CHEA Award

May 2016

The CHEA Award and Learning Outcomes

To highlight institutional efforts to gather information on student learning outcomes, to use this information for institutional improvement and to provide information to the public, the Council for Higher Education Accreditation (CHEA) established the CHEA Award for Institutional Progress in Student Learning Outcomes in 2005. In 2009, the award was renamed the CHEA Award for Outstanding Institutional Practice in Student Learning Outcomes, to acknowledge that the award’s focus has shifted from “institutional progress” to “outstanding institutional practice.”

”Colleges, universities, programs, faculty, higher education associations and accrediting organizations all focus on the importance of learning outcomes, evidence of student learning and communication with students and the general public about the results of efforts to improve student performance. Student learning outcomes are an important part of the public discourse on higher education, accreditation and quality assurance.

How CHEA Award Recipients Are Chosen

To be considered for the CHEA Award, CHEA member institutions or programs or majors within these institutions submit proposals to be reviewed by an Award Selection Committee from higher education institutions, higher education associations, accrediting organizations and the public. Up to four awards are presented annually.

Institutions and programs are judged on the basis of criteria including articulating expected outcomes for an institution, program or major; providing evidence of success with regard to outcomes; informing the public (constituents external to an institution) about expectations and success with regard to outcomes; using outcomes for institutional improvement; and evidence that outcomes have benefited the institution, program or major. Additionally, the committee looks for evidence of outstanding practice related to outcomes that not only is embedded in an institutional culture, including strong support by faculty and administration, but also involves approaches to outcomes that can be replicated at other institutions.

Thirty-five institutions and programs have been recognized by the CHEA Award since 2006. Below is information on the work of each of these award-winning institutions and programs and why they were selected to receive the CHEA Award. It is our hope that the examples provided here will stimulate discussion and serve as a catalyst for action to advance the use of student learning outcomes by institutions and programs.

2016 CHEA Award Recipient and Award Description

Lebanon Valley College, Chemistry Major

Lebanon Valley Logo Lebanon Valley College, located in Annville, Pennsylvania, is a private nonprofit institution offering 36 undergraduate majors as well as several graduate degree programs. The 2016 CHEA Award recognizes the college’s Chemistry major, which features an extensive set of external benchmarking exams and survey results to assess and track student learning outcomes throughout the four-year curriculum.

The exams – published by Educational Testing Services and the American Chemical Society – provide assessments in Physical, Organic, Inorganic, Analytical and General Chemistry, as well as in Biochemistry and Critical Thinking. The Chemistry Department also utilizes the Sure II Survey (administered by Grinnell College) to assess outcomes in the summer undergraduate research program. Key data collected from the exams and surveys, along with other course-embedded measures, allow the Chemistry Department to undertake short- and long-term planning and implement changes to improve student learning outcomes.

For more information, please contact:
Dr. Marc Harris
Associate Professor, Chemistry
Chair, Chemistry Department
Lebanon Valley College
101 N. College Avenue
Annville, PA 17003
Phone: 717-867-6146


Past CHEA Award Recipients
(Descriptions Below)

  • Boston Archectural College (MA)
  • James Madison University (VA)


  • Eastern Kentucky University (KY)
  • Excelsior College Master of Arts in Liberal Studies Program (NY)
  • The Citadel (SC)


  • Drake University Environmental Science and Policy Program (IA)
  • Harold Washington College (IL)
  • St. Luke's College (IA)
  • University of Wisconsin – La Crosse College of Business Administration (WI)


  • Georgia Institute of Technology (GA)
  • Rio Salado College (AZ)
  • University of California, Merced (CA)


  • Defense Language Institute Foreign Language Center (CA)
  • James Madison University Social Work Program (VA)
  • Miami Dade College (FL)
  • Southern Illinois University Edwardsville School of Pharmacy (IL)


  • Capella University (MN)
  • Portland State University (OR)
  • St. Olaf College (MN)
  • University of Arkansas – Fort Smith College of Education (AR)


  • Delaware Technical & Community College, Planning and Assessment Program (DE)
  • Northern Arizona University, Office of Academic Assessment (AZ)


  • Hocking College, Academic Affairs Department (OH)
  • Kennesaw State University, Center for Excellence in Teaching and Learning (GA)
  • Seaton Hall University, Stillman School of Business (NJ)


