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Office of University Assessment
 

   
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Phone  850-412-5265
Fax  850-412-5267

Office of University Assessment
PO Box 70600
SBI Modular 96, Florida A and M University
Tallahassee, FL 32307
 
 
Academic Learning Compacts
Status Report
Submitted to the Florida Board of Governors


 
 
 
 

The Florida Board of Governors, in articulating the importance of student achievement in its strategic planning and accountability processes, continues to expect all institutions to report periodically on the progress of the State Mandated ALCs.
 
Academic Learning Compacts are state-mandated requirements for baccalaureate degree programs for all universities in the State of Florida University System. These Academic Learning Compacts are required, at a minimum, to determine the expected student learning outcomes for baccalaureate program graduates in the areas of:
  • content/discipline knowledge and skills
  • communication skills, and
  • critical thinking skills.
Documentation of the Academic Learning Compacts and the related results here at FAMU are based upon the FAMOUS assessment planning and implementation model which has been adopted by the University. The Academic Learning Compacts serves to document the expected learning outcomes to be achieved by every student matriculating through his/her program. Periodic measurements of the extent to which student learning has taken place are accomplished by the use of tools, such as rubrics, products of student work, and other course-embedded measures. The regulation establishing Academic Learning Compacts (ALC) has resulted in a multifaceted process. 
 
The Board of Governors has stated that each program that has a CIP code should have an assessment plan. If the programs have specializations that take students in different directions for their advanced work, you may want to have an assessment plan that corresponds to each specialization to make things easier to track.
 
The University must construct clearly defined policies and procedures (aligned with System policies and including elements required in Policy Guidelines) for developing, implementing, and reviewing Academic Learning Compacts and associated activities. A current copy of the University’s policies and procedures regarding Academic Learning Compacts shall remain on file in the Office of the Board of Governors.                                                        
 
The Academic Learning Compacts Status Report (Due by December 31, 2009) was submitted on December 17, 2009 by the Office of University Assessment. The submitted 2009 ALC status report can be found in the appendix.  For each undergraduate program with a CIP Code the following seven criteria were established.
  1. PROCESS: Program faculty have identified expected core student learning outcomes in the areas of communication, critical thinking, and content/ discipline knowledge and skills.       
  2. PRODUCT: Program faculty have made core learning expectations in the areas of communication, critical thinking, and content/ discipline knowledge and skills readily available to prospective and enrolled students.           
  3. PROCESS: Program faculty have identified the different ways in which individual students are assessed within the context of the program to determine if they have mastered the articulated core learning expectations.    
  4. PRODUCT: Program faculty have included EXAMPLES of the kinds of assessments individual students will encounter in the program to determine if they have mastered these core learning expectations.       
  5. PROCESS: Program faculty have developed a system of program assessment/evaluation, including external validations, (which can involve sampling) to corroborate that graduates have truly attained the expected core competencies.
  6. PRODUCT: Program Faculty have submitted a Seven-Year Program Review Summary Report to the Board of Governors Office - Must include a hyperlink to the Academic Learning Compact for each baccalaureate degree program under review.
  7. PROCESS: Program faculty have used information from the periodic review of Student Learning Outcomes, as well as from the evaluation of corresponding assessment mechanisms to improve student achievement and program effectiveness.                                                              
Each question is answered with one of the three following designated key codes to provide the status for each program.     
NS = No Evidence That Process/Product is Started.
PC = Evidence That Process/Product Is Partially Completed.    
CI = Evidence That Process/Product is Completed and in Continuous Improvement Mode.