Embed Size (px)
Citation preview
AcademicAssessmentSystem&ProgramReviewManual
TABLEOFCONTENTSI. Introduction……………………………………………………………………………………………....……
A. Purposes....................................................................................................................................B. Principles...................................................................................................................................C. CoreAttributesofanAntiochianEducation..............................................................D. Definitions.................................................................................................................................E. AcademicAssessmentSystem..........................................................................................
II. ProgramProfile…………...…………………………………………………………………………….....…..III. ProgramReview………………………………………………………………………………………....…….
A. AnnualProgramReview-ACycleofInquiry............................................................B. Components.............................................................................................................................C. InstitutionalProcessTimeline.........................................................................................D. QualityCriteria&Assurance.............................................................................................E. ArticulatingtheResponsibilities........................................................................
IV. ComprehensiveAcademicReview–Reflecting,Planning,Collaborating.....................
A. ProgramSelf-StudyComponents....................................................................................B. ReviewTeam...........................................................................................................................C. InstitutionalResponse,Planning&Collaborating...................................................D. ProcessStep-By-Step...........................................................................................................E. ArticulatingtheResponsibilities.....................................................................................
V. SpecializedReview…………………..............…………………..............................................................
VI. AssessmentInformationandDataUtilization…………...…………………………..…..……….VII. Appendixes………………………………………………………………………………………………....……
A. ProgramReviewDocumentTrackingChart..............................................................B. AnnualProgramReviewForms.......................................................................................C. AcademicAssessmentFeedbackRubrics....................................................................D. HigherLearningCommissionCriteriaforAccreditation............................
11122467791110121213151718192122232425272930
1
INTRODUCTIONThismanualhasbeendevelopedtoprovidethoseinvolvedintheprogramreviewprocesswithacoherentandcomprehensiveassessmentsystemframeworkaswellaspracticalguidelines,clearstepsthroughtheprocess,andasetofresponsibilitiesforthevariousindividualsandgroupsthroughouttheuniversity.
A. PurposesAntioch’sacademicassessmentsysteminvolvesongoingreflectionandactionensuringthequalityofstudentlearninganddynamichealthofouracademicprograms.AcademicassessmentatAntiochUniversityservesseveralpurposes:
• Fosteracultureofcriticalreflectiononteachingandlearning.• Monitorprogramperformancewithrespecttomissionandstudentlearning.• Informeffectiveplanningandresourceallocation.• Fulfilltheinformationneedsofstakeholders.
Academicassessmentingeneral,andprogramreviewinparticular,ismosteffectivewhenprogramfacultydefineforthemselvescriticalevaluationquestionsrelatedtostudentlearning,sourcesofevidence,andappropriateanalysisandinterpretationprocedures.Criticalquestionsmaybespecifictoissuesfacingaprogramorpartofaunitoruniversitylevelinquiry.Accountability,therefore,hingesonhowwellprogramsconductcyclesofinquiryandthenutilizetheinquiryresults.Programreviewsareconductedinconsultationandcollaborationwithacademicadministration,toassurethatbroaderinstitutionalconcernsareaddressedaspartoftheprogramreviewprocess.
B. PrinciplesAntiochUniversityiscommittedtothecontinuousreviewandimprovementofitsacademicprograms.Asmembersofthehighereducationcommunityoffacultyandscholars,Antiochfacultyhavearesponsibilitytoconsiderbestpracticesinthefieldaswellasprofessionalandinstitutionalaccreditationstandardsthatinformtheprogramreviewprocess.AntiochUniversityapproachestheacademicassessmentprocesswithacommitmenttothefollowingprinciples:
• Engageddepartmentsinwhichacademicunitsaskthemselves“Whatarewetryingtodo?Whyarewedoingitthatway?Howdoweknowitworks?Howcanweimproveourpractice?Howcanwebetterserveourstudents?Havestudentssuccessfullyacquiredtheknowledgeandskillsweareseekingtoteach?”Thisisconsistentwithourapproachtothinkingabout“unitaccountabilityandsharedresponsibility”totheinstitution’smissionaswellastoitsindividualfaculty.
• Teachingandlearningexcellenceinformedbyacultureofevidenceandassessment.Thekeyisqualityevidencecollectedintheserviceofcriticalquestionsgeneratedbyacademicprogramswithafocusonexaminingstudentlearning,qualityofevidencecollected,subsequentmeaningmakingfromtheevidence,andwhattheinstitutiondoeswiththeinformationgained.
• Acultureofcollaborationinwhichcriteriaandstandardsforevaluationareestablishedbasedon
program,unit,campus,anduniversitygoalsandstrategicdirections.Inaddition,collaborationextendsbeyondtheprogramtosupportcommonstandardsinlikeprogramsacrosstheuniversity.
• Respectfordifferenceinwhichprogramqualityisjudgedaccordingtoprogramassessmentandstudent
learningoutcomes,professionalandregulatoryrequirements,andcommunityneeds,aswellasthroughthecontributionoftheprogramtothemissionofthecampusanduniversityratherthanasetof“onesizefitsall”standards.
