Wise men speak because they have something to say; Fools because they have to say something. God has cared for these trees, saved them from drought, disease, avalanches, and a thousand tempests and floods. The whole problem with the world is that fools and fanatics are always so certain of themselves, and wiser people so full of doubts.
Here cometh April again, and as far as I can see the world hath more fools in it than ever. Let that which stood in front go behind, let that which was behind advance to the front, let bigots, fools, unclean persons, offer new propositions, let the old propositions be postponed.
Starting a sentence with an I, conveys how a person feels or what they want; I feel mad that you take my toys. Lorinda is a former dance instructor, and also a former guidance technician for the Cajon Valley Union School District. The channel of communication is the method by which you choose to send your message, your means of transporting it. Now that you have the steps, you possess the ability to overcome ineffective communication and become a great communicator. Howard University is committed to continuous self-examination to demonstrate its accountability, effectiveness and efficiency in achieving its stated mission.
The mission of the Office of Institutional Assessment and Evaluation (OIAE) shall be to coordinate and monitor a campus-wide assessment program that reflects the University’s mission and includes strategies for examining individual academic programs and support units for their effectiveness and the ways in which these programs and units interact to fulfill the University’s mission. The Office of Institutional Assessment and Evaluation will serve as the central repository of assessment information and as the focal point for University-wide assessment activities.
The Office of Institutional Assessment and Evaluation envisions working collaboratively with all academic and administrative support units to create, cultivate, and ultimately institutionalize a university-wide culture of evidence-based decision making in which Howard University realizes excellence in all of its initiatives and outcomes. The OIAE, in collaboration with the University-wide Outcomes Assessment and Institutional Effectiveness Committee, will spearhead the development and approval of a University-wide assessment policy. The OIAE will serve as a collector and repository of data relating to student outcomes and institutional effectiveness. Review Process All aspects of the outcomes assessment and institutional effectiveness process will be periodically reviewed and revised, as appropriate, by designated members of the university community. The OIAE will conduct cyclical comprehensive reviews of all University assessment activities. The OIAE will develop a strategic plan for providing technical assistance to academic and non-academic units that will be developing and implementing their individualized assessment plan. The OIAE will provide leadership on issues of outcomes assessment and institutional effectiveness to the university community. The OIAE’s staff will stay abreast on national areas of interest and emphasis on outcome assessment.
Howard University, a culturally diverse, comprehensive, research intensive and historically Black private university, provides an educational experience of exceptional quality at the undergraduate, graduate, and professional levels to students of high academic standing and potential, with particular emphasis upon educational opportunities for Black students.
In order to assess these outcomes reliably, there are several words and phrases in the mission statement should be operationalized: high academic potential, promising, educational experience of exceptional quality, distinguished, and compassionate. The Office of Institutional Assessment and Evaluation (OIAE) operates from a framework of continuous improvement through self-regulation. This approach to assessment promotes a measure of autonomy for the various units and departments while simultaneously engaging in a collective effort to increase institutional effectiveness. Continuous Improvement – In order for the institution to remain competitive and effective in this dynamic environment, it must be able to constantly evolve and grow. Quality assurance – Self-regulation requires the institution to compare its performance against its unique mission, goals and objectives in order to provide a measure of self-confidence to the students, parents, employers, alumni, members of the community and other stakeholders that it is indeed fit to carry out its intended purpose. Accountability – Because of the rigorous external requirements set by state and federal governments as well as voluntary standards set in collaboration with professional accreditation agencies, institutions must self-monitor and self-correct in order to avoid repercussions. The figure below is a graphic representation of the OIAE’s interpretation of self-regulation in action. Clearly defined goals are essential to the development of a successful, sustainable improvement plan (Behncke, 2002). Accumulated data is examined in order to determine: (1) the extent to which goals and objectives have been met, (2) the strengths and weaknesses of the unit, and (3) any other information that provides insight that can be used for improvement. This Conceptual Framework serves as the foundation that guides the work of the Office of Institutional Assessment and Evaluation (OIAE) staff and other units engaged in assessment and evaluation at Howard University. The OIAE also proposes timelines for indirect measures of student learning through the administration of surveys (as well as interviews and focus groups). We also propose a timeline and rating scale for assessing and evaluating the effectiveness and efficiency of assessment processes in the academic and administrative support units with the latter being conducted in collaboration with President Sidney Ribeau’s initiative, Student First Campaign. What types of knowledge and skills do all Howard men and women acquire during their matriculation? Early in the twenty-first century, these skills and attributes will be the sine qua non for all career seekers.
The above statement outlines the following general education competencies for all Howard University undergraduate students.