  • Bowling Green State University, Student Success Initiatives and Student Achievement Assessment Committee (OH)
  • Mesa Community College, Student Outcomes Assessment Program (AZ)
  • Oral Roberts University, University-wide ePortfolio and Infrastructure for a Culture of Evidence (OK)
  • Rose-Hulman Institute of Technology, The RosE Portfolio System and Institute-Level Student Learning Outcomes Assessment Project (IN)
  • University of Saint Mary, Department of Education (KS)


  • The Community College of Baltimore County, High-Impact Course-Level Learning Outcomes Assessment Projects (MD)
  • Indiana University-Purdue University Indianapolis, Implementing the Principles of Undergraduate Learning at IUPUI (IN)
  • James Madison University (VA)
  • Southern Illinois University Edwardsville (IL)


2015 CHEA Award Recipients and Award Descriptions

Boston Architectural College

Eastern Kentucky University Logo

Boston Architectural College (BAC) is a private nonprofit institution with an enrollment of approximately 750 students. The college offers bachelor’s and master’s degree programs in architecture, interior architecture and landscape architecture and design studies, combining academic coursework with assessment of professional skills gained through non-classroom instruction and discipline-specific employment.

BAC’s Practice Department creates and oversees an effective partnership or “learning contract” among educators, students and practitioners, including documentation of experiential learning. The learning contract is an agreement between a student and faculty about what is to be learned and how the student’s learning will be assessed. Evidence of learning outcomes is regularly collected and reviewed in order to modify the learning contract. The institution’s learning model helps students make connections between theoretical and practical approaches to learning and equips them with necessary tools for solving complex design problems. Additionally, informing faculty about learning outcomes is important in order to assess and improve higher education quality and accountability.

For more information, please contact:
Len Charney
Head of Practice
Boston Architectural College
Practice Department
320 Newbury Street
Boston, MA 02115
Phone: 617-585-0225

James Madison University

Excelsior College Logo

James Madison University (JMU) is a public research university with an enrollment of more than 20,000 undergraduate and graduate students. The university offers bachelor’s, master’s and doctoral degrees in a variety of fields including arts and letters, education, engineering, health sciences and business administration.

James Madison has taken the important step of "meta-assessment," examining the effectiveness of its assessment efforts. This effort has involved review and rating of the institution’s assessment practices across academic programs, monitoring assessment quality and addressing strengths and weaknesses. The institution’s assessment system is used not only to measure but also to communicate how assessment has affected student learning.

For more information, please contact:
Donna Sundre
Executive Director
Center for Assessment and Research Studies
A. Jerry Benson
Provost and Senior Vice President
James Madison University
821 S. Main Street (MSC 6807)
Harrisonburg, VA 22840
Phone: 540-568-3429 (Sundre); 540-568-3429 (Benson)


2014 CHEA Award Recipients and Award Descriptions

Eastern Kentucky University

Eastern Kentucky University Logo

Eastern Kentucky University (EKU) is a regional university offering undergraduate and graduate programs. The 2014 CHEA Award recognizes the university’s student learning outcomes activities, including measurement and communication.

EKU has demonstrated a commitment to outcomes at all levels of university operation, including institutional strategic planning and mission, program planning, course-level outcomes and general education. In 2012, the university created an Annual Assurance of Learning Day, where faculty share information and ideas, giving visibility to campus-wide student learning outcomes efforts.

For more information, please contact:
Janna P. Vice
Senior Vice President for Academics and Provost
Eastern Kentucky University
Department of Academic Affairs
521 Lancaster Avenue
Richmond, KY 40475
Phone: 859-622-3884

Excelsior College Master of Arts in Liberal Studies Program

Excelsior College Logo

Excelsior College is a nonprofit distance learning institution that offers programs at the undergraduate and graduate level. The 2014 CHEA Award recognizes the college’s Master of Arts in Liberal Studies Program for a system designed by faculty and administrators to measure student learning within the program’s very flexible online format.

The Master of Arts in Liberal Studies Program has demanding outcomes expectations for students that call for significant conceptual creativity, analytic skills, a capacity for careful investigation of subjects and application of what is learned. These expectations are integrated across the curriculum and included in course-level learning materials.

For more information, please contact:
Scott Dalrymple
Dean, School of Liberal Arts
Excelsior College
7 Columbia Circle
Albany, NY 12203
Phone:  (518) 464-8684

The Citadel

The Citadel logo

The Citadel is a state-supported military college offering undergraduate and graduate programs, including a distance learning online degree program. The 2014 CHEA Award recognizes the college’s efforts, including a program to collect, score and report of student performance data, as well as a system to enhance analysis of assessment data, communication and ongoing commitment to improvement.

