The Nathan Weiss Graduate College supports the mission and goals of the University through graduate education, research and continuing education. Through comprehensive graduate programs, dedicated faculty promote the mastery of academic disciplines and their applications at an advanced level. We foster the development of ethical and effective leadership in the professions in an increasingly complex, diverse, and technological society. We also provide research opportunities for faculty and students and are committed to meeting the changing education and professional developmental needs of the region.
Vision And Goals For 2012-2020
To become a place of distinction that leads the way in establishing the reputation of Kean University as a leader in providing world class education. We seek to expand and develop new innovative graduate offerings, including mobile learning options that utilize 21st Century digital learning tools and platforms, and broaden our international collaborations by increasing international student population and strengthening existing and establishing new international partnerships. Within the elements of our vision and inclusive of the outcomes described below are the fundamentals of the Nathan Weiss Graduate College’s plan for achieving our vision by the end of the decade.
- Establish connections among existing graduate programs to offer interdisciplinary training to students.
- Generate new and innovative graduate offerings, including mobile learning options.
- Improve the Graduate College infrastructure (with emphasis on operations) to better support graduate program offerings.
- Improve communication between Graduate Admissions and Student Support Services.
- Increase international student population and international partnerships.
- Implement regular meetings of Clinical Coordinators across health and wellness related programs to further establish connections between these related disciplines. Outcome measures will be meeting minutes, new programs developed, and interdisciplinary grants applied for and received.
- Data on the number of graduate courses utilizing some aspect of on-line learning will be compiled and evaluated yearly. Data on new course offerings and new programs will also be collected yearly. The data will be shared with NWGC Chairs/Directors and Graduate Program Coordinators. Student feedback regarding the effectiveness of mobile learning experiences will also be collected and evaluated.
- Administer entry and exit surveys to graduate students to evaluate admissions and students services. Also administer surveys after major events (such as Admitted Student Receptions, and Open Houses).
- Continue having combined meetings (Admissions and Student Services) to increase communication. Make communications a focal point in the performance evaluation process. Collect survey data from students regarding consistency of communications received from Admissions and Student Services.
- Increase advertising in international outlets, especially for the Global MBA program. As part of the application for international students, collect information about how they became aware of the Nathan Weiss Graduate College. Track the number of international applications that result in enrolled students. Utilize international Visiting Faculty members to create relationships with schools in their home countries. Continue visiting partner schools to recruit students.
Philosophy Of Assessment For Academic Programs
Assessment activities follow a structured approach that includes establishing for each program: (1) a curriculum map, (2) an assessment plan, and (3) an assessment report that must be submitted for each program. Nearly all programs in the NWGC hold program-specific accreditation. Thus, whenever possible, the NWGC seeks to integrate program specific accreditation assessment standards with university-wide accreditation assessment standards.
Use Of Assessment Data For Decision-Making Within The College
The assessment process for each program includes determining: (1) student learning outcomes, (2) how assessment will take place (methods used), (3) when assessment will take place (measurement cycle), (4) when assessment results will be reviewed, and (5) when changes as a result of assessment will be implemented.
In each graduate program, students have a series of required courses to take as part of the program. In several programs, all aspects of the curriculum are prescribed and students follow the curriculum in a lock-step fashion. These required courses provide a sound backbone of the discipline with regard to research and theoretical aspects, as well as the various areas of study within these fields. As such, these required courses are the primary vehicle for assessing the knowledge of our students. In some programs students take elective courses, which makes it the case that students will not take the exact same grouping of courses. In such cases, the program faculty has agreed to center their assessment efforts on required courses.
Required courses include assessment tools such as: exams, research and reflective writing assignments, portfolio work, group work products, etc., as part of the evaluation process and the programs have used results of assessment for making improvements to program practices aimed at increasing student learning. Several examples of such data-driven curriculum changes can be found in the program-level assessment documents.
Beginning Fall 2011, the culminating assignment done in the Capstone Course(s), has been identified as a direct measure for assessing attainment of our program Student Learning Outcomes. Unlike undergraduate programs where the culminating experience(s) is often a classroom course, graduate culminating experiences vary by program. For example, the doctoral programs have the dissertation as their culminating experience, while many of the master’s programs have field experience(s) as their culminating experience. In these culminating courses, assessment data is collected from assignments that require students to provide evidence of meeting program goals. Each semester, or when appropriate based on the timeline of the specific graduate program, composite data from scored student assignments will be collected and analyzed to address areas of program strengths and weaknesses and to inform our decisions, ultimately resulting in program improvements. In addition, a systematic process for gathering data utilizing an indirect measure, the Graduating Student Survey, has been established. Data from the student survey will also help inform our decisions regarding program improvement to increase student learning.
It is the policy of Kean University that no person shall be discriminated against for reasons of race, color, sex, national origin, ancestry, religion, marital status, age, affectional or sexual orientation, disability or liability for service in the armed forces. Discrimination will not be tolerated in al matters relating to: (a) students, including but not limited to, admissions, residence life, financial aid, athletics, course offerings, student employment, social or recreational programs; and (b) employment, including but not limited to: recruitment, selection, hiring, training, promotion, career development, assignment, transfer, layoff, return from layoff, demotion, termination, compensation and fringe benefits.