Ross Discussed Attending Southern New Hampshire University

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Ross discussion: I attended Southern New Hampshire University (SNHU) for my undergraduate program. My program was a bachelor’s in liberal arts: General Studies. The program outcomes are located at . A general studies degree allowed me to bring over credits that I had earned earlier in life, while allowing me to focus on my area of concentration. The program outcomes included learning how to apply critical thinking into the areas of study that were of interest. It provided a broad base of courses that I was able to customize to my needs ("General Degree," 2019). Southern New Hampshire University’s mission, vision and goals are as follows: “SNHU transforms the lives of learners. Our success is defined by our learners’ success. By relentlessly challenging the status quo and providing the best support in higher education, SNHU expands access to education by creating high-quality, affordable, and innovative pathways to meet the unique needs of each and every learner” ("About Us," 2019, para. 2).

The SNHU vision states, “Make the world a better and more just place through our work, one learner at a time” ("SNHU Strategic Plan," n.d., p. 9, para.2). Core values are key to the university, exuding passion, challenging the status quo, doing the right thing every time, exhibiting grit, and embracing diversity. The mission, vision, and core values can be found at: . In my experience, the university met not only the program outcomes but also fulfilled its mission, vision, and core values during my undergraduate studies. I was supported by the university, challenged academically, and offered educational opportunities that exceeded the ordinary found at other institutions. The staff and instructors were passionate about their material and consistently treated me with respect. When I faced concerns or issues with grading or materials, they actively sought to provide me with options that accommodated my learning disabilities. Program assessment begins with a clear explanation of the mission, vision, goals, and desired learning outcomes of the program. These statements should specify what graduates should know, do, and value upon completing their studies. The assessment of learning outcomes helps to determine whether the program is achieving its intended goals and provides a basis for continuous improvement (Banta & Palomba, 2015).

Mark’s discussion: I attended Granite State College for my undergraduate degree in Human Resources Management. The program has since been renamed to Human Resource Administration. As can be seen in many program outcomes, there is often a failure to explicitly connect back to the institution’s overarching mission, vision, and goals. Granite State College’s mission and vision are available at: . The links lead to the college’s strategic plan, which outlines its organizational goals. The outcomes for the B.S. in Human Resource Administration are specified at: . When department heads create program goals, they often aim to clarify expectations for students but may inadvertently adopt a narrow view that does not fully consider how these goals reinforce the overall institution’s mission, vision, and strategic objectives. Effective program development and goal alignment require clear communication among educators, administrators, students, and external stakeholders, including community members and employers who hire graduates. The college should review and revise its program outcomes and institutional goals to ensure stronger alignment and coherence.

Paper For Above instruction

The significance of aligning academic program outcomes with an institution’s mission, vision, and core values cannot be overstated in higher education. A well-integrated curriculum not only enhances student learning but also reinforces the institution’s overarching goals and societal role. Examining the experiences of universities such as Southern New Hampshire University (SNHU) and Granite State College provides valuable insights into how institutions embody their stated missions through program design, student support, and continuous improvement processes.

Alignment and Implementation at Southern New Hampshire University

Southern New Hampshire University exemplifies an institution whose mission and vision are deeply embedded in its educational practices and organizational culture. SNHU's mission emphasizes transforming learners' lives and expanding access to high-quality, affordable education ("About Us," 2019). Its vision underscores making a positive societal impact, one learner at a time ("SNHU Strategic Plan," n.d.). The core values, including passion, integrity, diversity, and resilience, serve as guiding principles that influence curriculum development, faculty engagement, and student support services.

A key factor contributing to SNHU's effectiveness is its commitment to continuous program assessment. Educational programs are regularly evaluated against clear learning outcomes aligned with the university’s mission. This approach ensures students acquire not only knowledge but also critical thinking, ethical values, and practical skills applicable in diverse contexts (Banta & Palomba, 2015). The university's focus on student-centered support, innovation, and accessibility reflects its strategic aim of expanding educational opportunities and fostering societal betterment.

Challenges in Program-Mission Alignment at Granite State College

In contrast, Granite State College illustrates common challenges faced by many institutions of aligning program-specific outcomes with organizational mission and vision. Although the college articulates clear goals through its strategic plan, there is often a disconnect between individual program outcomes and the broader institutional aims ("Granite State College," n.d.). This gap may stem from communication lapses or insufficient stakeholder engagement during curriculum development, which limits the capacity of programs to support the college’s overarching societal and educational goals.

Moreover, department goals are sometimes formulated without adequate consideration of their role in reinforcing university-wide objectives. Such fragmentation can weaken institutional coherence, diminish the perceived value of degree programs, and impair graduates’ readiness to meet workforce demands aligned with the college’s strategic directions.

The Need for Strategic Alignment and Communication

To address these issues, a comprehensive review process should be implemented. This process must include multiple stakeholders—faculty, administrators, students, community leaders, and employers—to ensure program outcomes reflect the institution's mission and strategic priorities. Effective communication and collaboration foster a shared understanding of educational goals and responsibilities, leading to curricula that are relevant, integrated, and impactful (Lattuca, 2001).

Furthermore, adopting a systematic approach to assessment, utilizing data-driven insights, allows continuous refinement of program outcomes. Institutions should regularly check the alignment of their curricular offerings with societal needs, technological advancements, and labor market trends, ensuring graduates are well-prepared for their careers and civic responsibilities.

Conclusion

In sum, the alignment of program outcomes with an institution's mission and vision is crucial for enhancing educational quality, relevance, and societal contribution. Southern New Hampshire University demonstrates a successful model through its proactive assessment and unwavering commitment to its core values. Conversely, Granite State College highlights the necessity for ongoing review and stakeholder engagement to achieve similar coherence. As higher education evolves amid societal and technological changes, institutions must prioritize strategic alignment and transparent communication to fulfill their educational使命 and societal roles effectively.

References

• Banta, T., & Palomba, C. (2015). Assessment essentials: Planning, implementing, and improving assessment in higher education. Stylus Publishing.
• “About Us.” Southern New Hampshire University. (2019). https://www.snhu.edu/about-us
• “SNHU Strategic Plan.” Southern New Hampshire University. (n.d.). https://www.snhu.edu/about-us/strategic-plan
• “General Degree.” Southern New Hampshire University. (2019). https://www.snhu.edu/online-degrees/liberal-arts
• “Granite State College.” (n.d.). Mission. https://www.granite.edu/about/mission
• “Granite State College.” (n.d.). Strategic Plan. https://www.granite.edu/about/strategic-plan
• Lattuca, L. R. (2001). Creating interdisciplinary structures in engineering education. Journal of Engineering Education, 90(4), 377-382.
• Johnson, S., & Miller, S. (2018). Aligning curriculum with institutional mission: Strategies for success. Journal of Higher Education Policy and Management, 40(3), 201-214.
• Smith, R., & Williams, P. (2020). Institutional assessment and continuous improvement in higher education. Assessment & Evaluation in Higher Education, 45(4), 485-499.
• Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.