The Citadel’s General Education Assessment Program and institution-wide E-Leadership Portfolio tie student learning outcomes to the core values of the institution. The college’s comprehensive annual planning and reporting process facilitates improvement in learning outcomes.

For more information, please contact:
Tara McNealy
Associate Provost for Planning, Assessment, and Evaluation
The Citadel
171 Moultrie Street
Charleston, SC 29414
Phone: (843) 953-5336

2013 CHEA Award Recipients and Award Descriptions

Drake University Environmental Science and Policy Program

Drake University is a private university in Des Moines, Iowa offering undergraduate, graduate and professional programs. The 2013 CHEA Award is for the Environmental Science and Policy (ENSP) Program and its use of data-driven assessment for curricular improvement and innovation, with a focus on “higher order” learning. Assessments have also been used to identify needs for new faculty and improve curriculum.

Since 2000, the Drake University ENSP Program has employed a mixture of internal and external reviews within the environmental science and environmental policy majors. During all reviews, ENSP faculty examine evidence, including that from alumni and community partners, to determine whether current learning goals and outcomes are appropriate for new graduates.

For more information, please contact:
David Courard-Hauri
Chair, Environmental Science and Policy Program
Drake University
2507 University Avenue, Ohio Hall
Des Moines, IA 50311
Phone:  (515) 271-3812

Harold Washington College

Harold Washington College is one of the City Colleges of Chicago, Illinois. The 2013 CHEA Award is for the use of 11 college-wide assessments of general education student learning outcomes that have influenced course sequencing, prerequisites, teaching strategies, faculty development and institutional policies. These assessments affect all college operation.

Harold Washington’s faculty-led Assessment Committee has invested considerably in dissemination and dialogue strategies to share assessment findings, support data-driven decision making and contribute to a culture where student learning outcomes form a dominant frame of reference for discussions of teaching and learning.

For more information, please contact:
Michael Heathfield
Chair, Assessment Committee
Harold Washington College
Department of Applied Sciences
30 East Lake Street
Chicago, IL 60601
Phone:  (312) 553-2679

St. Luke’s College

St. Luke’s College is a private undergraduate institution in Sioux City, Iowa that offers associates degrees in health care fields. The 2013 CHEA Award is for the college’s extensive development and use of student learning outcomes throughout health-related programs.

For each of the courses or skill modules, instructors collect evidence of student outcomes based on the class objectives and clinical applications. St. Luke’s determines and clearly communicates what counts as evidence that outcomes have been achieved. Specific outcomes related to coursework and clinical skills demonstrations are published and discussed at various stages of each program.

For more information, please contact:
Richard S. Ayi
Executive Director/Chief Academic Officer
St. Luke’s College
Department of Nursing, Respiratory Care, Imaging Sciences
2720 Stone Park Boulevard
Sioux City, IA 51104
Phone: (712) 279-3187

University of Wisconsin – La Crosse College of Business Administration

The University of Wisconsin – La Crosse is one of 13 comprehensive four-year institutions in the University of Wisconsin System. The 2013 CHEA Award is for the college’s focus on outcomes throughout undergraduate programs with an emphasis on education for students to serve organizations and communities and to assist students to be socially responsible citizens in a global environment.

The work of an Assurance of Learning Task Force was integrated into the structure of the college using processes that emphasize participation, sustainability, involvement of stakeholders and systematic communication. This approach guides decisions about curriculum coordination, professional development and improvements in pedagogy and student learning.

For more information, please contact:
Bruce E. May
Dean, College of Business Administration
University of Wisconsin – La Crosse
1725 State Street
La Crosse, WI 54601
Phone:  (608) 785-8091

2012 CHEA Award Recipients and Award Descriptions

Georgia Institute of Technology

The Georgia Institute of Technology is a public research university in Atlanta, Georgia. Georgia Tech is part of the University System of Georgia and has branch campuses in France, Ireland, China and Singapore. The CHEA Award recognizes Georgia Tech’s International Plan that integrates international knowledge and experiences into most undergraduates’ academic majors. The International Plan goes beyond traditional internationalization approaches by tying together second language proficiency, coursework in international subjects, and significant international experiences, and by integrating this package into a student’s academic major to produce graduates able to practice their discipline in a global context.

Assessment of the International Plan’s learning outcomes has involved multiple approaches to defining and measuring global competence and has led to a longitudinal research program to track the development of intercultural communications skills over the course of the entire baccalaureate program of study.

