Final_Final

Master of Sports Leadership
Northeastern University

Mission
Statement
The Northeastern University Master of
Sports Leadership program mission is to
educate students for a life of fulfillment
and accomplishment and to create and
translate knowledge to meet global and
societal Sports Leadership Needs.

Mission Statement
Is the missions distinctive from other programs or units?
Yes
No
Does the mission clearly support the mission of the appropriate academy?
Are the program’s key stakeholders clearly identified?
Is the most important function or outcome listed?
Does the mission indicate the primary purpose of the program?

Program Goals
Identify
Understand
Obtain
Explore
Identify your leadership styles
and strengths and take steps
to improve your leadership
capacity
Understand what it takes to
build highly effective teams
Obtain approaches and
techniques for effectively
tackling ethical dilemmas
Explore the legal issues related
to equipment use, facility
management, and
accommodation for special
populations
Learn
Learn how to leverage sports
for greater social and
economic good
Examine
Examine the planning,
scheduling, and financial issues
associated with running a
successful athletics program
Discover
Discover how to use sports to
foster diversity, prevent
violence, and improve the
health of local and global
communities

Program Goals
Do the program goals expound on the mission statement?
Yes
No
Do the program goals indicate fundamental concepts of the program?
Do the goals describe what a successful program completer looks like?
Are the program goals measurable through at least one indicator?

Specialized Knowledge
Broad and Integrative
Knowledge
Applied and Collaborative
Learning
Civic and Global Learning
Experiential Learning
Articulate sports
leadership principles,
practices, and a solid
knowledge of
functions and
essential skills
required for
organization and
business success.
Effectively research
and examine current
issues in sport and
society while drawing
on the perspectives
and methods of other
fields of study and
considering how
personal leadership
skills and assumptions
can offer solutions for
change.
Design and implement
a project in an out-ofclass
setting that
requires the
application of
advanced knowledge
gained in sports
leadership to a
practical challenge;
assess approaches,
scholarly debates, or
standards for
professional
performance
applicable to the
challenge.
Assess concepts,
theories, and tools of
policy development
and strategic
management relating
to key factors
including diversity and
civic engagement and
develop a position on
how to use sports to
foster diversity,
prevent violence, and
improve the health of
local and global
communities.
Synthesize and
transfer learning to
new, complex
situations within
course work or
beyond the classroom
via experiential
opportunities in the
program
Student Learning Outcomes

Student Learning Outcomes
Yes
No
The SLOs support the stated program goals.
The SLOs describe the result of learning: the behaviors, knowledge, skills, and
dispositions that students should be able to demonstrate.
The SLOs are clear, specific, measurable, and well-written.
Do they describe higher-level learning, such as critical thinking, synthesis, and
evaluation?
Are they student-centered and not topic-centered?
Can the SLOs be used to make decision about how to improve the program?

Direct
1. Final Supervised Internship
Paper/Project Paper
2. Sports in Society Final Paper: Role
Playing Simulation
3.Sports Leadership Web-Portfolio
Indirect
1. Graduating Student Exit Survey
2. Internship Supervisor Evaluation
3. Summer/Winter Institute Survey
Different types of Measures

Curriculum
Mapping
Required Courses

Benchmarks

Benchmarks

Assessment Methodology & Benchmarks
Yes
No
Are the assessments directly related and aligned to program goals and SLOs?
Is there an indicator or measure of program effectiveness?
Have educators taken the time to align instruction with desired goals and program
outcomes?
Is there a healthy mix of quantitative, qualitative, direct, and indirect assessments?
Are there any SLOs for which insufficient assessment information is collected?
Has the program set an acceptable level of student achievement?
Has the program set targets for students collective performance?

Standards for
Institutional Quality
• Accreditation boards provide
performance criteria for colleges and
universities as well as inform their
evaluation and assessment efforts.
• COSMA is a specialized accreditation
board. They evaluate how well the
program educates students and
prepares them for a career in the
sport management industry.

Timelines for Data Collection/Analysis
CATLR
Assesses Yearly
NECHE
Assesses every 10
years
CPS & Program Lead
Faculty
Assesses Yearly
COSMA
Assesses Yearly or
Varies

Timelines for Data Collection/Analysis
Yes
No
Is there a formal process for collecting data and analysis?
All SLOs are measured in the program assessment cycle and across the continuum
of the program (early, middle, end).
Is there a formal timeline identified?
Is this process ongoing, iterative?

Data Analysis and Key Findings
Yes
No
Individuals and groups responsible for analysis have been identified.
Analysis process has been identified and implemented.
Use of Results, Action Items, and Dissemination
Yes
No
Key findings are disseminated and discussed by all key stakeholders.
Assessment results have created action plans on curriculum and instruction.

Recommendations
Provide additional clarity on the structural aspects of the assessment methodology and data analysis.

Program Assessment Planning Rubric
Beginning – no mission statement, program goals do not reflect key
concepts, no SLOs, no mapping courses
Developing – Mission is lacking one concept, some program level goals do
not relate, SLOs identify basic knowledge
Accomplished – Mission is distinctive, manageable 3-5 program goals,
SLOs are defined and specific, selected courses are linked to SLOs,
findings are discussed
Exemplary – Mission is clear and concise from others, comprehensive and
meaningful goals, anchored verbs that identify actions and behaviors, faculty
improvements are listed, and more.

Reflections
“Throughout this assignment, I
have come to learn how important
assessment is when it comes to the
future of students and their career
aspirations. What students are
able to get our of these
assessments will help to mold them
into the ideal candidate and land
a job that they feel they are
prepared for and uses their skills
effectively” – Brittany Salazar
“There are so many levels to
assessment planning and the
overall critique of a program.
Programs are evaluated from
the perspective of many: the
university level, college level,
third-party accreditation level,
program level, other university
comparisons, national
requirements, and more.
Although we’re looking at
program-level assessment, they
all actually connect in some
way and play an integral part
in the quality of the program.
It leaves no room for failure.”
- Imick

Sources
Carnegie Mellon University. (n.d.). Align assessments with objectives. Pittsburgh: Eberley
Center for Teaching Excellence, Author.
Commission on Sports Management Accreditation. (2015) Summary of Accreditation
status: Northeastern University. Retrieved from
https://www.northeastern.edu/graduate/wp-content/uploads/2019/03/NEU-Summary-of-
COSMA-Accreditation-Status.pdf
REMC Association of Michigan. (2011). Matching the Assessment Methods to the Learning
Targets. Retrieved from
https://mistreamnet.org/videos/770/matching-the-assessment-methods-to-the-learningtargets
University of Rhode Island. (2007). Student Learning Outcomes 101. Kingston, RI: Author.
http://www.pamlicocc.edu/file_download/215/Handout_Student_Learning_Outcomes_10
1__8_7_06.pdf

Appendix

Appendix

Appendix

Appendix