A lead faculty (not necessarily the DGS) should be identified who will move the process along. An initial faculty meeting with student participation is a good starting point to explain the purpose of developing graduate student outcomes. This should be followed with in-depth discussions to articulate the graduate student outcomes.
End of December, 2014: Graduate programs have defined educational goals and developed plans for assessing outcomes.
Spring 2015 - August 2015: Programs begin to implement outcomes assessment
October 26-27, 2015: Higher Learning Commission site visit at the University of Minnesota
Programs should, at a minimum, involve program faculty and current students. Depending on the program, they may wish to include former students and/or representatives from industry, agencies, or community. The involvement of students is critical.
The development of the outcomes can be completed within a semester. The implementation and assessment is an ongoing process.
The process begins in discussion among graduate program faculty and students about the program’s educational goals. This will likely include examination of current materials used to describe the program and a reflection on what it anticipates will be the knowledge and skills of its graduates.
Some programs may have outcomes that are already defined as part of an accreditation process.
Programs may find it useful to consult the most prevalent outcomes identified by the ten programs that participated in the pilot project, as well as the domains identified by the planning committee during the initial planning process.
It is up to each program to develop the process for evaluating or assessing the graduate student outcomes. However, programs that are willing to share their evaluation/assessment plans may serve as examples other programs can draw from to develop their plans.
Programs should revisit their educational goals and graduate student outcomes at some regular interval (e.g., every three years) to ensure that they are current and effective, and contribute to program quality.