average) = 15/15 points;

Student retention or persistence toward personal and educational objectives, as based on an increase in ETSU student retention above our annual benchmark of 65.5% = 5/5 points.

University Procedures

Specifically, certain university procedures and requirements support campus-wide mechanisms for determining standards of student achievement.  Of the many university procedures that could be identified, those for periodic review of programs, licensure and certification examinations, curriculum development, student retention and academic progress, and the acceptance and awarding of academic credit are most significant in providing a solid foundation for student achievement and program quality.  These procedures are described briefly below.

Disciplinary Accreditation Reviews by external accrediting agencies are available for all eligible degree programs (ETSU Accreditation), as expected by the TBR and THEC.  All accreditation reviews include the requirement that assessment of student achievement be included as a component of self-studies and external committee reviews (ETSU Guidelines for Academic Program Review; ETSU Accreditation).  Awarding and maintenance of accreditation is a high priority for ETSU, which has the highest possible ranking in the state by virtue of the number and diversity of accredited programs (TBR Report Card for ETSU, Indicator 8).

Policies for Degree Program Review ensure the periodic assessment of degree programs that are not subject to external accreditation.  These academic program reviews are coordinated by the ETSU Office of Outcomes Assessment, are systematic with regard to assessment components, and occur every seven years as required by TBR policy (TBR Manual, Program Review and Approval) and the THEC Performance Funding Program.  Reviews are based on internal self-study and review by internal and external consultants.  Assessments of program quality are required to include results of standardized tests and other measures of the achievements of student and alumni, in addition to program characteristics, support, resources, and faculty qualifications (ETSU Guidelines for Academic Program Review).  Reviewers are specifically requested to indicate whether standards are met for a broad spectrum of areas that pertain to student achievement.

The ETSU Curriculum Review Process requires that proposals for new or revised courses and degree programs originate with the faculty in the discipline and depend upon a sequential series of general faculty and administrative approval (SACS Standard IV-11).  For courses, proposed learning outcomes, instructional methodologies, and evaluation procedures are integral to these reviews.  Program proposals must be related to the overall mission of the University and minimally must provide a complete curriculum description, suggested schedule of progression, needed resources, and discipline support.  The university process also ensures that curricula, courses, and discipline policies are in accord with state and university policies (TBR Manual, Program Review and Approval; TBR Manual, Developing Academic Proposals; ETSU Faculty Handbook, Procedures for Course Proposals).

Licensure/Certification Examinations that assess students' ability to demonstrate necessary proficiencies are required by 17 ETSU degree programs.  Those disciplines with large numbers of students taking exams include medicine, nursing, and teaching (SACS Standard VI-1, Licensing Exams).  Several health-related professions (e.g., Dental Hygiene) also require that students obtain minimum scores on criterion-referenced exams to obtain either licensure or certification.  Based on passing rates for all licensure exams administered between 1997 and 2000, between 80% and 100% of ETSU students successfully obtained licensure or certification in almost all programs with this requirement.

Retention and Progression Policies and Guidelines are specified at the university level (ETSU Undergraduate Catalog, Academic Probation and Retention Standards; ETSU Graduate Catalog, Academic Requirements; ETSU Quillen College of Medicine Catalog, Grading System).  In addition, certain academic programs have discipline-specific retention and progression policies that have been approved by the TBR.  These policies typically identify combinations of course-specific performance levels, minimum grade point averages, and time progression guidelines (e.g., ETSU Colleges of Education, Nursing and Medicine; individual departments in other colleges).  Data depicting student success relative to the policies and guidelines are reviewed regularly and used for program review and revision.

Policies for Awarding and Accepting Credit for Courses and Program Requirements at ETSU are based on commonly accepted standards and practices at the university level (SACS Standards IV-4, IV-6, and IV-21) and at the level of specific degree programs (SACS Standard IV-14 and IV-17).  Periodic assessments of these policies are made.

University-Wide Programs

A variety of educational programs at ETSU function across the university and influence a diversity of students and degree programs.  These programs are essential to the mission of the university and augment the educational experiences of all students at ETSU.  Thus, assessments of student achievement in these programs are broadly applicable to all degree programs of the institution.

