Elements of the Program Self-Study
I. MISSION AND PROGRAM DESCRIPTION
A. Mission/Purpose of Program
Briefly describe the mission and purpose of each program in the context of the institutional mission and the Board of Governors' Strategic Plan.
B. Program Components/Courses/Requirements
Briefly describe each degree program, including areas of strengths and concern and any special characteristics of the program, its students, or its graduates.
C. Goals and Objectives (Teaching, Research, Service)
1. Expected Outputs and Outcomes. With reference to Department Profiles or other data sources, provide a brief analysis and assessment of the contribution of the unit and its programs to the institutional mission. Describe short-term and long-term plans, aspirations, and goals for the future.
2. (Baccalaureate programs only) Expected Core Learning Outcomes. Identify expected student learning outcomes in the areas of content knowledge and skills, communication skills, and critical thinking skills, and the measures used to assess them, as included in the program's Academic Learning Compact.
3. Resources and support services. Describe unit and program goals and objectives with respect to improvement and enhancement of:
Faculty and staff
Facilities and equipment
Resource needs for specific improvements
4. New Degree Programs (if applicable). If the academic unit plans to develop a new degree program in the same or similar discipline as the program(s) being reviewed, a description of the proposed program and a timeline for implementation should be included in the self-study. If a new program proposal is in preparation, the draft proposal should be included as an appendix to the self-study.
II. DATA COLLECTION
A. Actual Outputs and Outcomes (Teaching, Research, Service)
1. Department Profile. Provide a summary and analysis of unit and program productivity using recent (no more than 5 years) data. Describe how program goals and objectives have been achieved in the context of the mission.
2. Contributions to undergraduate General Education program, including Exit Requirements.
3. Student Learning Outcomes. Provide a summary and analysis of the recent (no more than 5 years) Outcomes Assessment Plans for each program including use of results for program improvement. For baccalaureate programs only, address how well students are meeting the Expected Core Learning Outcomes as defined in the program's Academic Learning Compact.
4. Program Curriculum. Describe how curriculum is designed, reviewed, and improved to meet program goals and achieve identified student learning outcomes. Provide evidence that all courses have been reviewed within the past 5 years to ensure that syllabi in use are current, curriculum is relevant, courses are properly sequenced, prerequisites/co-requisites are appropriate, etc.
5. For baccalaureate programs only, examine approved common prerequisites to ensure that they provide appropriate preparation for success in the specific degree program, and that the selected courses continue to be relevant to the discipline in general. Any recommended changes in prerequisites should be brought to the attention of the Articulation Coordinating Committee (Oversight Committee). For those baccalaureate programs that have been approved as Limited Access, examine the ongoing need for Limited Access status and identify what resources would be needed to eliminated Limited Access (if possible).
B. Resources and Support Services
1. Provide information about the program faculty and their contributions to instruction, research, and service. Include information on teaching loads, research productivity, and service activities. Include a curriculum vitae for each member of the faculty, including visitors and adjuncts.
2. Describe institutes, centers and other special programs/projects that contribute to program quality.
3. Describe facilities, staff, and budget. Include information on graduate assistantships, external funding, and other unit/program resources.
4. Assess sufficiency of resources and support services to achieve the program goals and objectives and, for baccalaureate programs only, the program's Expected Core Learning Outcomes as identified in the program's Academic Learning Compact.
III. STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (SWOT)
Identify factors that have enabled the program to move toward its goals, objectives, and expected outcomes, and factors that have hindered the program in its ability to achieve its goals, objectives, and expected outcomes. Note whether issues and opportunities are university-specific, state-specific, or discipline-specific.
Discuss positive and negative relationships among undergraduate and graduate programs within the unit.
IV. CONTINUOUS IMPROVEMENT
A. Recommendations for program improvement in instruction, research, and service
Include recommendations that will create additional opportunities for and/or remove barriers to accomplishment of goals, objectives, and expected outcomes.
B. Follow-up to recommendations from previous program reviews and/or accreditation reviews
List recommendations and provide a brief synopsis of actions taken in response.
V. DEAN'S REPORT
Should include, but not necessarily be limited to, discussion of the following aspects of the program(s) under review:
Internal and external demand/need
Quality of students
Bearing on institutional mission, strengths and distinctiveness