2
• Effectiveuseofinformationacrosstheinstitutionfordescribing,understanding,andanalyzingprogram
success.Effectiveinformationusedependsonthereliability,validity,accessibility,andrelevanceofprograminformationandmetrics.Wisedecision-makingisdependentonqualitativeandquantitativedataconsideredinmultiplecontextsandexaminedfromavarietyofperspectives.
• Evaluationwithconsequenceinwhichthereisvisibleimpactofevaluationonplanningandresource
allocation.Thelearninggainedandgoalsestablishedthroughtheprogramreviewsshouldbeincorporatedintotheacademicprogram,strategicplanning,andbudgetdeliberationprocesses.
• Transparencyofthereviewprocess,designedtoteaseoutthedifferentperceptionsfromavarietyof
stakeholderstoseewheretheyareinalignmentandwheretheyaredivergent.Transparencyalsoincludesthesharingofcriteria,procedures,andoutcomesofthereviewprocess,aswellasthewaythecampusrespondstothoseoutcomes.
• Supportanddevelopmentofanintegrateduniversity.Programreviewsprovidetheopportunityto
affirmboththecommonalitiesandmeaningfuldifferencesacrosstheprograms,leadingtopurposefulcollaboration.Throughthisprocess,facultyengagewitheachothertoreview,evaluate,andimprovetheeducationalvaluesandexperiencesinherentinanAntiochianeducation.
C. CoreAttributesofanAntiochianEducationAnAntiocheducationinspiresourstudentstoengageinatransformativeeducationalexperience,collaboratewithothers,andharnesstheirtalentstowinvictoriesforhumanity.Withthisvisioninmind,facultyhaveidentifiedthreecoreattributesthatembodyanAntiochianeducation:
1. Antiochstudentsdevelopthemselvesinwaysthatcontributetotheirpersonalgrowthandtothegreatergood.
2. Antiochstudentspossessthesocialandculturalresponsivenessnecessaryforbeingeffectivecommunitymembers.
3. Antiochstudentsapplytheirknowledge,skills,anddispositionalfinesseintheirenvironments,takingactionsthatempowerothersandleadtopositivechange.
Duringtheirstudiesandthroughouttheircareers,Antiochstudentsactivelyreflectontheirvalues,biases,andbehaviors.Inclassroomcommunitiesandbeyondtheyseekdiverseperspectivesandconfrontdynamicsofpower,privilege,andoppression.Theyengagewiththecomplex,interconnectedsystemscomprisingourworld,challengingthestatusquoandadvancingsocial,environmental,andeconomicjustice.AsapartoftheacademicassessmentprocessandintheserviceofidentifyingtheessentialelementssharedbyAntiochprograms,facultyhavemappedthecoreattributestoprogram-levelstudentlearningoutcomes.Thosestudentlearningoutcomesarefurtherlinkedtoprimarysourcesofevidenceforeveryprogram.Programsusethesesourcesofevidenceandothermeasuresintheacademicassessmentprocess.
D. DefinitionsAcademicAreasofStudyAcademicAreasofStudyarebroadgroupingsofdegreeandacademiccertificateprograms.AntiochUniversityhasofferingsinsixacademicareasofstudy:
• Communication&CreativeWriting• Education• Environment&Community
3
• Leadership,Management,&Business• Liberal&InterdisciplinaryStudies• Psychology,Counseling,&Wellness
AcademicProgramsForthepurposesofthisAcademicAssessmentandProgramReviewManual,academicprogramsaredefinedascurricularsubsetswithinacademicareasofstudy,sharingcommonstudentlearninggoalsandservedbyaspecificgroupoffacultyandsupportstaff.Anacademicprogrammayconsistofdegreeprograms,certificates,continuingeducation,professionaldevelopment,andotherrelatedacademicofferings.DegreeProgramAcohesivegroupofcoursesorlearningactivitiesleadingtotheawardingofanacademicdegreewithinafieldofstudy,suchasbachelorofarts,masterofarts,masterofeducation,ordoctorofphilosophy.AcademicConcentrationAsetofcoursesorlearningactivitieswithinadegreeprogramthatfocusesonaparticularacademicareaandprovidesadeeperormorespecializedemphasisofstudy.AcademicCertificateAsetofacademic,credit-bearingcoursesorlearningactivitiesleadingtoanacademiccredentialcontainingfewercreditsthantheminimumrequiredforadegree.AnnualProgramReviewsAnnualProgramReviews(APR)includecyclesofinquirydeterminedandengagedinbyacademicprogramfaculty.Acycleofinquiryinvestigateskeyquestionshavingtodowithadvancingtheprogram,unit,anduniversitymission,that,whenaddressed,willimproveteachingandstudentlearning.TheAPRreportsincluderesponsestotheseinquiryareasaswellasanalysesofenrollment,persistence,andcompletiondata.ThefacultyinconsultationwiththeProvostdeterminetheorganizationoftheAnnualProgramReviewreports.Specializations,concentrations,orothersub-divisionswithinanacademicprogrammaybeincludedinasingleAPRreportwithdescriptionsregardingtheirrelevancetotheprogram’scycleofinquiryormaybeseparatedintomultiplereports.ComprehensiveAcademicReviewTheComprehensiveAcademicReviewprocessprovidesfacultywithanopportunityforlong-rangereflectiononthequality,cohesiveness,andeffectivenessofacademicareasofstudy.SeveralaspectscomprisetheComprehensiveAcademicReviewprocess:• AcademicProgramSelf-Study• ReviewTeamSiteVisit&Report• University-wideComprehensiveAcademicReviewCommittee• InstitutionalResponse,Planning,&Collaboration
AssessmentResourceTeam(ART)Auniversityresourcegroupcomposedofrepresentativesfromcampusesanduniversity-wideprogramswhomeetregularlytofosterknowledgeandunderstandingofacademicassessment,developsystem-wideguidelinesandcriteriaforthequalityacademicassessmentofstudentlearning,providetrainingandon-goingsupporttoprogramfacultyforacademicassessmentandprogramreviewimplementation,andcollectivelyadvocateforacademicassessmentasaninstitutionalpriority.