General Education Program.  At ETSU, extensive assessments of student achievement in general education objectives, knowledge, and proficiencies are made on a regular basis (SACS Standard IV-15).  These assessments include standardized student examinations and institutional procedures that require review of exam results and use of these results in internal and external reviews of the general education program.  Assessments are made in the areas of academic proficiencies and areas of familiarity (SACS Standard IV-14, IV-15).

Developmental Studies.  At ETSU, students who apply for admission but do not meet minimum scholastic examination scores or sub-scores (ACT less than 19, or comparable SAT) are assessed for basic skills in reading, English, and mathematics.  Students without current scholastic exams are required to complete the entire assessment, and transfer students are analyzed on the basis of previous course grades. Results of these assessments are used to determine student enrollments in developmental studies courses.  These courses cannot be dropped without written approval of the director of developmental studies, and these courses do not apply to graduation requirements.  To ensure student achievement in developmental studies courses, an essential component of the program includes counseling and advising sessions to ensure adjustment to college life, appropriate academic advising, career orientation, and support counseling (ETSU Undergraduate Catalog, Student Services and Resources, Developmental Studies).  Students who take developmental studies courses and matriculate to core curriculum courses pass those courses at almost an identical rate to those students who did not need developmental classes.  Thus, our developmental studies program is assisting student achievement in higher education.

Student Research and Creative Activities. The institution supports student development, achievement, and recognition in empirical and applied research and in creative activities in literature and the arts.  Special topics and honors thesis courses allow undergraduate students to work with faculty on projects for academic credit.  Undergraduate students enrolled in the University Honors Programs are required to conduct research, prepare a thesis or engage in other scholarly activities appropriate to their programs of study, and give a public presentation of their results.  The ETSU Office of Research and Sponsored Programs and the Quillen College of Medicine annually sponsor a student research forum for undergraduate, graduate, and medical students and residents in the medical education programs.  Undergraduate students provided 33% of the 59 presentations at the 2001 ETSU Student Research Forum.  Approximately $6,000 is awarded each year to support undergraduate student/faculty collaborative research projects (ETSU Student/Faculty Collaborative Research Program).  Students are encouraged to present research findings at professional meetings.  In 1999-2000, students were included in 73 presentations at regional, national, or international professional meetings, 39 peer-reviewed publications, and 27 shows in the fine and performing arts (Student Scholarly Activities).

Service-Learning, Cooperative Education, and Internships.  Service-learning opportunities at ETSU are provided in a variety of academic disciplines and enable students to broaden knowledge by participating in planned, purposeful activities that connect community service with classroom theory.  Student responses to questions about their progress on learning outcomes included (ETSU Office of Student Life and Leadership):

• 92% indicated that they were becoming empowered to make a difference in their communities;

• 59% said they were learning how to work with people who are different from themselves;

• 64% reported learning more about themselves regarding career decisions; and

• 95% indicated receiving first-hand experience involving the reality of society's problems.

Degree Programs

East Tennessee State University also has developed and employs numerous policies to ensure that assessments of student learning are completed regularly by academic departments and are used for analysis and improvement.  The university applies the concept of continuous improvement to a broad range of data that illustrate student-learning outcomes and supports the use of those data by academic degree programs for program improvements.  A recent report by ETSU academic departments reveals a broad spectrum of both systematic and ad hoc processes for collecting data concerning student achievement, making those data available to decision-makers, and using analysis of data to support program improvements (Report to Provost).  The following examples are illustrative of the breadth and diversity of recent analyses of student achievement at ETSU:

• Graduating seniors with a major in English take a specialized examination to measure english/verbal skills, as well as other areas.  Results of this assessment have been used to revise the english writing curriculum to enhance student achievement. 

• As part of the required ETSU program reviews, graduating seniors in many disciplines take a "Major Field Test."  Performances on these tests have served as the basis for numerous programmatic revisions to enhance student achievement.  For example, the ETSU Department of Sociology revised its curriculum because test results showed that its majors scored below the median in the areas of theory and statistics.  On the other hand, there are examples of proposed changes rejected because the value they would add to student achievement could not be documented.  For example, the ETSU Department of Biological Sciences rejected a proposal, based on common practice, to make Cell Biology a requirement for undergraduate majors.  Data from the biology major field test indicated students are already achieving well above national averages in that area.

