| Activity | Goal | Evaluation / Measurement | Group |
| Fall | |||
| Curriculum teams to agree upon specificchanges in curriculum as second more refined curricular reform cycle. | Refine and further develop framework for implementation of new learning processes based upon previous cycle. | Documentation of implementation framework of new learning processes. | SC CT ESC |
| Develop revised syllabi for specific classes. | Create individual course framework for implementation of new learning processes as more refined cycle. | Expert assessment of proposed syllabi; FORMATIVE REPORT. | CT ESC |
| Regular discussionsbetween leaders of different teams responsible for different academic programs. | Transfer of ideas and concepts between academic programs under revision. | Minutes of meetings ofsteering committee and brainstorming sessions. | SC CT ESC |
| Winter | |||
| Implement curricular changes in classroom teaching. | Create upgraded student learning outcomes with regards to documented strengths and deficiencies. | Change documented in syllabi and detected in classroom, and student class assignments. | CT ESC |
| Spring | |||
| Assess student work term performance using instruments I and II. | Obtain specific information of the nature of defined studentperformance strengths and weaknesses. | Obtain 90 % survey return rate. | SC PPIT CT ESC EAC ACCE |
| Summer | |||
| Analyzeassessment data using focus groups among employer supervisors, faculty and students; ESC will process data. | Compare results to previous year. Determine direction of change in area under development. Check effect on other parameters. Attain a 0.125 point increase in strengths and a 0.25 point increase in the grading of weaknesses on a 1 – 5 point scale. | Generate SUMMATIVE reportdocumenting results. Data covering 4 majors under scrutiny analyzed using relevant statistical methods (parameter average, standard deviation, reliability, and validity). | SC PPIT CT ESC EAC |
| Compare results of different curricular teams; Validate practices. Look for best practice. | Determine best practices. | Create SUMMATIVE report documenting results and best practices. | SC CT ESC EAC |
| Make decision onapproach for next year among project teams. Present results to other UC programs that were not part of the project. | Institutionalization of process at the University of Cincinnati. | Documentation of results presented to other UC programs. Creation of Web based Handbook for dissemination purposes. | SC CT ESC |
| Finalize formal instruments to easetransferability of process to other schools. | Develop a highly transferable process that can be disseminated to other institutions with strong cooperative education or experiential learning programs. | Expert assessment of proposed instruments. Creation of Handbook for dissemination purposes. | SC PPIT CT ESC |
| Invite ACCE representatives to campus for formative meeting and planning for continuation of the project after end of funding. | Dissemination of process to other institutions having the structure in place to utilize it. | Evaluation by ACCE representatives as beginning of planning for larger dissemination project | SC ACCE |
| Fee based conference to disseminate results. Invite ACCE institutions, attribute subscribers and others. | Wider dissemination group designed to maximize information distributed to the largest possible audience. | Conference evaluations to provide input for planning of dissemination project to wide audience. | SC ACCE |
| Generate progress report for FIPSE. | Follow FIPSE reporting guidelines on resource allocation and achievements. | SUMMATIVE Final Report approved by FIPSE. | SC CT PPIT ESC EAC |