4
OfficeofAcademicAffairs(OAA)TheOfficeofAcademicAffairsprovidesleadershiptocarryouttheacademicmissionoftheuniversity.TheOAAisresponsibleforUniversity-wideacademicassessmentandprogramreviewprocesses,academicaccreditationandcompliance,institutionaleffectiveness,university-wideacademicandstudentsupportservices,aswellasthedevelopmentandimplementationoftheacademicstrategicplanandrelatedacademicinitiatives.AcademicUnitHeadTheprimaryleaderofanacademicprogramandallitsassociateddegreeprograms,certificates,andotherrelatedacademicofferings.Theacademicunitheadmaybelocallyidentifiedasadepartmentchair,director,orbysomeothertitle.ProvostTheProvostisthechiefacademicofficerforacampusoruniversity-wideprogramwithresponsibilityforthemanagementofacademicprogrammingandassessmentincludingoversightoftheactivitiesofallassociatedpersonnelsuchasacademicdeans,chairs,faculty,directors,andstaff.Inadditiontoservingasthechiefacademicandexecutiveofficerofacampusoruniversity-wideschool,theprovostleadsassigneduniversity-widefacultyinitiatives,toassureacademiccohesivenessandhighqualityacrosstheuniversity;tointegrate,scaleup,anddevelopacademicprograms;andtopromotegrowthacrosstheuniversity.TheProvostsreporttotheViceChancellorofAcademicAffairs/UniversityProvostCouncilofChiefAcademicOfficers(CCAO)TheCouncilofChiefAcademicOfficersiscomprisedoftheProvostsandViceChancellorofAcademicAffairs/UniversityProvost,whochairstheCouncil.Thecouncilguidesandcoordinatestheacademicprogramming,academicmanagement,andassessmentactivitiesacrosstheuniversity.UniversityAcademicCouncil(UAC)TheUniversityAcademicCouncil(UAC)iscomposedoffacultyrepresentativesofallcampusesanduniversity-wideprograms,allProvosts,andtheViceChancellorofAcademicAffairs/UniversityProvost,whochairstheCouncilwithafacultyco-chair.TheCouncilistheprimarysystem-wideadvisorygrouptotheChancellorandUniversityLeadershipCouncil(ULC)onmattersofacademicquality,programs,andpolicies.UniversityLeadershipCouncil(ULC)TheUniversityLeadershipCouncilistheChancellor’sadvisorygroupforallpolicymattersbearingontheuniversity’smanagementandstrategicdevelopment.ComprisedoftheChancellor,ViceChancellors,Provostsandotherexecutive-levelleadership,theULCischargedwithoverseeingacademic,fiscal,andothermanagementpolicies,priorities,andstrategicplansoftheuniversity.BoardofGovernors(BoG)AntiochUniversityisgovernedbyaBoardofGovernorswithfiduciaryresponsibilityforallaspectsoftheuniversity.
E. AcademicAssessmentSystemInrecognitionoftheinterconnectednatureofacademicassessment,institutionalmetrics,anddecision-makingprocesses,Antiochhasadoptedacomprehensiveassessmentsystem.Intheabsenceofthistypeofframework,programreviewcouldeasilybeperceived,andbecome,aseriesofbureaucraticmandatesandrote,meaninglessstepsforprogramstosatisfy.Acomprehensiveassessmentsystemencompassesteachingandlearningquality,aswellasinstitutionalplanning,therebyfosteringacohesiveapproachtoassessmentandprogramreview.AsillustratedbythearrowsinFigure1,eachoftheaspects,ProgramProfile,ProgramReview&Reporting
5
andInstitutionalDecision-Making,mutuallyinformoneanotherinacomprehensiveassessmentsystem:1. AProgramProfilesupportsandinformsthereviewanddecision-makingprocesses.Theprofileis
comprisedofinformationabouttheprogramstructureandtenets,methodsusedtoevaluativestudentlearning,andinstitutionalmetricssuchasstudentenrollmentpatterns.