• The ETSU Department of Accountancy regularly monitors the performance of its graduates on the Uniform CPA Examination.  Results provided by the National Association of State Boards of Accountancy benchmark performance of graduates on the examination against those of every college in the country offering a major in accountancy.  The department also relies heavily on senior exit surveys, employer surveys, and results of major field tests.  The use of these data to effect changes is reflected in minutes of both department and advisory board meetings.

• The use of standardized test results of student performance in departmental changes is widely documented.  For example, the ETSU Department of Foreign Languages administers the Standardized Oral Proficiency Interview (SOPI).  Data regarding the examination and the oral exit interview with faculty have been compiled with other student performance data by the department.  In the ETSU Physical Therapy degree program, students must earn passing marks on the American Physical Therapy Association (APTA) standardized Clinical Performance Instrument (CPI) in each clinical education course.  They also must demonstrate professional behaviors, as outlined in the Physical Therapy Specific Generic Abilities Guide.  A departmental promotion and retention committee formally and continuously monitors student achievement in professional behavior and clinical performances.

• The use of scores from shelf exams to compare achievement by medical students to national averages and to performance by previous classes is routine.  Results from these exams have led to changes in specific courses and other programmatic revisions.  Changes made prior to any decreases in national scores are evaluated with respect to current course exam scores and student feedback.

• The faculty of the ETSU College of Nursing addressed unacceptable pass rates on the national licensing examination for registered nurses in several ways.  Their successful strategies for increasing pass rates have included the required uses of a standardized test-bank system, of senior student seminars designed to address priority topics, and the addition of a new requirement that graduating seniors pass a standardized test of knowledge and critical thinking as part of their last clinical course. 

• The ETSU College of Education commonly uses results of the education practice examination series (Praxis^Ó) to identify areas of weakness in student achievement and develop improvement initiatives. 

• Program reviews also include interviews with students that have also resulted in initiatives to improve student performance.  For example, the ETSU Department of Political Science has had two such reviews in the last ten years.  The first review pointed out that the department lacked sufficient courses in international politics.  The department hired a faculty member with expertise in that area and revised the curriculum.  The latest review pointed out that students did not learn enough about American political institutions, and a new course ("The Presidency, the Congress, and Public Policy") has been added to correct that deficiency.

• The university recognizes that students are a vital resource in the monitoring process and that the success of its curriculum is dependent upon its ability to respond to student concerns.  In most ETSU colleges, student input is provided on an ongoing basis by student advisory boards, which meet regularly with the dean throughout the academic year to discuss topics such as advisement, support to students organizations, and academic scheduling.   In the ETSU College of Business, a senior exit survey is administered in the fall and spring of each year.  In spring 2001, the Educational Benchmarking Undergraduate Exit Survey (endorsed by American Assembly of Collegiate Schools of Business) was administered to assess student satisfaction with the curriculum and services provided by the ETSU College of Business.  Use of this survey enables comparison of results with a self-defined group of peer institutions.  Survey results are reviewed at all administrative levels within the college and are used for determining opportunities for program improvement.  Based on preliminary review of the 2001 data, the college has identified three areas for improvements---career advising, increasing the use of technology in assigned coursework, and enhancing opportunities for team-building experiences.

• An instrument for collecting student evaluation of instruction is in place at ETSU.  The results of student evaluation of instruction are documented areas for departmental and external review team discussions and used to address weaknesses in instructional pedagogy and program content.

• In addition to surveys of currently enrolled students, the results of periodic surveys of alumni are widely distributed and are documented matters of discussion in the minutes of many departments.  A university-wide program ("Alumni Day in the Classroom") benefits students, by providing opportunities to interact with an ETSU alumnus who has had success in their discipline, and degree programs, by providing a valuable source of information about curriculum improvements and educational experiences that students need to prepare them for the current job market.  For example, the ETSU College of Business (COB) regularly uses results from formal alumni surveys (conducted by the ETSU Alumni Association) to assess program and college effectiveness.  On an informal basis, many COB alumni are invited to attend regular events and special meetings where their advice on curriculum, program and college effectiveness, and areas for improvement are solicited.  In addition to "Alumni Day in the Classroom," the COB offers "Accounting Networking Night" and "Business Networking Night," to promote interaction among students, faculty, and alumni.  Alumni comments are included and discussed regularly at college and department meetings.

• From 1995-1998, the ETSU Department of History collected data on student outcomes and curricular and pedagogical initiatives in the American History sequence, the university's highest enrolling survey courses.  From those data, the department developed a standardized study guide for the content of both courses that all departmental members must follow in their teaching.

