Academic Assessment and Evaluation

UT Health San Antonio ensures academic effectiveness through a comprehensive set of assessment and evaluation processes that lead to the continuous improvement of the University’s academic units. Academic programs are reviewed under the cyclical Graduate Program Review process mandated by the Texas Higher Education Coordinating Board; annual reports for Academic Program Student Learning Outcomes Assessments, and Student Achievement Indicators. UT Health San Antonio’s assessment and evaluation procedures are designed to meet expectations of the University of Texas System, the Texas Higher Education Coordinating Board, and the Principles of Accreditation of the Southern Association of Colleges and Schools Commission on Colleges.

Academic Program Student Learning Outcomes Assessment

Assessment of educational program outcomes and student learning outcomes occurs at the academic  program level within each school, in accordance with Regents’ Rules and Regulations, Rule 50801 (Student Learning Outcomes Assessment), which governs and directs academic program assessment across the University of Texas System (UTS); and, with UT Health San Antonio’s HOP 1.9.1 (Evaluation/Assessment Program), which mandates annual outcomes assessment for all academic units across the institution. Each program identifies its program goals as well as a series of program student learning outcomes, associated achievement targets, and assessment methods, and then; annually reports program performance against pre-established achievement targets and benchmarks. All educational outcomes are aligned with the university’s and schools’ strategic plans and are established and evaluated through multiple methods.

As required by the Texas Higher Education Coordinating Board (THECB) doctoral and professional programs also produce the Characteristics of Doctoral Programs (will need to link to landing page for this once Jason creates it)  annually to monitor scholarly and research production and student success by program.

Faculty define student learning outcomes for each program based on the published standards of program accrediting bodies and/or professional organizations for the discipline. Learning outcomes for the educational programs address the key expectations of each discipline and gauge student attainment of these key competencies, skills, behaviors, and demonstrated knowledge relevant to the discipline.  As appropriate, program outcomes related to research, patient care, and community service/outreach are also incorporated into assessment plans and generally constitute the non-student-learning outcomes important to program success and student achievement.  Every school has an established faculty committee (Curriculum Oversight Committee, Assessment Committee, Council on Graduate Studies, etc.) with the responsibility for reviewing the annual results of the academic assessments, analyzing them, and determining how the results can be used to make improvements to curricula, educational processes, instructional delivery, or the learning environment.

Program faculty review and revise program outcomes, targets, and methodologies following faculty analysis of program data collected the previous academic year.  Data collected and analyzed from the previous academic year is then leveraged to inform budget planning and update strategic academic priorities.

General Education Outcomes Assessment

Undergraduate programs at UT Health San Antonio also assess the general education core curriculum to ensure baccalaureate students’ fundamental core competencies are reinforced and measured throughout their undergraduate courses.  UT Health San Antonio has identified general education competencies for their undergraduate health programs and assesses the extent to which students have attained them. These competencies are aligned with the Texas Core Curriculum required of public institutions in the state, and embedded within the five undergraduate programs at the institution.

The university offers five undergraduate degrees: Medical Laboratory Sciences, Dental Hygiene, Emergency Health Sciences, Respiratory Care, and a Bachelor of Science in Nursing (BSN).  UT Health San Antonio does not enroll any first-time freshmen and does not offer general education courses. While the university does not offer any courses in the Texas Core Curriculum, UT Health San Antonio recognizes the importance of reinforcing and continuing to develop competency in the Texas Core Objectives for every student. As such, UT Health San Antonio has adopted a set of Core Objectives that are aligned with the Texas Core Objectives and appropriate for students pursuing careers in the health sciences.  The undergraduate programs assess these Core Objectives and use that data for program improvement.

The undergraduate programs have adopted three primary core competencies which are assesses on an ongoing basis:  critical thinking, communication skills (written and oral), and interprofessional collaboration. Assessment data is collected from artifacts embedded into each program’s curricular activities, aggregated, and then analyzed by the General Education Assessment Advisory Committee.  The committee determines the expected level of proficiency for each undergraduate competency students should attain for the three core curriculum outcomes, compares aggregate data, shares evaluation tools and methodologies, and makes recommendations for curricular revisions to reinforce and improve student attainment of the core competencies.

Student Achievement Outcomes Indicators

Student achievement at UT Health San Antonio is measured by multiple factors including degree completion, time to earn a degree, performance on professional licensing examinations, and placement into residencies or jobs following graduation. Academic achievement is a central focus of the university’s mission in its commitment.  The Office of Institutional Research provides student achievement outcomes for the schools and academic programs available on its Student Achievement site:  https://wp.uthscsa.edu/data/institutional-research/student-achievement/ .

Graduate Program Review

Academic program reviews or discipline-specific accreditations ensure focused, comprehensive self-studies of programs to monitor the adequacy of program resources, operations, and student and program outcomes. In 2011, the THECB adopted a new rule and criteria for the review of all existing state supported graduate programs. The rule creates a seven-year review cycle during which all master’s and doctoral programs are reviewed in compliance with Texas Administrative Code Rule, Title 19,  Part 1, Chapter 5,  Subchapter C, Rule 5.52 (Review of Existing Degree Programs).

Institutions are required to submit graduate program review materials (specialized program accreditation reports/self-studies may be submitted in lieu of graduate program reviews) for each program as dictated by THECB’s schedule annually.  New graduate programs must be reviewed no later than the seventh year after the start date of the program. The process includes a programmatic self-study and review by external consultants with discipline-specific expertise employed by institutions of higher education outside of Texas. Reports submitted to the THECB include a programmatic self-study, the external reviewers’ evaluation, and the program’s response to the external evaluation. THECB staff reviews and analyzes each report and provides an official response to the program which may include requirements for program improvement.

Program reviews are comprehensive and forward-looking, guiding the future development and improvement of individual programs. The self-study, evaluator’s advice, and THECB feedback help programs improve and strengthen all aspects of their operations and instruction for continuous quality improvement.