2. ProgramReviews&Reportinginvolvecyclesofinquiryexaminingprogrameffectivenessand
informingdecision-makingprocesses.Antiochutilizesthreetypesofreviewandreporting:a)AnnualProgramReviews,b)sixyearComprehensiveAcademicReviews,andc)SpecializedReviews.
3. Information&DataUtilizationprocessesinformedbytheProgramReviewsandProgramProfile
leadtoeffectivecollaborationacrossacademicprograms,coordinationwithoperationaldepartments,andorganizationalplanning,budgeting,anddecision-making.
Alltheseelementsaredetailedinsubsequentsectionsofthismanual.EachofthecomponentsofAntioch’sAcademicAssessmentSystemworkinconcertwithoneanothertoadvancetheuniversityasalearningorganization.Theyprovidetransparencyofinformation,encouragecriticalreflection,fostercollaboration,informplanning,monitorperformance,andaddresstheneedsofstakeholders.TheframeworkleveragesthenaturalinclinationofAntiochfacultyandstafftoreflectandimprove.Ithonorstheinterdependentrelationshipsbetweenacademicandadministrativedepartments,recognizing that insight, collaboration, and innovation occur when there is common knowledge andunderstandingacrosstheinstitution.Figure1.AcademicAssessmentSystem
6
II. PROGRAMPROFILETheProgramProfileisacentralfeatureofAntioch’scomprehensivesystem(Figure1),designedtoprovideongoingqualitativeinformationandquantitativemetricsthatenablesacademicprogramstoengageinassessmentprocesses,fulfillaccreditationrequirements,andinformdecision-making.Itincludesbothgeneralcomplianceinformationaswellasdetailsregardingcurriculum,studentlearningoutcomes,assessment,andprogramdata.TheProgramProfilelinksprograminformation,academicassessment,andinstitutionaleffectiveness,fosteringacultureofcriticalreflection.Metricsaremaintained,andmadeaccessibletofacultyandstaff,bytheOfficeofInstitutionalEffectiveness(OIE).Theprogramitself,OIE,andotherinstitutionaldepartmentsprovidetheprofileinformation.Programscustomizetheirprofilebyprovidinginformationandmetricsrelevanttotheirprogram,including,ataminimum,theitemslistedbelow:ProgramInformation,documentingthegeneralprogramfeatures.
• ProgramOverview• Degreerequirements
AcademicAssessment,providingdetailonteachingandlearningcomponentsandtheprogram’scycleofinquiryintoacademicquality.
• StudentLearningOutcomes• CurriculumMaps• PerformanceRubrics&othertoolsforstudentlearningassessment• ProgramReviews
InstitutionalMetrics,presentingquantitativedatarelevanttoprogramstatus.
• ProgramReviewEnrollmentDataProgramProfileinformationandmetricscontributetotellingthestoryofaprogram’spastandcurrentstatus.Itservesasawayforfaculty,administration,accreditingbodiesandotherinterestedpartiestohaveaccesstovitalprograminformationforthepurposesofcollaboratingacrossprograms,reportingtostakeholders,andmakinginstitutionaldecisions.However,informationandmetricsdonotgiveafullaccountofaprogram.Historic,geographic,institutional,social,andculturalcontextsarenecessaryforafullpictureofaprogram.TheProgramandAcademicReviewsdescribedinsubsequentsectionsofthismanualcontributeinessentialwaystothatunderstanding.
7
III. PROGRAMREVIEWThematerialcontainedintheProgramProfileinformsandenableseffectiveprogramreviewinAntioch’sAcademicAssessmentSystem(Figure1).Threetypesofreviewsaredescribedinthischapter:Annual,Comprehensive,andSpecializedProgramReview.Eachofthesehasrelated,yetdistinct,purposesintheoverallcomprehensiveassessmentsystem.AnnualProgramReviewsinvolvecyclesofinquirydeterminedbytheprogramfacultythatbuildtowardtheComprehensiveAcademicReviews.ComprehensiveAcademicReviewsprovideanopportunityforlong-rangereflectionandplanning.ProgramsconductSpecializedReviewsiftheyoperateaccordingtoaccreditationstandardsestablishedbyprofessionalorganizationsorregulatoryagencies.Includedineachofthesectionsbelowaredescriptionsofthereviewcomponentsandprocessesandanarticulationofindividualandgroupresponsibilities.AdocumenttrackingchartappearsinAppendixA.
A. AnnualProgramReview–ACycleofInquiryTheAnnualProgramReviewreportsonacycleofinquiry(Figure2)determinedandengagedinbyprogramfaculty.Acycleofinquiryinvestigateskeyquestionshavingtodowithadvancingtheprogram,unit,anduniversitymission,that,whenaddressed,willimproveteachingandstudentlearning.Theprogramfaculty1) identifyquestionsimportanttotheprogram,2)collectdataneededtopursuethosequestions,3)engageincriticalanalysisofthedata,and4)reportandtakeactiononthatanalysis.Figure2.CycleofInquiry
AtAntioch,thecycleofinquiryhas,atitsheart,themissionoftheUniversity,whichistoputstudentlearningatthecenterofallwedo.Reflectingonhowwellweaccomplishthatmission,toenhanceandenrichstudentlearninginthebestAntiochiantradition,isthereforeanessentialelementofacademicassessment.AsFigure2illustrates,allquestionsdrivingtheinquiryarerelatedtothelearningmission.Questionsdirectlyrelatedtostudentlearningincludesuchexamplesas:
• Inwhatwaysareourstudentsgainingskillsthataddresscurrenttrendsinthefield?• Whatisthequalityofstudentinteractionswithclientpopulations?
