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Mission

The Office of Institutional Assessment, Effectiveness, Research, and Compliance (OIAERC) works to advance the mission of CHSU and the College of Pharmacy through fostering a culture of continuous improvement and institutional effectiveness. The OIAERC promotes a culture of assessment across the institution by providing leadership in developing a comprehensive and sustainable program of assessment and institutional research used for data-driven decision making and quality improvement for student learning and success.

In support of its mission, the OIAERC provides leadership in developing, implementing, and managing integrated student outcomes assessment processes for all administrative, academic, co-curricular, and student affairs programs. The office provides institution-wide data collection and analysis for evidence-based decision making and planning, and supports university accreditation efforts. The OIAERC also supports compliance efforts through oversight of the institution’s Enterprise Risk Management (ERM) process.

Goals

Promote a culture of assessment.
Implement best practices for planning, assessment, institutional research and effectiveness efforts.
Support the assessment cycle in assessing student learning and success at all levels of both the academic and co-curricular activities aligned with:

»Global Learning Outcomes (GLOs)
»Program Learning Outcomes (PLOs)
»Course Learning Outcomes (CLOs)
Collect, analyze, interpret, and disseminate information collected from internal and external sources to CHSU staff, faculty, administration, students, and external stakeholders.
Provide leadership, guidance, and data analysis for all accreditation processes and reporting requirements.
Coordinate Program Review processes to inform and support the mission and strategic planning processes for all departments on campus.
Coordinate Enterprise Risk Management (ERM) processes to support risk management and compliance procedures for all areas on campus.

Values

Continuous ImprovementInnovation
IntegrityTransparency
ExcellenceScholarship
Collaboration
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For additional information, please contact:

Julie R. Marty-Pearson, PsyD
Director of Institutional Assessment, Effectiveness, Research, and Compliance (DIAERC)
Phone: 559-549-6352
Email: jmarty-pearson@chsu.org
Institutional Assessment InformationProgram AssessmentAssessment ResourcesAssessment Reporting FormCollege of Pharmacy Student Progression and Program Retention InformationCollege of Pharmacy Program Quality Indicators

Developing a culture of assessment is an on-going process at CHSU. Assessment is being embedded in all academic and services areas on campus to promote and improve student learning as well as encourage the best professional experience for all students, staff, and faculty on campus. CHSU has developed an Institution-wide Assessment Plan that outlines the assessment activities for continuous quality improvement across campus.

CHSU has defined Global Learning Outcomes (GLOs) that the institution expects all students to achieve before graduation. The GLOs are linked to academic and co-curricular activities in order for tracking of GLO achievement for individual students and outcome-based assessment of the pharmacy program.

1.Leadership and Team Efficacy
Building trust and promoting adaptive change in individuals, groups, organizations, and communities by mobilizing individuals and groups to identify and achieve relevant goals.
2.Critical Thinking
Comprehensively exploring issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.
3.Intercultural and Interpersonal Competence
Demonstrating value for and understanding of individuals and cultures to ensure effective and appropriate interaction so that others feel respected.
4.Oral Communication
Preparing and delivering a performance designed to increase knowledge, foster mutual understanding, or promote change in the listener’s mindset or behaviors.
5.Written Communication
Developing and expressing ideas clearly through writing designed to increase knowledge, foster mutual understanding, or promote change in the listener’s mindset or behaviors.
6.Problem Solving
Identifying and defining the problem; collecting background information and resources; analyzing, designing, evaluating and prioritizing potential strategies, then selecting and implementing one or more of them in order to achieve a desired goal.
7.Professionalism
Engaging in readiness behaviors (showing up, being prepared and presentable, speaking and behaving respectfully); Assuming responsibility for caring (seeking the greater good, serving others, being patient-centered, and exceeding expectations); and Seeking growth (giving and receiving feedback and developing expertise).
8.Community and Civic Engagement
Collaborating with community members and leaders to identify meaningful outcomes that align with their needs and our expertise, and working towards achieving a significant impact on those outcomes.
9.Moral Agency and Emotional Intelligence
Managing oneself under challenging conditions, respecting others, making principled decisions in the face of external pressures to do otherwise, acting on those decisions and exhibiting a sense of life purpose.
10.Creative and Entrepreneurial Thinking
Seeing problems as opportunities, embracing contradictions, working with an innovative mindset, connecting, synthesizing, and transforming existing knowledge, taking calculated risks, gaining support and being persistent in working through a project development cycle, and delivering a remarkable outcome.
11.Interprofessional Collaboration
Working effectively with patients, families, communities and health workers from different professional backgrounds to deliver the highest quality of care through effective communication, ethical practice, understanding and coordinating roles and teamwork.
12.Clinical Competency
Demonstrating the knowledge, skills, abilities, and attitudes necessary to perform effectively within the professional scope of patient-centered practice.

 

Download the CHSU Assessment Configuration

Program Learning Outcomes (PLOs), which follow the educational outcomes outlined by the Center for the Advancement of Pharmacy Education (CAPE) 2013, have been mapped across the College of Pharmacy curriculum and aligned to all Course Learning Outcomes (CLOs) within course syllabi.

1.Learner (Learner)
Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient centered care.
2.Patient-centered care (Caregiver)
Provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).
3.Medication use systems management (Manager)
Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
4.Health and wellness (Promoter)
Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
5.Population-based care (Provider)
Describe how population-based care influences patient centered care and influences the development of practice guidelines and evidence-based best practices.
6.Problem Solving (Problem Solver)
Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.
7.Educator (Educator)
Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
8.Patient Advocacy (Advocate)
Assure that patients’ best interests are represented.
9.Interprofessional collaboration (Collaborator)
Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
10.Cultural sensitivity (Includer)
Recognize social determinants of health to diminish disparities and inequities in access to quality care.
11.Communication (Communicator)
Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
12.Self-awareness (Self-aware)
Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.
13.Leadership (Leader)
Demonstrate responsibility for creating and achieving shared goals, regardless of position.
14.Innovation and Entrepreneurship (Innovator)
Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
15.Professionalism (Professional)
Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

 

Download the CoP PLO Assessment Data

Rubrics used to assess written assignments, presentations, and self-reflections directly aligned with CHSU’s Global Learning Outcomes (GLOs) are currently being developed by the GLO Committee and will be approved by faculty prior to full implementation and use in fall 2017.

The Association of American Colleges and Universities (AAC&U) has developed and made available 15 rubrics through the VALUE Project that address essential learning outcomes. Some of the AAC&U VALUE rubrics are being used by CHSU in their rubric development. These rubrics are being reframed to better fit the mission and values of CHSU, as well as the graduate level competencies of our programs.

Individuals at AAC&U member institutions are welcome to reproduce the VALUE rubrics for use in the classroom and in intra-institutional publications. Please be sure to credit AAC&U using the following permission statement: “Reprinted [or Excerpted] with permission from [Title]. Copyright [Year] by the Association of American Colleges and Universities.” A permission fee will be assessed for requests to reprint the rubrics in course packets or in publications intended for sale. Please see AAC&U’s permission policies about how to request permission.

VALUE rubrics used at CHSU include:

» Civic Engagement

» Critical Thinking

» Intercultural Knowledge & Competence

» Lifelong Learning

» Oral Communication

» Problem Solving

» Teamwork

» Written Communication

All programs and service areas on campus involved in assessment activities are to complete an Assessment Reporting Form. This form (see link below) asks for general information regarding what assessment tool was used, any data collected, and general findings. The template also asks programs to complete the SII-assessment process which details the Strengths of the assessment (things done well), areas for Improvements and how they might be made, and Insights that might help in future assessment activities.

Assessment Reporting Form