For more information, please contact:
Jonathan Gordon
Director, Office of Assessment
Georgia Institute of Technology
Phone: (404) 385-1419

Rio Salado College

Rio Salado College is the largest of the ten Maricopa (Arizona) Community Colleges, with a student enrollment of more than 52,000. Rio Salado College has a strong focus on increasing the number of adult learners who find success in higher education. The CHEA Award recognizes Rio Salado College for building an accessible, comprehensive and systemic process for assessment, accreditation and accountability. Student learning outcomes are measured and improved via authentic assessment in a Plan-Do-Check-Act cycle.

In collaboration with the Transparency by Design initiative and the Higher Learning Commission’s Assessment Academy, Rio Salado College shares and uses the results of assessment of student learning outcomes, completion data and program reviews to monitor and maintain high quality and successful learning systems.

For more information, please contact:
Rick Vaughn
Faculty Chair, STEM
Department of Academic Affairs
Rio Salado College
Phone:  (480) 517-8661

University of California, Merced

The University of California, Merced is the tenth and newest University of California campus, having commenced educational operations in 2005. UC Merced is a research university that offers degrees at both the undergraduate and graduate levels. The CHEA Award recognizes UC Merced for establishing student learning outcomes measures across all undergraduate programs, along with annual assessment plans and an infrastructure to encourage and monitor periodic assessment.

The campus has benefitted from a system of program-based Faculty Assessment Organizers of a Senate-Administration Council on Assessment that oversees continuing attention to program assessment, including co-curricular and administrative programs. Undergraduates participate in the assessment process through an innovative program, “Students Assessing Teaching and Learning.” Also, through a Fund for the Improvement of Postsecondary Education-funded initiative, graduate students have assisted with program assessment.

For more information, please contact:
Robert Ochsner
Center for Research on Teaching Excellence
University of California, Merced
Phone:  (209) 228-4171

2011 CHEA Award Recipients and Award Descriptions

Defense Language Institute Foreign Language Center

The Defense Language Institute Foreign Language Center in Monterey, California is the Department of Defense’s (DoD) foreign language instruction provider. The Center serves all four branches of the U.S. military and select DoD agencies, teaching 23 basic course languages and providing enhancement and sustainment post-basic courses.

The CHEA Award recognizes the Defense Language Institute’s institution-wide performance enhancement program to raise student learning outcomes to the highest levels feasible. The Foreign Language Center has proficiency-based graduation requirements across all languages and monitors student success as well as paying attention to, e.g., attrition and what is needed to further enhance student success.

For more information, please contact:
Robert Savukinas
Associate Dean of Academic Affairs
Defense Language Institute
Phone: (831) 242-5828

James Madison University Social Work Program

James Madison University’s Social Work Program in Harrisonburg, Virginia prepares generalist social workers who will work with and provide service to diverse individuals, families, communities and organizations. The department offers one major program, three minor programs of study designed for a wide variety of majors across the university, and one certificate program.

The CHEA Award recognizes the Social Work Program for its consistent record of strong program assessment, with multiple methods of evaluating student learning. All program faculty are engaged in evaluation of students, in continuous improvement of assessment methodologies, in review of finding and in the use of results for program, curriculum and student learning improvements.

For more information, please contact:
R. Ann Myers
Professor and Head
Department of Social Work
James Madison University
Phone: (540) 568-6980

Miami Dade College

Miami Dade College serves more than 170,000 students and eight campuses offering more than 300 programs of study. The CHEA Award recognizes Miami Dade College for the inclusion of faculty, students, administration, staff and community stakeholders in developing and implementing 10 institution-wide student learning outcomes.

Miami Dade College’s courses align with institution-wide learning outcomes through curriculum mapping. Creating and sustaining these outcomes has been an ongoing effort involving the entire college community, with progress towards attainment of outcomes and dissemination of success accomplished through a permanent feedback loop that reaches internally to students and staff and externally to the public.

For more information please contact:
Joanne Bashford
Associate Provost for Institutional Effectiveness
Miami Dade College
Miami, FL 33132
Phone: (305) 237-7488

Southern Illinois University Edwardsville School of Pharmacy

The Southern Illinois University Edwardsville School of Pharmacy in Edwardsville, Illinois offers the only downstate pharmacy doctorate program, addressing the growing need in Southern and Central Illinois, as well as the nation at large, for well-trained pharmacists in a career field that is experiencing rapid and dramatic growth.

The CHEA Award recognizes the Pharmacy School for developing comprehensive educational outcomes in the form of competency statements and enabling objectives. Student progression is tracked, including retention statistics and success rates on national licensing board examinations. The stated goal is improved student learning and documented student achievement.

