Program Assessment and Improvement

Bellarmine University administrators, faculty, and professional staff identify outcomes for all programs, assess the success in achieving these outcomes, and use data collected to improve programs and student learning. This ongoing cycle of assessment flows from the University's Mission, as well as the individual mission that guides each academic program. Learning outcomes in academic programs align with requirements of accrediting or external review bodies as appropriate, as well as disciplinary and pedagogical benchmarks.

Each fall semester, at least one recurring assessment process is done to support continuous improvement in academic programs.

Assessment of Student Learning Outcomes for Academic Programs

Faculty of each academic program identify specific learning outcomes (i.e., the specific knowledge and skills students should master by the end of their studies), which are published in the university's catalog. Data measuring these outcomes are collected through key assignments, tests, or other instruments appropriate to the program.  A representative of the program (often the chair or director) regularly analyzes the data collected and reviews the findings in consultation with the faculty of the program to identify areas that may need improvement.

The Office of the Provost provides the structural support and resources needed to sustain these efforts, establishing reporting timelines. A member of the Provost Team reviews all program reports and provides feedback on the process, methodology, and results.  Administrative review also facilitates the appropriate allocation of resources to address any specific learning gaps identified by the faculty.

While faculty and program leadership should review program data annually to ensure any issues meeting learning outcomes are addressed in a timely manner--as well as to monitor any improvements resulting from changes made to address such issues--the formal reporting cycle to the Provost's office occurs on a biennial cycle in even-numbered years.

Assessment of Student Learning Outcomes for General Education Courses

In a process very similar to the assessment of student learning outcomes for academic programs, the learning outcomes of general education courses (i.e., foundational undergraduate classes taken by all students, regardless of their major, typically during the first two years of college) are assessed on an annual basis.

"State of the Program" Assessment

The State of the Program report is a comprehensive evaluation that combines quantitative vitality metrics with qualitative evidence to ensure institutional sustainability and educational excellence. At the departmental level, all academic leadership track multiple key metrics such as enrollment, completions, and student credit hours taught through a dashboard provided by the Office of Institutional Research and Effectiveness.

To balance these numerical data, faculty provide qualitative insights into the program's contribution to the institution's mission, faculty and student achievements, community engagement, and other program attributes and achievements. By developing these narratives, the program faculty can provide context behind the numbers.

Academic affairs administrators oversee the process and facilitate a collaborative review where administrators and faculty discuss the implications of the gathered data to make informed decisions about resource allocation or program expansion. This dialogue ensures that the final assessment is not merely a budgetary exercise but a shared commitment to improving the academic health and future trajectory of the program.  State of the Program reports are submitted to the Office of the Provost biennially, in odd-numbered years.

High DFW Course Assessment

A "DFW" rate is defined as the percentage of students in a course who receive a grade of D or F, or who withdraw from the course.  While some amount of the DFW rate in a course may occur due to individual  student preparation and effort, many structural factors can contribute--course design, class size, barriers to student support services, challenging course materials, or even a less-than-optimal sequencing of prerequisites.  Such structural issues can result in a higher than normal DFW rate and impede student success and progress.

Bellarmine University defines a "high" DFW course as a course with a greater than 15% DFW rate affecting more than 100 students over the last four academic years.  The university has a faculty-led DFW committee that provides a framework to identify high DFW courses, investigate possible causes of high DFW rates, and develop action plans to address those causes.  After any action plan is implemented, rates are monitored to determine if planned interventions or changes effectively lower DFW rates.  If intended results are not achieved, additional actions may be taken.

This assessment is conducted annually.