It is important to choose assessment method(s) that will yield the most reliable and valid information about student learning. Throughout their higher education experience from admission to graduation, all students experience critical assessment points. Table 3 presents the assessment tools that are used to gather data or information on institutional goals that are explicitly or implicitly communicated in the University’s mission statement and in the student learning outcomes in general education and the major disciplines. There are basic skills – or general education competencies -- that transcend all programs and degrees and that we believe all Howard men and women should possess upon completion of degree requirements. Table 5 presents the timeline for assessing the perceptions of students, faculty, staff, administrators, parents and alumni about educational experiences at Howard University.

Table 6 presents a proposed schedule or timeline for assessing the assessment plans, programs and processes of the various schools and colleges at Howard University. Orderly, reliable and responsive student services are the sine qua non of student satisfaction at any university, and arguably they determine in perpetuity the students' image of that university and their inclination or disinclination to support it after graduation. Admissions, registration, housing, and financial aid are all essential to the life and well-being of the student community…” Strategic Framework for Action. Although the academic units play the most important role in the intellectual development of students, it is unlikely that students will have a very successful and positive college experience without the support of the administrative support units who contribute mightily to their health and emotional well-being. 6 These criteria reflect the fundamental elements of Standard 7: Institutional Assessment as set forth by the Middle States Commission on Higher Education (2006).
To gather information about expectations of the college experience, secondary school experiences, reasons for attending college, and other issues. To identify and rate the importance of factors from a list of those deemed to be likely for consideration in the college selection process. The purpose of this survey is to obtain information about students’ undergraduate educational experiences at Howard University and their post-graduation plans.
The purpose of this survey is to obtain information about students’ educational experiences at Howard University in graduate and professional programs and their post-graduation plans. Copyright © Howard University, Office of Institutional Assessment and Evaluation, All rights reserved. Being able to communicate effectively is a vital component to many aspects of business life. Lessons include techniques for writing informational, persuasive, sales, employment, and good and bad news communications, to both internal and external audiences – with practice analyzing those audiences. Rather than to live with men who are selfish, vain, quarrelsome, and obstinate, let a man walk alone. Scroll underneath the chart and follow directions on leaning how to use I messages and the response. When it comes to attaining your goals, communication can be the most important and useful tool you possess. Nor can one expect to automatically ‘buy- in’ to an idea if it was not communicated with clarity and intent. It has proven to be an interactive process that can be learned to skillfully embrace the human behaviour of conveying and receiving information in the most effective manner. This source determines the content and the context of the mwssage and shout accept the accountability of ensuring the clarity of the intent. This is anything that would render your communication ineffective, anything that could obstruct the delivery of your idea.
The manner in which you go about conveying your ideas must appeal to your target audience and keep them engaged.
Howard has thus established an Office of Institutional Assessment and Evaluation to centralize and monitor its assessment activities. As such, this office will develop general guidelines and procedures for assessing effectiveness and student learning outcomes. The OIAE will also coordinate assessment activities at the University to minimize duplication of data collection and reporting. The length of the cycle will be determined by the collective input of the University sub-committees on outcomes assessment and institutional effectiveness. Goals are defined with respect to the institution and to its constituents – students, faculty, administrators, staff, and alumni. Moreover, the University is dedicated to attracting and sustaining a cadre of faculty who are, through their teaching, research and service, committed to the development of distinguished, historically aware, and compassionate graduates and to the discovery of solutions to human problems in the United States and throughout the world. For example, is “high academic potential” defined by a grade point average, a score on a standardized test, a recommendation from a teacher, or some weighted combination of all of the above?
Self-regulation is a systematic process in which individuals or units voluntarily regulate their actions in order to meet desired goals and objectives. In order to establish a lasting culture of evidence-based decision- making, the OIAE must encourage as well as assist departments and units to engage in self-assessment and evaluation rather than relying solely on an external unit to stimulate improvement.
Continuous improvement involves the recurring development and implementation of innovative and effective actions that occur as a result of repeated self-assessment, self-reflection and self-improvement. Self-regulation enables the institution to identify and rectify problems on an on-going basis.
This assessment loop is a cyclical process that encourages continuous improvement through self-regulation. This information will enable the departments and units to determine where they stand in relation to the mission and goals and determine the appropriate direction and approach to take in order to align themselves with the mission and goals.
After goals and objectives have been determined and after a plan of action has been established, departments and units must carry out the plan of action and collect information (data) regarding the extent to which the plan is being implemented as well as the apparent strengths and weaknesses of the plan. Departments and units are able to determine the extent to which policies and practices are working or not working and make necessary adjustments or improvements. The purpose for articulating this framework is to communicate to the administration, faculty, staff, students, and the larger community the OIAE’s modus operandi for increasing institutional effectiveness and ultimately achieving the mission of Howard University.
These indirect measures focus on students’ perceptions of their needs, self-efficacy, engagement and satisfaction with their educational experiences at Howard University.