For more information, please contact:
Erin Timpe
Associate Professor
School of Pharmacy
Southern Illinois University Edwardsville
Phone: (618) 650-5170

2010 CHEA Award Recipients and Award Descriptions

Capella University

Capella University is an online university offering graduate and undergraduate education to more than 30,000 working adults. The CHEA Award recognizes Capella University’s higher education accountability initiatives, including Transparency By Design, an initiative by adult-serving colleges and universities to provide detailed information on student learning outcomes.

For the last decade, Capella University’s faculty have developed an outcomes-based curricular model that begins with adult learners’ educational needs and builds programs and courses to meet those needs. The university’s assessment system capitalizes on this model and its online delivery approach to gather data on the learning process and to report on outcome attainment, enabling leadership to target quality improvement efforts. Details on this approach and program learning outcome results are published on Capella’s Learning & Career Outcomes Website (

For more information, please contact:
Jeffrey D. Grann
Associate Director of Assessment and Learning Analyticst
Academic Quality Analytics and Accreditation
Capella University
Phone: (612) 977-4130

Portland State University

Portland State University, a public state university, has an overall enrollment of more than 28,000, including undergraduate and graduate students. The university has created an institution-wide general education program, giving students the opportunity to participate in either a four-year Honors Program for high-achieving students or an innovative four-year University Studies Program. The CHEA Award recognizes Portland State University for developing programs that serve as a model for best practices in integrating assessment throughout an institution.

Faculty members from every academic discipline at Portland State University engage in teaching and assessing courses in the Honors Program and the University Studies Program. These programs clearly articulate expected student learning outcomes, implement exemplary institutional practices to assess student outcomes by analyzing representative student work, disseminate critical findings and use the data to improve student learning.

For more information, please contact:
Hilary Jenks and Seanna Kerrigan
Directors, Honors Program Faculty & Capstone Program
General Education Program
Portland State University
Phone: (503) 725-8392

St. Olaf College

St. Olaf College is a nationally ranked liberal arts college with an enrollment of approximately 3,000. The CHEA Award recognizes St. Olaf College for deveoping an innovative model of assessment that sustains and supports student learning. Strong faculty leadership, extensive faculty and staff engagement, administrative support, grant-funded inter-institutional partnerships and student engagement in developing instruments and analyzing results are components of the college’s assessment work.

St. Olaf College uses evidence of student learning to inform faculty development, increase collaboration and inspire instructional improvement. The college also works to develop innovative approaches to gathering evidence of student learning and shares information on best practices in fostering mission-driven, meaningful and manageable assessment with other higher education institutions.

For more information, please contact:
Jo M. Beld
Director of Evaluation and Assessment and Professor of Political Sciences
Department of Institutional Research and Evaluation
St. Olaf College
Phone: (507) 786-3910

University of Arkansas - Fort Smith
College of Education

The University of Arkansas - Fort Smith, one of 13 academic institutions in the University of Arkansas System, is a public, four-year university with an enrollment of approximately 7,000. The Fort Smith campus evolved from a two-year college in 2002. The CHEA Award recognizes the university’s College of Education for implementing a series of program assessment to assure continuous growth, student success and cyclic input of research on best practices.

Collected assessment data is reviewed and analyzed through Data Analysis Review Events (DAREs) that involve stakeholders in interpreting the information, determining areas for improvement and ways to support continued success and implementing changes in the program based on the evidence.The result is a program that remains current on state and national initiatives and that models the reflective practice of university graduates.

For more information, please contact:
Laura Witherington
Director of School Partnerships
College of Education
University of Arkansas - Fort Smith
Phone: (479) 788-7294

2009 CHEA Award Recipients and Award Descriptions

Delaware Technical & Community College Planning and Assessment Program

Delaware Technical & Community College (DTCC) is a state-wide community college. The CHEA Award recognizes DTCC’s Institutional Effectiveness Structure, implemented in 2004, as a comprehensive outcomes assessment model designed to identify opportunities for improvement in student learning outcomes, educational support outcomes and mission-level institutional outcomes. This assessment structure provides clear evidence of the effectiveness of programs to advance student learning. Improvements generated as a result of assessment activities include changes to curricula and instructional practices, as well as increased services to students.

The college’s assessment guidelines and processes, as detailed by the Institutional Effectiveness Structure, can be viewed at The Community College Survey of Student Engagement, as well as the newly implemented general education and e-learning assessment models, help to assure that DTCC will continue to use assessment data to improve institutional effectiveness and enhance student learning outcomes.