8
• Howeffectivelyarewepreparingstudentsforthewritingskillstheyneedintheworkplace?• Inwhatwaysdotheprogram’sinternshipopportunitiesserveand/ornotservestudents’needs?
Otherquestionsrelatingtotopicssuchastheadequacyoffacilities,strategiesforfacultyrecruitmentandretention,orfacultyscholarshipwillstillconnecttotheenrichmentofstudents’learningexperience.Thus,atAntioch,evidenceusedinacycleofinquiry,plansmade,andactiontaken,willalwaysrelateto,andbeinformedby,thequalityofstudentlearning.Ultimately,evidenceofassessmentforallprogram-levelstudentlearningoutcomeswillbeneededfortheprogram’scomprehensivereview.Evidenceusedfortheinquirywillvaryaccordingtothekeyquestionsraisedbytheprogram.PotentiallyusefulevidenceappearsinAppendixB.AntiochwillbebestservedbyprogramsusingtheProgramReviewprocesstoaskboldquestionsthatmaybedisquieting,butcouldleadtonewinnovations,collaborations,andpartnerships.Itisassumedthatthesecyclesofinquirymayrevealsignificantgapsbetweenaprogram’sintendedobjectivesandactualoutcomes.InsightsgainedfromtheProgramReviewcycleofinquiryareusedonlyforprogramimprovement.Aprogram’scycleofinquirywilltypicallyoccurduringanacademicyear,butmayspanuptotwoacademicyears.Theinquirymaybeconnectedtocampusoruniversitygeneratedthemes.Ifacycleofinquiryexceedstheacademicyear,theprogramstillsubmitsanannualstatusreportontheinquirytodate.
9
Theuniversityprovidesaform(AppendixC.)fortheAnnualProgramReviewfinalreportincludingthefollowingcomponents:
I. ProgramIdentification
a. CampusorUnitb. Degree/Program/Concentrationsc. Person/RolePreparingReport
II. Updates
a. Describeanyrecentchangesasaresultoflastyear’sAnnualProgramReview.b. ForprogramsthathavecompletedaComprehensiveorSpecializedProgramReview,please
describeprogressonthegoalssetinthatreview.
I. CycleofInquiryAllacademicprogramsengageincyclesofinquiryasdescribedintheAcademicAssessmentSystem&ProgramReviewManual.
a. Identifythecriticalquestion(s)investigatedforthiscycleofinquiry.b. Describehowthisinquirywasrelevanttotheuniversity’smissionandtoprogram-levelstudent
learningoutcomes.(Note,evidenceofassessmentforallprogram-levelstudentlearningoutcomeswillbeneededfortheprogram’scomprehensivereview.)
c. Identifythedirectandindirectdatacollectionmethodsused.d. Tellwhatyoulearnedasaresultofthisinquiry.Includeanyanalysis,graph,chart,orfigurethat
helpstocommunicatetheresults.e. Identifyplannedactionstepsasaresultoftheinquiryand/oranyplansthathavealreadybeen
implemented.
II. Reflection&Plansa. Reflectontheeffectivenessofthemethodsusedforthiscycleofinquiry.b. Listresourcesneededtoimplementtherecommendationsfromthisinquiry.c. Identifyanyanticipatedtopicsofinquiryforthecomingyear.
III. EnrollmentData-Persistence&CompletionPatterns
a. Describeandanalyzepersistenceandcompletiondataforthelastacademicyear.b. Identifyanyprogramplansasaresultoftheenrollmentdataanalysis.
ual rogram i w Compo ts
10
September-October¨ Programfacultyidentifycriticalquestionsassociatedwiththecycleofinquiryforthecurrent
academicyearnolaterthanOctober31.October–June
¨ Programfacultypursuetheidentifiedcycleofinquiry.June-October
¨ Programfaculty§ PreparetheAnnualProgramReviewReportusingtheformprovided(AppendixC).§ SubmittheannualProgramReviewtotheProvostinaccordancewiththeschedulesetbyeachcampus,butnolaterthanOctober31.
October-December
¨ Provost§ Utilizestheinformationcontainedinthereportstoinformcampus-baseddiscussionsconsistentwithcampusacademicstructures,
§ Collaborateswiththeprogramstoidentifygoalsrequiringresourceallocationthataretobeincludedincampus’sprioritysettingandbudgetdevelopmentandplanningprocesses,ArchivestheAnnualProgramReviewreportsinthecampuscollectionandwithintheuniversity’sacademicrepository,managedbytheOfficeofAcademicAffairs.
