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The
Mount Mercy mission and goals lie at the heart of the College’s
academic programs and other student-oriented educational experiences.
Ongoing assessment activities are attuned to the college-wide
objectives that further delineate the desired outcomes of a Mount
Mercy education to help assure a continued high level of program
quality.
Written by
a team of faculty and staff members with input and contributions
from across the campus, these important objectives were adopted
in Fall, 2006. Transitional planning is underway to assure that
ongoing curriculum development and assessment processes reflect
the priorities established by the recently revised mission, goals,
and college-wide objectives. The objectives are listed below for
reference, and to exemplify the priorities that guide Mount Mercy’s
assessment practices.
Assessment
of the Major
Each academic
major has a set of agreed upon general and specific outcomes for
its graduates. These outcomes are assessed through a variety of
established techniques such as portfolios, field- or campus-based
projects, presentations, senior capstone projects, final papers,
tests, and individual assignments. Faculty members in the appropriate
department collaborate to develop an academic assessment strategy
that best suits their specialty. At the College level, a Director
of Assessment and an Academic Assessment Committee are charged
with establishing reporting guidelines, reviewing and evaluating
annual reports for each major, and providing feedback for improving
general assessment endeavors and those at the departmental level.
Mount Mercy’s
faculty members strive to assure that students demonstrate strong
achievement in their majors prior to graduation. An important
component of the academic assessment process involves faculty
collaboration to determine the necessary steps needed to address
any noted shortcomings and to build upon areas of student success.
Articulating the plan for future improvement is essential to a
strong assessment cycle.
A few highlights
from the 2006-07 Department Assessment Reports follow:
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Social
Work graduates were assessed on their ability to use their
knowledge of “a planned change approach to social work
practice and skill.” Students were evaluated during
their junior and senior field placements by both the Mount
Mercy faculty and the field supervisor. Results indicated
favorable mean performance, with improvement from junior to
senior year. |
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Education
majors completed a senior portfolio that documented their
ability to implement varied instructional strategies that
follow effective teaching guidelines. Faculty evaluated a
videotaped lesson that students taught and students completed
a self-evaluation of the lesson. Mean performance ratings
were all in the effective range for the 2006-2007 senior cohort. |
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Criminal
Justice majors were presented with ethical dilemmas in the
criminal justice field in order to assess their ability to
“critically analyze ethical dilemmas and make principled
choices in their field.” Senior students performed better
on the measure than sophomores, documenting the gains in ethical
decision making by those majoring in criminal justice. |
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Accounting
majors were assessed on their ability to process complex financial
information. Examination results from four courses in the
major verify progressive gains in student understanding relative
to financial analysis. |
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Assessment Beyond the Major
A wide variety
of programs and services contribute to realizing Mount Mercy’s
commitment to a strong and student-focused education. Through
a rich core curriculum, service learning experiences, student
development opportunities, and many other campus programs, students
are encouraged to use reflective thinking capabilities, develop
strategic communication skills, serve the common good and set
the stage for lifelong learning. Assessment activities beyond
the major include administering nationally recognized instruments
on a regular basis, as well as conducting studies of individual
programs on campus. Through nationally administered measures such
as the National Survey of Student Engagement, the Noel-Levitz
Student Satisfaction Inventory (SSI) and the CIRP American Freshman
Survey, it has been documented that Mount Mercy students perform
as well as, or better than, their peers at other educational institutions.
A few highlights from these surveys include:
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Mount
Mercy students were more satisfied than their peers at other
institutions with: the knowledge and accessibility of their
academic advisor, campus safety, the reputation of the college,
library resources, and ability to get the class they want
(SSI, 2005). |
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89%
of Mount Mercy freshmen participated in volunteer work. Substantially
more Mount Mercy freshmen have been involved in volunteer
work than their peers at other institutions (CIRP, 2003). |
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91%
of Mount Mercy students report their experience at Mount Mercy
has helped them acquire a broad general education (NSSE, 2003). |
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89%
of Mount Mercy seniors report that their experiences at Mount
Mercy have helped them to think critically and analytically
(NSSE, 2003). |
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90%
of Mount Mercy seniors report they were asked frequently to
analyze ideas, theories, cases or situations in depth (NSSE,
2003). |
For further
information about Mount Mercy College’s assessment processes,
please contact the Office
of Academic Affairs.
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Mount Mercy College’s
Educational Objectives
USING REFLECTIVE JUDGMENT
| 1. |
Students
will demonstrate a knowledge of content, assumptions, terminology,
and methodology of a broad range of academic disciplines needed
for informed and meaningful participation in society, including
literature, fine arts, history, mathematics, science, philosophy,
religious studies and social sciences. |
| 2.
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Students
will demonstrate a depth of understanding in their major field
that successfully prepares them for graduate study or a career
following graduation. |
| 3. |
Students
will evaluate their points of view by analyzing multiple perspectives. |
| 4. |
Students
will integrate knowledge across the disciplines. |
| 5.
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Students
will apply creative, logical and scholarly processes in the
pursuit of truth, to form reasoned judgments and explain the
implications of drawing those conclusions. |
STRATEGIC COMMUNICATION
| 1. |
Students
will generate, collect, organize and present ideas and information
in written, oral and visual modes for chosen purposes and
audiences. |
| 2.
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Students
will meet appropriate standards of quality when they communicate. |
| 3. |
Students
will demonstrate respect and responsibility in communication
with others. |
SERVING THE COMMON GOOD
| 1. |
Students
will recognize the challenges and opportunities of living
in a changing, complex, global society and demonstrate inclusivity
and sensitivity to the diverse human conditions. |
| 2.
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Students
will explain the significance of personal and social responsibility
and be prepared to take action in modes of service, civic
participation, advocacy and system change. |
| 3. |
Students
will articulate an ethical framework based on a respect for
all human beings and the natural environment. |
| 4. |
Students
will examine the core values of social justice, particularly
the Mercy commitment to advocate for persons who are vulnerable
and marginalized. |
PURPOSEFUL LIVING
| 1. |
Students
will discern and clarify their vocational choices. |
| 2.
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Students
will recognize the services and support available to assist
them and others in determining which commitments will guide
their lives. |
| 3. |
Students
will demonstrate the ways in which their abilities and knowledge
enable them to be responsible leaders or participants. |
| 4. |
Students
will acknowledge the importance of a healthy and balanced
life including social, physical, emotional and spiritual well-being. |
| 5. |
Students
will recognize the importance of life-long learning. |
| 6. |
Students
will analyze the evolving nature of relationships in their
lives, professions and communities. |
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