Transcript Slide 1

Periodic Program Review
for Academics
Affirming Excellence
in Education
LaMont Rouse
Executive Director of Assessment,
Accreditation & Compliance
Goals of the Presentation
■ How the review process works
■ Review of the Process & Guidelines
■ Preparing Your Area Review Binder
■ Gathering Evidence of Success
■ Questions and Answers
Purpose of Program Review
■
Formally report on all goals and
objectives
■ Gather evidence to support your
accomplishments
■ Identify opportunities for the future
■ Create a shared vision with your
team
■ Affirm what you do
Why Have Program Review
■
Middle States wants “clear and
compelling evidence” of a system
of self improvement
■ It shows accountability to other
primary constituents: Board of
Trustees, parents, students, Cedar
Crest Alumni, regional employers,
etc.
■ Proves that we are committed to
excellence
Program Review Process
(Simplified Version)
■ Completed copies go to the Office of Assessment and the
Assessment Committee;
■ The Office of Assessment & the Assessment Committee
provides feedback;
■ The final version of the review document is then sent to the
Provost who will then affirm the conclusions, etc.
■ Suggestions that have budgetary impacts are then built into
future budgeting cycles
Time Line
■ Program review process is initiated by the Provost in
September.
■ Academic Programs under review are orientated to the
process in September/October
■ Collect information from October – December
■ Build your report from January – March
■ Submit your report on or before April 1st
Time Line
■
Interview with the assessment committee occurs in
April/May
■ Assessment committee affirms your report and
recommendations to the Provost by May 30th.
■ The Provost produces a short report to the President and
Board of Trustees during the summer.
■ Suggestions that have an impact on the budget are included
in the upcoming year’s fiscal planning model.
Section 1: Mission,
SLOs & Curriculum Map
■
Include in the binder the current
mission statement.
-- Long mission statements are
usually wrong mission statements
■
State clearly the 4 to 6 student
learning outcomes for the program.
■
Provide a curriculum map for all
programs.
■
Briefly describe how the program
aligns to the College and its liberal
arts curriculum.
Section 2: Description of the
Academic Program & Syllabi
■
Catalogue description of the
program.
■
Provide sample syllabi for each
required course (optional for other
courses)
■
Provide syllabi for all capstone (or
capstone-like) courses
■
List all courses in the course
catalog that have not been offered in
the last three years.
Section 3: Assessment of
Student Learning
■
Using your last 3 to 4 assessment
reports, provide data for each
student learning outcome from these
reports.
■
Closing the Loop with the Data
* In bullet format, describe any
modifications you’ve made because
of the data.
■
What lessons have been learned?
Section 3: Assessment of
Student Learning
■
If you have it, please provide any
relevant data on graduates or alumni
(survey data, etc)
■
Provide a representative list of all
internships and other forms of
experiential learning.
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A representative list of student
research and
presentations/publications
Section 4: Rubrics, Other Tools &
Final Exams
■
Provide copies of all widely used
rubrics
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If there are other tools, like
checklists, please either describe it
or add it to the collection
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A sampling of final exams identified
by the course.
Section 5: Statistical Data
■
Work with Institutional Research
with the Enrollment headcount and
declared first and second majors.
■
# of full-time faculty
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% of Sections taught by full-time
faculty
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List any sites for courses other than
the main campus.
■
% of core courses that demonstrate
rigor in reading and writing
requirements.
Section 6: Discussion of Trends
■
(3 to 5 pages) provide a narrative
explanation of the significant trends
in any of the above.
■
If the program has low enrollment
(n<10), then provide some specific
recommendations for improving
headcount. (How can Cedar Crest
help you?)
Section 7: Financial Analysis
■
Simplified model is being introduced
by the CFO.
■
Institutions should not be motivated
by profit, but they should be
motivated to be sound stewards of
scarce resources.
Section 8: Faculty
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Roster of all full-time faculty and the
courses they’ve taught in the last
three years
■
Provide updated CVs
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Provide updated CVs for all adjunct
faculty teaching longer than 7 years
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A sampling of other adjunct faculty
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Summary statement of faculty
composition and how it might meet
best practices
Section 9: Students
■
Between 3 to 5 pages
■
Describe the students using data
and tables.
■
Provide any survey data gathered
from students
■
List any student-related groups
Section 10: Degree Requirements
■
Provide the latest degree
requirement sheet
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List any admissions requirements to
your program
■
If necessary, discuss any possible
changes that might be introduced.
Section 11: Nontraditional
Courses/Weekend College
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Provide a list and categorization of
any course delivered online, hybrid,
accelerated, etc.
■
List any LVAIC and/or OCICU
courses taken by students for
program requirements
■
If you have specific assessment
procedures used in these courses,
please state them in this section.
Section 12: Accreditation and
Professional Associations
■
Specify professional accreditation
organizations to which the program
may be subject (e.g., NCATE,
CSWE, NASPA, etc). For each
accreditation organization, list the
last date(s) of their visit.
Section 13: Administrative Unit Support
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2 to 3 pages or as needed
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Provide feedback on the level of
support provided by administrative
units that support the program,
including IT, Registrar’s Office,
Admissions, Marketing, Provost’s
Office, Library, Academic Services,
and Student Affairs, as relevant.
Section 14: Summary and
Recommendations
■
Summarize the main elements
included in the current review and
curricular (and other related)
changes proposed as a
consequence of this review.
Section 15:
Additional Resources Requested
■
Indicate what new resources are
needed over the next three years
■
Link resources to strengthening the
program, student learning outcomes,
teaching & learning
Working Tips
■
Divide the Labor (this should be a
team exercise)
■
Work smart
■
Hold internal monthly update
meetings
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Find consensus when identifying
needs and resources
Contact Information:
LaMont Rouse
[email protected]