§ SharesreportswiththeCouncilofChiefAcademicOfficers.
ual rogram i w titutio al ro Timeli
11
Antioch’sacademicassessmentsysteminvolvesongoingreflectionandactionensuringthequalityofstudentlearningandthedynamichealthofouracademicprograms.Accountabilityforthequalityofacademicassessmenthingesonhowwellthoseelementsareimplemented.AtAntiochweaimforqualityacademicassessmenttobeassuredthrough:1. Consistentlyhighqualityacademicassessmentprocessesuniversity-wide,2. Relevantcyclesofinquirydeterminedbyprogramfaculty,and3. Flexibilityregardinghowassessmentoversightisadministeredatthecampuslevel.
Thefollowingqualitycriteria,articulatedresponsibilities,andassociatedfeedbackrubrics(AppendixD)aredesignedtoinformthoseuniversityandcampuslevelprocesses.Thesecriteriaaredesignedtofosterconsistencyofqualitypracticesacrosstheuniversity,aswellasflexibilityastohowthecriteriaareimplemented.TheaccompanyingrubricsinAppendixDaredesignedtobeusedindiscussionwiththeProvostduringthewinterorspringterm.Theymaybeusedasformativefeedbackandalsoasaself-reflectiontoolforfacultythemselvestoexaminetheiracademicassessmentpractices.QualityCriteriaforCyclesofInquiry
• Thecriticalquestionisaddressablethroughempiricalevidenceandrelatestoprogram-levelstudentlearning.
• Multipledirectandindirectdatamethodsareusedtoexaminethecriticalquestion.• Resultsaredocumented,analyzed,andclearlydescribed.• AnnualProgramReviewidentifiesrealisticactionstepsbasedondataresultsthathavebeenorwillbe
taken.QualityCriteriaforProgram-levelStudentLearningOutcomesandtheiruse
• Describewhatastudentwillknow,do,andbelikeattheendoftheprogram.• Abletobeexaminedthroughempiricalevidence.• Alignedwithprogramcurriculum.• Associatedwithlevelsofperformance(e.g.,criteria,rubric).• Evaluatedaspartoftheacademicassessmentprocess.• Alignedwithcoreattributesandprimarysourcesofevidence.• Accessibletostudentsandfaculty.
ual rogram i w QualityCriteria&Assurance
12
AssessmentResourceTeam
• ReviewsandupdatesAcademicAssessmentManual,qualitycriteria,andresourcesonanongoingbasis.• Supportscampusacademicprogramsandassessmentprocesses.
• Makesrecommendationsregardingacademicassessmentprocessesandresourcestocampusanduniversityleadership.
UniversityOfficeofAcademicAffairs
• Supportsandcoordinatesannualandcomprehensiveprogramreviews.• DistributesannualprogramreviewformsandsupportingmaterialstotheProvosts.• Providesmeansforarchivingassessmentmaterialsandreports.
Provost
• Distributesannualprogramreviewandsupportingmaterialstoprogramfaculty.• Overseesthequalityofacademicassessmentprocessesoncampususingthequalitycriteriaabove.• Maintainsdocumentationofacademicassessmentactivities.• Facilitatesutilizationofacademicassessmentresultsforplanning,decision-making,andresource
allocation.AcademicUnitHead• Ensuresbroadfacultyinvolvement.• CoordinatesthecompletionoftheAnnualProgramReviewreport.• SubmitsthecompletedreporttotheProvost.• MeetswiththeProvostandacademicsupportstafftooperationalizegoals.• Incorporatesprogramreviewfindingsinprogramandcampusdecision-makingprocesses.
CouncilofChiefAcademicOfficers• ReceivesannualprogramreviewupdatesfromProvostsandprovidesfeedbackasappropriate.• Identifiespotentialopportunitiesforcollaborationandpartnerships.
ual rogram i w
14
B. ComprehensiveAcademicReview-Reflecting,Planning,CollaboratingTheComprehensiveAcademicReviewprocessisanopportunityforlong-rangereflection,renewal,planning,andcollaborating.Theprocessleadstoinformedactionthatenhancesstudentlearningandensuresqualityinacademicareasofstudyatuniversityandunitlevels.ThefacultyreflectonthecyclesofinquirypursuedinAnnualProgramReviewssincethepreviousComprehensiveAcademicReview,examinethesuccessesandchallengesencounteredbytheacademicprograminrecentyears,andidentifypromisinggoals.TheComprehensiveAcademicReviewprocessincludesthreemainaspects:• Self-Study• ReviewTeamSiteVisit&Report• InstitutionalResponse,Planning&Collaborating
AcademicallysimilarprogramswithinacademicareasofstudyfromacrosstheuniversityconductComprehensiveAcademicReviewsconcurrentlyeverysixyears.Facultyrepresentativesfromeachacademicprogramparticipateontheuniversity-wide,ComprehensiveAcademicReviewCommittee,convenedbytheOfficeofAcademicAffairs.Thiscommitteemeetsonaregularbasistoengageinreflectivepracticeactivities:
1. Increaseunderstandingofcommonalitiesanddifferencesacrossprograms,2. ExaminewaysinwhichtheycollectivelyfulfilltheAntiochUniversitymission,3. Developandexploresharedquestions,4. Coordinatestudentlearningoutcomeswithinandacrossacademiclevels,and5. Identifyopportunitiesforcollaboration.
