Student Learning Assessment

At Cleary, the Cleary Mind serves as an overarching framework across all academic and co- curricular programs for what is expected during a student’s tenure at the University and guided by a set of learning goals referred to as the Cleary Mind Attributes seeks to develop in students the ability to engage in the world, to be critical thinkers, creative problem solvers, to integrate empirical analysis and ethics, to seek out and create new knowledge and technologies, and to adapt to new situations. The nature of these opportunities and how they are offered through the integration of student centered in-class and out- of-class learning experiences which are characterized by active and engaged learning exemplifies the Cleary Mind and what is expected of Cleary graduates.

Cleary’s plan for assessing student learning is dynamic and grounded in the university’s mission and strategic plan, and upholds the philosophy that student learning assessment should be an integrated, ongoing component of academic life and the student experience.

Cleary University adopted the eight attributes of The Cleary Mind as a shared set of competencies for learning across academic programs. These broad categories encompass many of the goals and purposes shared by Cleary University’s academic program and co-curricular experiences. 

The Eight Attributes of the Cleary Mind

  1. Critical Thinking – Form objective analysis and evaluation of an issue in order to form a judgement 
  2. Problem Solving – Utilize the process of finding solutions to difficult or complex problems
  3. Creative Thinking – Look at and solve problems from different perspectives
  4. Ethics – Engage moral principles that govern behavior or the conducting of an activity
  5. Communications – Impart or exchange knowledge of information, news, or knowledge
  6. Persuasion – Sell someone to do or believe something 
  7. Entrepreneurial Mindset – The mindset of creative business generation and economic return at any point in the economy
  8. Leadership – Lead people and organizations to a goal they/it would have not otherwise attained.

Assessing Undergraduate and Graduate Programs

Program level assessment focuses on what and how an academic program is contributing to the learning and development of students as a group.

The purpose of an academic program assessment plan is to facilitate continuous program level improvement. Program assessment plans provide faculty and instructors with a clear understanding of how the program is assessed (e.g., what is being measured and when, who will collect the data and how the results will be used) with the ultimate goal to foster ongoing and systematic evaluation of student learning. More specifically assessment plans clearly define the educational mission and the outcomes students are expected to demonstrate as a result of the program. Plans also show the alignment of course curricula to the stated program outcomes, describe how the outcomes will be assessed and outline how results will be used.

At Cleary University, undergraduate, graduate, and the general education program must have an active assessment plan. Quality program assessment plans should:

  • Articulate specific program goal and measurable student learning outcomes
  • Identify where in the curriculum the learning takes place
  • Highlight engagement in at least one assessment activity each year, and at least one direct assessment every three years
  • Report findings annually to the Office of the Provost including plans for improvement.

Assessment Planning Guides and Templates 

Assessment Plan Template – Undergraduate Program – A template for creating an assessment plan for an undergraduate degree program. 

Assessment Plan Template – Graduate Program – A template for creating an assessment plan for a graduate degree program.

Current Cleary Academic Program Assessment Plans

Undergraduate Learning Outcomes
Graduate Learning Outcomes