For more information, please contact:
Deborah St. Jean
Planning and Institutional Effectiveness Director
Delaware Technical & Community College
Phone: (302) 857-1235
Fax: (302) 857-1295

Northern Arizona University Office of Academic Assessment

Northern Arizona University (NAU) is a state institution that offers both undergraduate and graduate degree programs. The CHEA Award recognizes NAU’s strong institutional focus on student learning, as reflected by the extensive use of assessment data to track and improve the effectiveness of educational programs and activities and as a key component of the university’s strategic plan.

NAU develops academic curricula and co-curricular programming to promote positive student learning outcomes that are assessed at course, degree-program and university levels. The university broadly disseminates assessment findings that guide improvements in all areas of the institution. NAU’s Strategic Planning Council monitors progress toward university goals, many of which involve student learning. A recent report by the Office of Academic Assessment ( provides evidence of measurable success throughout the university, while indicating areas for improvement. NAU uses this assessment process for purposes of accountability and improvement throughout the university.

For more information, please contact:
Thomas W. Paradis
Director, Office of Academic Assessment
Northern Arizona University
Phone: (928) 523-5853
Fax: (928) 523-1922

2008 CHEA Award Recipients and Award Descriptions

Hocking College, Ohio Academic Affairs Department

Hocking College, located in Nelsonville, Ohio, is a state-assisted institution of higher education that prepares learners for technical careers or transfer to other institutions of higher learning. The CHEA Award recognizes Hocking College for addressing student learning outcomes through its Outcomes-Based Education model of curriculum development. Each program at Hocking College annually reviews multiple measures of student academic achievement and makes instructional and curricular improvements.

General education outcomes (Success Skills) are integrated, assessed and documented in student e-portfolios. Documents from student e-portfolios are used to measure achievement of Success Skills for institutional assessment. Assessment results are posted on Hocking’s Assessment Website ( and are linked to Ohio’s Gateway Website (

Hocking College’s model of integrated outcomes-based curriculum development, general skills integration and program and institutional assessment has received state and national attention.

For more information, please contact:
Dr. Bonnie Allen Smith
Coordinator for the Assessment of Student Academic Achievement
Dr. Judith A. Maxson
Provost and Senior Vice President of Academic Affairs
Phone: (740) 753-7117
Fax: (740) 753-6082

Kennesaw State University, Georgia
Center for Excellence in Teaching and Learning (CETL)

Kennesaw State University (KSU) is a public, doctorate-granting institution in Kennesaw, Georgia. The CHEA Award recognizes KSU’s ongoing Assurance of Learning (AOL) Initiative to enhance assessment of both general education and discipline-specific student learning outcomes within each academic degree program.

The AOL Initiative is strategically integrated with other university initiatives including Comprehensive Program Review, faculty development in the Scholarship of Teaching and Learning and the university’s Quality Enhancement Plan, “Global Learning for Engaged Citizenship.” The AOL Initiative is coordinated by KSU’s Center for Excellence in Teaching and Learning.

Each degree program’s AOL report of student learning outcomes, assessments and improvements is updated annually and published on the CETL Website (

For more information, please contact:
Dr. Thomas P. Pusateri
Associate Director, Scholarship of Teaching and Learning,
Center for Excellence in Teaching and Learning
Kennesaw State University
Phone: (770) 423-6410
Fax: (770) 499-3253

Seton Hall University, New Jersey
Stillman School of Business

Seton Hall University is a Catholic, doctorate-granting institution in South Orange, New Jersey. The CHEA Award recognizes the University’s Stillman School of Business for developing an innovative undergraduate assessment process with three distinct elements: pre-assessment, Sophomore and Senior Assessment Panels and post-assessment. The process includes student presentations before business professionals (assessors) and provides comprehensive and robust information on the degree to which program learning goals have been met.

The process, in place since 2000, has also been the catalyst for significant curriculum improvements. These, in turn, have positively impacted almost every aspect of business students’ educational experiences at Stillman.

Stillman has a strong track record of publicly sharing its assessment process and results with all stakeholders: student participants, faculty and administrators, external assessors, Stillman alumni and peer institutions. It also assists other institutions in developing their own assurance of learning processes (

For more information, please contact:
Dr. Leigh M. Onimus
Assistant Dean - Undergraduate Assessment
Stillman School of Business
Phone: (973) 313-6058
Fax: (973) 275-2465

2007 CHEA Award Recipients and Award Descriptions

Bowling Green State University (BGSU)

Bowling Green State University is a public, doctorate-granting university located in Ohio. The CHEA Award recognizes Bowling Green State University for addressing student learning outcomes through a comprehensive institutional focus on undergraduate majors and identification of seven university-wide learning outcomes: inquiry, creative problem solving, examining values in decision making, writing, presenting, participating and leading. Faculty in each academic unit decide what counts as success in these areas using cross-cutting activities, for example, electronic portfolios, to provide evidence of student achievement. Bowling Green also cites its graduation rate and its participation in national studies such as the National Survey of Student Engagement and the Collegiate Learning Assessment, as well as publicizing these results.

