Prioritized Self-Study Outcomes

Prioritized Self-Study Outcomes

Whether using the new language or the old, we believe that our institution will benefit greatly from the comprehensive review process. We developed the following objectives to guide our efforts during this review:

  1. To affirm Millersville University’s commitment to institutional effectiveness and responsible stewardship as it embraces its longstanding culture of excellence in student learning and liberal arts education. This includes examining strengths and converting challenges into future opportunities when considering:
    1. the alignment of divisional strategic plans with the University Vision, Mission and Strategic Directions, and
    2. the link between planning, institutional assessment, student learning outcomes assessment, and resource allocation.
  2. To learn from current best practices that are internal or external to Millersville used to promote traditional and nontraditional undergraduate and graduate student success and to reveal future strategies to improve the quality of academic and non-academic programs and services throughout the University.
    1. Undergraduate Student Success. Undergraduate student success involves the engagement of traditional and nontraditional students in educationally purposeful activities to the extent that students are retained and persist to graduation, acquire key learning and developmental outcomes, or are satisfied with their overall educational experience. Opportunities both inside and outside of the classroom are provided to enhance the holistic development of the student. Our goals for this expected outcome include:
      1. Examining existing best practices for enhancing student success in order to understand underlying philosophies and strategies and apply those where appropriate to academic and non-academic programs and services especially where improvement is needed. For instance, internal and external modalities may help to identify improvements to existing programs. Such programs may range from civic engagement opportunities, to first year experience programs, to diversity initiatives, to academic advising models..
      2. Evaluating student engagement in curricular and co-curricular activities that are designed to increase their awareness of the role of the liberal arts in the community and contribution to becoming life long learners and productive citizens. These efforts include outlining opportunities for enhancing the engagement of undergraduates in both curricular and co-curricular learning endeavors that enhance intellectual development.
    2. Graduate, distance learning and non-traditional programs. Expansion of graduate enrollments and success of graduate students and non-traditional students. To serve as a guide to strengthen the foundation and explore opportunities for the expansion of academic programs and services that serve constituents within graduate and non-traditional programs. Our goals for this expected outcome include:
      1. Understanding strengths and weaknesses of plans to grow graduate programs.
      2. Exploring improvements needed in services that support graduate students and non-traditional students. For instance, services may include career services, counseling, or advising services.
      3. Identifying best practices in these areas (both from internal and external modalities) and the quality of existing programs and services to ensure success for graduate students and non-traditional students.
  3. To serve as a guide to strengthen the foundation and improve the use of assessment models and strategies in academic and non-academic programs. This includes outcomes assessment and institutional assessment within academic and non-academic areas. For instance, in the academic areas, student learning outcomes should be considered in degree program areas and the newly revised general education curriculum. In non-academic areas, continuous improvement and student learning outcomes may be the focus. Our goals for this expected outcome include:
    1. Exploring how the information from assessment initiatives is being used to drive improvements in both student learning outcomes and as a result of continuous improvement cycles.
    2. Developing specific, coherent assessment strategies for the newly revised General Education core.
    3. Learning how the cycle or processes for assessment and continuous improvement cycles may be improved based upon the inclusion of national models of program assessment and application of internal best practice models.
  4. To demonstrate that the University continues to possess the characteristics described in the Commission's accreditation standards.