The answer is found in the general education outcomes of the university-wide core curriculum. The core curriculum would ensure that all Howard students not only have a well-grounded understanding of the University's unique leadership role in the Civil Rights Movement (which advanced the liberation of women, as well as people of color), but that each graduate of the University possess the highest order skills in language, mathematics, the use of computers, and the ability to think critically and communicate effectively.
Howard graduates with these abilities will be certain to have greater career opportunities. Classroom-level assessment techniques include course-embedded assessments such as examinations, quizzes, artistic performances, research papers, oral presentations, case study analyses, and standardized tests.

It is also important to establish timelines and to identify who is responsible for collecting the data for analysis and interpretation.
The assessment of these competencies – written and oral communication, quantitative and scientific reasoning, critical thinking and technological literacy – occurs at the course, departmental and unit levels. Most of these data are collected using survey research methodologies; others are direct measures of student learning. The College of Arts and Sciences (COAS) is targeted to be the first and only college on the schedule for the year 2008-09. The administrative systems for a national research university like Howard must be tightly organized and characterized by a knowledgeable and motivated staff.
Indeed, both units play an important role in ensuring that the University accomplishes its mission. Business Communication is an applied course that will show you the right way to communicate in business environment. So for the arrow to hit the target…the person employing the bow maust have the skill hit the target. This will facilitate the understanding of your inspired thoughts and will help you avoid confusion that could alter or diminish the impact of your ideas.
The way you craft your message—the vocabulary you use, the images you choose—should match the mindset of those receiving your message. Assessment of goals at the institutional level has to reflect the vision of the leadership of the university and be grounded in its mission. With an abiding interest in both domestic and international affairs, the University is committed to continuing to produce leaders for America and the global community.
That said, it must be understood that OIAE is not a policing agent designed to highlight the shortcomings of department and units; rather, the office was established to assist in the development and implementation of tailored-made improvement plans that can be carried out independently and successfully by individual departments and units.
The process of continuous improvement, when it is continual and gradual, is therefore less stressful and perceived as less burdensome. When possible, students, faculty and the administrators should collaborate to set goals and objectives that are aligned with the mission of the University. In addition, resource allocation, staffing, and other decisions can be determined from the evidence. In some cases, students’ perceptions are compared with faculty perceptions as well as the perceptions of students at peer, consortia or aspirational institutions. Program level assessment occurs through capstone projects, senior theses, conference presentations, employer or internship supervisor ratings of performance.
The appropriate assessment and the proper use of assessment results for making important educational decisions at each of these critical points can make the difference in quality of students’ educational experiences at the University.
Critical thinking and technological literacy are assessed along with one or more of the other skills.
The COAS was chosen because of (1) its pivotal role in implementing the university-wide core curriculum for undergraduates, (2) its size (more students, faculty, and departments than any other school or college), and (3) a desire to cultivate a culture of assessment among its constituents. Table 6 presents the proposed schedule for the assessment reviews for the administrative support units. Whether it be a written, audio, or graphic presentation of your thoughts, your channel of communication must effectively deliver the core idea that is clearly understood.
The University’s mission provides a statement of the institution’s identity and is central to everything it does.
Table 1 demonstrates how some of the words and phrases can be defined so that they can be assessed and evaluated to determine institutional effectiveness. This type of regulation includes making appropriate use of resources including time, the environment and the assistance of colleagues within and outside of their department or unit. They also include units – schools and colleges on the academic side and administrative support units on the non-academic side.
The feedback loop provides assessment results that can be used for purposes of evaluation, program development or improvement, resource allocation or additional planning. There are also “value-added” competencies such as historical awareness, health and well-being and a commitment to community service. Most of the other schools and college have already developed cultures that reflect an appreciation for a systematic, comprehensive approach to the assessment of student learning outcomes (Dwyer, Millet & Payne, 2006). Many people lack the skills and knowledge required to communicate effectively, and ineffective communication often results in lack of clarity, misunderstanding and even leading to conflict. Also ensure that the physical environment is free of any tangible or intangible noise or obstruction.
All of these individuals and units have one goal and that is to carry out the main business of the university – teaching and learning. The assessment methods are not mutually exclusive with respect to the level on which the assessment occurs – some methods can be interchangeable.
These cultures have evolved over time because of interested faculty or because attention to accountability and assessment has been imposed by external forces such as accrediting agencies. The next sections will focus on the assessment of student learning – that is, direct measures of students’ knowledge and skills at the time of entry through placement tests, the assessment of the acquisition of general education knowledge and skills that usually occurs in lower division courses and the application of those competencies in upper division courses.
We will also assess capstone or culminating experiences that occur in upper division courses at or near graduation. The criteria in Table 8 are based on the “fundamental elements” of Standard 7: Institutional Assessment as set forth by the Middle States Commission on Higher Education.

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