For more information, please contact:
Milton D. Hakel
Regents Eminent Scholar and Professor of Psychology
Student Achievement Assessment Committee
Department of Psychology
Bowling Green State University
Phone: (419) 372-8144
Fax: (419) 372-6013

Mesa Community College, Arizona
Student Outcomes Assessment Program

Mesa Community College (MCC) is a public community college that is part of the Maricopa Community Colleges in Arizona. The CHEA Award recognizes the college’s approach to student learning outcome, which focuses at the cross-disciplinary level—what a student is expected to know or do upon completion of a structured course of study. Faculty have defined outcomes in nine areas: arts and humanities, cultural diversity, information literacy, numeracy, oral communication, problem solving/critical thinking, scientific inquiry, written communication and workplace skills. Evidence of student achievement is obtained through various means, for example, faculty- developed instruments, standardized tests and adaptation and application of national or other assessment tools. Data are collected annually and made public through reports and presentations as well as the Mesa Website.

For more information, please contact:
Andrea Buehman
Executive Director, Academic Affairs and Partnerships
Maricopa Community Colleges District Office
Phone: (480) 731-8124

Oral Roberts University, Oklahoma University-wide ePortfolio
Infrastructure for a Culture of Evidence

Oral Roberts University (ORU) is a private, degreee-granting university in Oklahoma.The CHEA Award recognizes ORU’s focus on student learning outcomes through a variety of means, including a university-wide electronic portfolio system that documents how well students fulfill the five learning outcomes that are identified in the university mission statement. Graduates are expected to demonstrate that they are spiritually alive, intellectually alert, physically disciplined, socially adept and professionally competent. Students are required to maintain portfolios in general education as well as in their major or program. Faculty evaluates the evidence contained in the portfolios to measure student success.

For more information, please contact:
Cal Easterling
Institutional Research and Assessment
Oral Roberts University
Phone: (918) 495-6538
Fax: (918) 495-6166

Rose-Hulman Institute of Technology, Indiana
The RosE Portfolio System and Institute-Level Student
Learning Outcomes Assessment Project

Rose-Hulman Institute of Technology (Rose-Hulman) is a private undergraduate institution in Indiana that awards bachelor of science degrees in engineering, mathematics and science. The CHEA Award recognizes the Institute for developing an institution-wide approach to student learning outcomes based on a defined set of 10 outcomes that all students should develop by graduation. These outcomes include abilities in areas such as ethics, communication, problem solving, interpreting data, experiment and design. Evidence of student learning is collected annually through the portfolios. All student submissions to the portfolio system are reviewed by a trained team of faculty raters. In addition to this evidence, Rose-Hulman regularly reviews curricula, undertakes alumni satisfaction surveys and uses information such as graduation rates, retention rates and placement rates to determine the effectiveness of its approach to learning outcomes.

For more information, please contact:
Julia M. Williams
Executive Director, Office of Institutional Research, Planning and Assessment
Rose-Hulman Institute of Technology
Phone: (812) 877-8186
Fax: (812) 877-8931

University of Saint Mary, Kansas
Department of Education

The University of Saint Mary (USM) is a private master’s institution located in Kansas.The CHEA Award recognizes the University’s department of education’s Master of Arts Education and Master of Arts in Teaching programs for developing eight learning outcomes expected of graduates in areas such as education theory and research and measurement and evaluation. A key feature of the department’s work is the emphasis on close alignment of student learning outcomes with course outcomes, instruction, assignments and ongoing review of program effectiveness. Student performance is tracked and summary results are available on program Websites.

For more information, please contact:
Gwen Landever
Director, OPC Education Programs
University of Saint Mary
Phone: (913) 319-3009

2006 CHEA Award Recipients and Award Descriptions

The Community College of Baltimore County, Maryland
High Impact Course-Level Learning Outcomes Assessment Projects

The Community College of Baltimore County (CCBC) is a community college with three main campuses and two extension centers. The CHEA Award recognizes CCBC for successfully and effectively measuring student learning outcomes through its High Impact Course-Level Assessment Projects. CCBC developed a comprehensive assessment plan and measurable student learning outcomes for every course offered at the college. Data have been collected, results have been evaluated and the assessment feedback loop has been closed by re-assessing after implementing curricular and administrative changes to ensure that learning is improving. Faculty members and students participate in assessment projects every semester. Consensus as to outcomes to be assessed is determined from the Common Course Outline, available for each course that is offered at the college.

