1R2 Performance Results for Common Student Learning Objectives

Written Communication

Written communication was selected to be measured first because the Employer Survey indicated that graduate skills in written communication were weaker than expected. Written communication has been analyzed at the institutional level through the Writing Across the Curriculum (WAC) assessment project since spring 2005. Student writing samples are received from all divisions and are analyzed and rated on a Likert scale.

The WAC project results for the last five years (see Chart 1.1) indicate a trend toward improvement since the measure was implemented. A rubric score of 22 was determined to be the minimum target for student performance in written communication. The HLC Assessment Committee set the score after extensive review and discussion of standards and employer and program expectations. The score represents a 69% average on the seven categories. The Committee determined that students should at least be able to achieve an “average score” to be workplace competent in their writing. While many factors may be contributing to the perceived improvement in scores, it is believed that STI’s in-service presentations on WAC, discussions about writing within programs, and the requirement that programs participate and have students do some writing outside the required general education courses has improved student writing and the general awareness of the importance of writing on campus and the workplace.

Computer Literacy

Computer literacy is tracked within the Employer Survey, which indicates a trend toward improvement since 2005. In 2009, employers indicated that graduates performed above expectations in computer literacy (4.14 on a Likert scale of 1-5). This positive result may be attributed to the attention given to computer skills at STI. The Laptop Program and wireless network system were the product of a careful plan to implement a program to increase student computer skills. A Laptop Transition Team followed by CMS, LMS and Academic Tech Committees have placed technology high on institutional priorities. Currently, a majority of STI students are required to purchase laptops. Daily access coupled with the emphasis of computer literacy and applications in the program curriculum have contributed to stronger computer literacy skills. STI has set as its goal to move all programs to laptops by fall 2012.

Table 1.4 Computer Literacy Results (Actual/Expected)

Professionalism

Four aspects of the professionalism of graduates are measured through the Employer Survey  administered every two years.

As part of its Employer Survey, STI asks employers to rate graduates on their basic and program-specific skills. A Likert Scale is used with the following choices: 5-Excellent, 4-Very Good, 3-Satisfactory, 2- Unsatisfactory, 1-Unacceptable. Employers are asked what they expected the graduate to be able to do in a given area, and what they actually were able to do. The survey results are also aggregated by program for improvement at the program level. All results are on the STInet site.

The first number indicates the graduates’ actual performance average. The second number indicates the employer’s expected performance average. The number in parentheses indicates if the graduates exceeded expectations (+) or did not (-).

As Table 1.5 shows, the overall level of graduates’ interpersonal, customer service, team skills, and work ethic have improved since 2005. Employer Survey information is disaggregated by program so that faculty in each program area can analyze results and adjust curriculum to better meet the professional needs of their field of study.

Table 1.5 Employer Survey Results for Professionalism Skills (Actual/Expected) 2005-2009

Each program also checks the professionalism of its students as it applies in the workplace through internship and clinical evaluations, which include a section on professionalism. These vary by program and are not currently able to be aggregated institution-wide. STI is working on a project to standardize the internship and clinical results so there can be an institution-wide comparison.