• Assessment of student achievement in the performing arts is generally performance-driven.  For example, students in the ETSU Music degree programs must perform a recital to demonstrate achievement prior to graduation.  The recital process includes a preliminary hearing at which a student is given feedback, and the department maintains records of all jury performances.  Theatre systematically uses external peer review of student performance, and its success is demonstrated by a recent invitation to perform at the Kennedy Center based on the results of that assessment. 

• In the clinical programs of the ETSU Department of Health Related Professions, student outcomes on standardized assessments frequently drive curricular changes.  On several occasions, clinical rotations have been modified to increase the number of experiences students have in areas of demonstrated weakness.  Most recently, changes in the curriculum and clinical experiences have been made in the areas of pulmonary function testing and mechanical ventilation.

• Several ETSU departments are convinced of the importance of undergraduate student research experiences to enhance student achievement in degree programs.  Data collected on student participation in research presentations and publications (see Student Research and Creative Activities above) have supported the addition of courses in research methods in a number of departments (e.g., accountancy, biological sciences, computer sciences, mathematics).

• In response to analyses of student success data in general biology, the faculty of the ETSU Department of Biological Sciences completed a continuous improvement project on the undergraduate biology curriculum.  Their study resulted in the implementation of two new general education courses (with laboratories) designed specially for students not majoring in biology and based on the theme of "what every citizen needs to know about biology."

• Capstone courses and projects, such as theses or dissertations, are features of many programs that provide data for assessing student achievement. For example, all undergraduate physics majors are required to complete a senior thesis and take a comprehensive exam in their last semester.  Undergraduate students in all honors programs at ETSU are required to complete and present the results of their senior honors thesis.

• The uses of employer satisfaction data provide departments with valuable data concerning real world perceptions of professional programs and their effectiveness in training students.  The professional accrediting association in the technologies regularly requires departments to address employer satisfaction with their graduates.  In the ETSU College of Business, decision-making includes regular input from area employers, who are members of the COB Board of Advisors and regularly invited to participate in special focus groups.  Currently, a focus group including business and community leaders are providing advise and assisting with plans for a new Masters Public Administration program.

• Special purpose task forces are used frequently to generate and analyze data for program improvement and enhanced student success.  The curriculum offered by the ETSU Department of Public Health was improved as a result of input from a task force of faculty, alumni, and employers.  The review resulted in numerous program changes and significant praise by a review team from the Council on Education in Public Health.  For the Master of Arts in Liberal Studies (MALS), a formal program review included a focus group with students, interviews with former and current MALS students, and interviews with faculty who have taught courses in the program.  Changes in admission and curricula resulted from this process, and student achievement has increased.

• In the ETSU Family Medicine clerkship, students are required to interview a standardized patient, and then receive feedback on the strengths and weaknesses of communication skills from the standardized patient and two faculty members (M.D. and Ph.D.).  Evaluation data generated from this protocol are used to revise the educational experiences of students.  Other ETSU health care professional programs employ similar practices to ensure appropriate levels of student achievement. 

• Co-curricular activities are relevant to student success and often provide valuable data for making some departmental decisions.  For example, the ETSU Department of Communication pilot tested exit exams relevant to its degree program concentrations.  The results permitted the department to assess and revise both its curriculum and its support of certain co-curricular activities.

• The important role of field experiences for students is recognized by the institution and is now characteristic of many ETSU degree programs.  Many programs provide assessment of the impact of these field experiences on student achievement.  For example, assessments of field experience offered by the ETSU Department of Social Work recently indicated inadequate integration of social work practice and research, which is currently being addressed by revisions in course and program content.

• The uses of advisory boards to help academic departments interpret and use data are evident in many disciplines, and are documented in the minutes of departmental and college meetings.  For example, the ETSU College of Business has formal advisory boards at the college, departmental, and degree program levels.  These boards meet regularly to provide advice, consultation on assessment programs and results, assistance with the acquisition of resources, and even help the college and its departments during annual "Career Night" events held for students. 

These examples are only a few of the many improvements in ETSU degree programs that have been designed to enhance levels of student achievement through changes in curricula, pedagogy, and learning environments.  These improvements, along with other accomplishments, are described for each ETSU degree program in the University Profile System.

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