TheComprehensiveAcademicReviewisembeddedinthecontextoftheAntiochUniversityAcademicAssessmentSystemframework(Figure1)andtheHigherLearningCommission’s(HLC)expectationsregardingacademicqualityandstudentlearning(AppendixE).TheSelf-StudyutilizestheProgramProfileandtheAnnualProgramReviewcyclesofinquiryasthebasisforreview,reflection,andplanning.TheoutlinebelowidentifiestherequiredcomponentsoftheComprehensiveAcademicReviewSelf-Study.
14
I. Contexta. Provideabriefhistoryofthisacademicunit,includingstartdateandsignificantevents,
partnershipsorinitiatives.b. UpdatetheprogramandacademiceffectivenessinformationintheonlineProgramProfile.
Providelinkstotheprogram’sprofilepages.
II. AnnualCyclesofInquirya. Lookingbackattheannualprogramreviewsidentifyanddescribeoverallresultsandevident
themes.b. Describehowtheprogram’sgoalsandactivitieshavesupportedtheUniversity’smission.
III. ChangesintheFieldofStudy
Identifychangesthathaveoccurredintheprogram’sfield.Considerfactorssuchasdisciplinedevelopments,technologyadvances,competitivelandscape,andtheemploymentenvironment.
IV. Developments
ExaminetheProgramProfileinlightoftheprogram’schanges,strengths,challenges,andopportunitiessincethelastcomprehensivereview.Describethefollowingareas:a. Students
i. Targetpopulationii. Admissionscriteriaiii. Admissionsenrollmentgoalsandattainmentiv. Persistenceandcompletionrates
b. Curriculum&InstructionalDesigni. Currencyinthefieldii. Studentlearningoutcomesiii. Programdeliverymodalitiesiv. Learningactivities(e.g.,courses,capstonesandotheractivitiesthatengagestudents
inknowledgecreation,researchandscholarship)v. Academicsupportservicesvi. Co-curricularandextra-curricularactivity
c. Assessmenti. Incomingstudents’preparednessforprogramii. Evidenceofachievementforallstudentlearningoutcomes.iii. Studentsatisfactioniv. TeachingEffectivenessv. Useofevidenceresultinginactionandimprovementvi. Alumnisuccess
d. Institutionalcontributioni. Fiscalii. Non-fiscal
e. Facultyi. Facultyprofile(e.g.,demographics,faculty/studentandcore/adjunctratios)ii. Accomplishments,scholarship,grantsandhonorsiii. Non-corefacultyengagement
V. Goal-settingDescriberesultsofthisself-study:a. Identifyshortandlong-termgoalsfortheprogram.Describethewaysinwhichthesegoals
contributetouniversitypriorities.
Compr i ad mi i w–ProgramS lf Stud Compo ts
14
b. Describeresourcesnecessaryforaddressingthesegoals.c. ArticulatequestionstoexplorewiththeReviewTeam.
VI. University-wideAcademicReviewCommitteeQuestions
ReportinsightsregardingquestionsidentifiedbyfacultyparticipatingintheProgramReviewCommitteeconsider:a. Relevantinformationordatagathered,b. Insightsgleaned,c. Opportunitiesforuniversitycollaboration,d. Proposedactionsteps,e. Anyotherrelevantelements.
VII. Appendices
Supportingdocumentation
14
PurposeAcriticalpartoftheComprehensiveReviewistheworkofaReviewTeamcomprisedoffacultypeers.Peerreviewisatime-honoredtraditioninAmericanhighereducation,ensuringthatfacultyretainresponsibilityforacademicquality.TheReviewTeamcontributestotheComprehensiveAcademicReviewbybringingrelevantexpertise,additionalperspectiveontheinformation,analysis,reflection,andplanningdonebytheprogram,andanaddedpointofviewregardingdevelopmentsintheprogram’sdiscipline.Thereviewteamtakesonaconsultingroleexaminingtheprogram’sstatusandengagingwithquestionstheprogramhasgeneratedasaresultoftheComprehensiveAcademicReview.
TeammembersThereviewteamiscomposedofaminimumofthreeindividuals:1)afacultymemberfromthecampusbutoutsidethedepartment,2)afacultymemberwithappropriateexpertisefromanothercampus,and3)onereviewerexternaltotheUniversity.Theexternalmemberschairsthecommittee,leadsthe1-2daysitevisit,andpreparestheReviewTeamReportwithparticipationoftheothermembers.
Theprogramisaskedtosubmitthenamesofseveralpotentialexternalreviewteammembers.ThecampusProvostchoosesandcontactsoneormorereviewersfromthelisttoassessavailabilityandexplaintheprocess.ItispossiblethattheProvostmayalsoselectotherreviewers.ThecampusProvostappointsthereviewteam,arrangesdates,andprovidesotherlogisticalsupportneeded.