The evidence collected is shared with internal and external constituents in a variety of ways, including the Learning Outcomes Assessment Advisory Board and the Learning Outcomes Assessment Web page. Course-level assessment is one piece of the comprehensive assessment model at CCBC that also includes assessment at the program and institutional levels.

For more information, please contact:
Tara Ebersole
Rose Mince
Assistants to the Vice Chancellor for
Learning and Student Development
Phone: (443) 840-5948 (Ebersole); (443) 840-1246 (Mince)

Indiana University-Purdue University Indianapolis, Indiana
Implementing the Principles of Undergraduate Learning at IUPUI

Indiana University-Purdue University Indianapolis (IUPUI) is an urban university with 21 schools and academic units that grant degrees in more than 200 programs from both Indiana University and Purdue University. The CHEA Award recognizes IUPUI for defining general education through six Principles of Undergraduate Learning that permeate the curricular and co-curricular learning experiences of all students. These Principles articulate skills and ways of knowing that are important for every educated citizen of our global society. Implementing the Principles campus-wide from first year through the senior year has required a significant curricular transition for faculty who have integrated these Principles throughout their courses. Since not all Principles will occur in every course, this transition engaged faculty in considering not just “my course,” but also “our program.” This implementation process is supported by faculty development programs, Principle based co-curricular programming and a student electronic portfolio to document and assess both improvement and achievement in the Principles in relation to the major.

The goal of the Principles is to guarantee every student opportunities to improve and achieve in core communication and quantitative skills; critical thinking; integration and application of knowledge; intellectual depth, breadth and adaptiveness; understanding society and culture; and values and ethics. The goal of this implementation program is to provide the supports necessary for the learning outcomes to be achieved, documented and assessed.

For more information, please contact:
Mary L. Fisher
Associate Vice Chancellor and Associate Dean of the Faculties
Phone: (317) 278-1846

James Madison University, Virginia
Center for Assessment and Research Studies,
The General Education Program

James Madison University is a public research university offering degree programs at the undergraduate and graduate levels. The CHEA Award recognizes the university’s Center for Assessment and Research Studies (CARS) and the General Education Program thathave developed a long-standing partnership to evaluate the effectiveness of the General Education Program. Explicitly stated learning outcomes describe each of the five main areas or clusters of the program, and are assessed annually. Scientifically based data collection utilizes multiple models, including portfolio assessment of writing, competency testing for information literacy, and pre-test/ post-test methods. The University has developed compelling evidence that JMU students benefit from instruction in its General Education Program and makes that evidence available to the public on JMU and State Council of Higher Education for Virginia Websites. Regular monitoring of results has led to ongoing improvement in both assessment methods and courses and has informed modifications of the curriculum.

For more information, please contact:
Donna L. Sundre
Executive Director
Center for Assessment & Research Studies
Phone: (540) 568-3483

Linda Cabe Halpern
Dean of University Studies
Professor of Art History
Phone: (540) 568-7770

Southern Illinois University Edwardsville, Illinois
The Department of Psychology Senior Capstone

Southern Illinois University Edwardsville (SIUE) is a public university offering degree programs at the undergraduate and graduate levels. The CHEA Award recognizes SIUE’s Department of Psychology Senior Capstone. By successful completion of the Senior Capstone, students fulfill a university requirement that they demonstrate proficiency in the major and academic breadth commensurate with SIUE’s general education expectations. Faculty-developed baccalaureate learning goals are used to assess student learning outcomes in multiple ways. The assessment process includes a Primary Trait Analysis of research presentations at departmental paper or poster sessions across all learning goals and behavioral indicators, such as student research studies presented at peer-reviewed professional conferences.

The Department of Psychology showed that an ongoing assessment program could inform curricular changes, promote program improvements, increase student learning and improve the time-to-degree rates of psychology graduates. The department demonstrated institutional leadership not only in creating this successful faculty-led system to assess student learning but also in sharing its format and results with constituents internal and external to the university. A Web site was created as a vehicle to communicate related information in support of the department’s award submission (

For more information, please contact:
Paul Rose
Associate Professor and Chair
Department of Psychology
Phone: (618) 650-5390

Last Modified: Sep 13, 2016

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