1. Unit Mission. A statement of the purpose, functions and activities of your unit. What are the primary functions or activities of your unit? What do you do for the University? The unit mission statement is brief, memorable, and distinctive, and the purpose of the unit is clearly stated. The unit mission provides direction for assessment, identifies stakeholders, and supports the University mission.
  2. Alignment of Unit Mission to University’s Mission. A statement showing how your mission aligns with that of the university. The alignment statement(s) should explain how the unit’s mission helps Prairie View A&M University meet its overall mission. How does the unit mission reinforce and support the principles of the overall University mission? Are you involved in teaching, research, and/or service? Does your unit work on “addressing issues and proposing solutions through programs and services designed to respond to the needs and aspirations of individuals, families, organizations, agencies, schools, and communities–both rural and urban”? Is it “committed to preparing undergraduates in a range of careers”?
  3. Unit Vision . A statement about what you would like to see your unit become. Create a vision statement by asking yourself the following questions: What kind of unit do we want to become? What do we want people to say about us as a result of what we do? What is most important to us? Where are we going? How do you see your unit evolving?
  4. Outcomes (unit/program outcomes; core curriculum outcomes; student learning outcomes, etc.). Unit/Program outcomes are statements that describe what the unit hopes to achieve, whether in customer service, personnel expertise, efficiency, fundraising, research, destination, licensure rates, enrollment, career placement, retention, etc. A program outcome is a specific, measurable statement that describes desired performance. Core curriculum outcomes are those to which the 42 SCH core respond. Academic programs, as well as some academic support units, have student learning outcomes. Student learning outcomes specify what students are expected to know and to be able to do by the time of graduation. Outcomes are more precise, specific, and measurable than goals. Additionally, outcomes are written with the expectation that learning occurred in the cognitive, psychomotor and behavioral, and affective domains. Three questions to guide the assessment in these domains are: What should the student know? (cognitive); What should the student be able to do? (psychomotor/behavioral); What should the student care about? (affective)
  5. Detailed Assessment Cycle of Unit and Data Collection. The interval in which your unit will collect data. The assessment cycle indicates when outcomes of all types will be assessed, the measures used to assess them, and a baseline and target.
  6. Assessment Reports. Annual reports for each outcome assessed, given its assessment cycle.