Theexternalmemberreceivesanhonorariumforhisorherparticipation,whichisnegotiatedandpaidforbythecampus.Thecampuscoversallcostsofthesitevisitandshouldbudgetsufficientfundstocovertheexpensesoftransportation,food,andlodgingaswellasthehonorariumfortheexternalreviewers.GuidelinesforcalculatingProgramReviewexpensesareprovidedtothecampusesbyUniversityFinanceOfficeaspartofthebudgetdevelopmentprocessuponrequest.
TheinternalmemberofthereviewteamisfromAntiochbutfromoutsidetheprogrambeingreviewed.Theinternalreviewerisanimportantresourcetotheteambecauses/heprovidesknowledgeoftheuniversity,itsmissionanditsprograms.Theinternalmember‘sparticipationisconsideredpartofhis/herservicetocampusanduniversity,andisnotpaidinadditionforthiswork.
SiteVisitThereviewteamreadstheprogram’sself-study,whichitshouldreceiveapproximatelytwoweeksbeforethesitevisit.Thevisitistypicallytwodays,althoughthiscanvarydependingupontheprogramandtheissues/interestsbeingexplored.Thesitevisitusuallyincludesmeetingswithfacultyandstudents,examinationofsamplestudentwork,andmeetingswiththeunitheadandothermembersoftheAntiochcampusdependingontheissuesandquestionsbeingexplored.
Thechairofthereviewteamconvenestheteammemberstoidentifytheindividuals/groupsthattheteamwouldliketomeetandthenatureofdocumentsthattheteamwouldliketoreview,andshouldbeincontactwiththeprogramdirectortoarrangeforthesemeetings.Itistheresponsibilityoftheunitheadtocreateanon-campusschedulethataddressestheteam’srequests.TheunitheadmayneedtoseekthecampusProvost’sassistanceinpreparingadequatelyforthesitevisit.
Compr i ad mi i w i wTeam
14
ReviewTeamReportThereviewteamchairleadsthepreparationofthereportofthesitevisitandschedulesaphonecallormeetingwiththeunitheadandProvosttoclarifyanyquestionsthatthereviewteammaystillhave.ThereviewteamchairsubmitsthefinalizedreporttotheunitheadandcampusProvostwithin30daysofthevisit.ThisReviewTeamReportgenerallyincludesseveralaspects:• Strengths,includingreflectionofdepth,breadthandqualityofstudentlearning,relevanceof
instructionandcurrencyofcurriculum,engagementoffacultyandfacultywell-being,sufficiencyofresources,andthelike.
• Challenges,suchasadequacyandsufficiencyofresources,qualityandcurrencyofcurriculumandfaculty.
• Reflectionsaddressingthequestions/areasposedbytheprogramand/orbytheUniversity-wideProgramReviewCommittee.
• Recommendationsforimprovementinmeetingprogramandinstitutionalgoals.
14
ProgramResponseTheunitheadandProvostreceivecopiesoftheReviewTeamreport.Theprogramfacultyprepareawrittenresponsewithtwosections:1. ResponsetoReviewTeamReport
a. DescribinghowtheReviewTeamreportcontributedtothefaculty’sperspectiveontheirprogramandidentifyinganyinaccuracies.
b. PrioritizingReviewTeamrecommendationsandindicatingwhyanyrecommendedactionisunnecessary.
2. ImplementationPlana. AnynewlyestablishedgoalsasaresultoftheReviewTeamreport.b. Actionsprioritizedbytheprogram:
i. Developedasaresultoftheself-studyprocess,ii. RevisedinresponsetoReviewTeamrecommendations,andiii. Relatedtothesharedquestionsestablishedbytheuniversity-wideComprehensive
AcademicReviewCommittee.c. Timelineandprimarypersonnelresponsibleforactions.d. Budgetaryimplications.
Inpreparingtheresponse,programfacultymeetwiththeProvostandotherappropriateadministratorstoassureabroadunderstandingofprogram-basedandcampus-basedissues,andtodevelopagreementonaplanofaction,whichmayhavebudgetaryimplications,toaddresstherecommendations.FollowingthesediscussionstheprogramfacultyfinalizeandsubmittheprogramresponsetotheProvost.
CampusLeadershipResponseTheProvostpreparesaresponsetotheprogramfacultyregardingtheprogram’srecommendedgoalsandplanofaction.Theresponseshouldalsoincludeanyconcernsaboutthetimelineandtheresourcesnecessarytoachievetheplan.Theseplanofaction,alongwithbudgetaryandpersonnelcommitmentsshouldthenbefoldedintothecampus’sbudgetaryandstrategicdevelopmentprocess.
CampusExecutiveSummaryThecampusProvostpreparesanexecutivesummarythatincludestimelineandresourceallocationrecommendations,tobesharedwiththeChancellor.
UniversityAcademicReviewProcessThefullsetofmaterials,self-study,teamreport,programresponse,campusleadershipresponse,andcampusexecutivesummary,areallsubmittedbytheProvosttotheuniversityOfficeofAcademicAffairs’forinstitutionalarchiving.
TheOfficeofAcademicAffairsconvenesanothermeetingoftheUniversity-wideAcademicReviewCommitteeonceallprogramshavecompletedtheirComprehensiveAcademicReviewstomakemeaningoutofthefindingsoftheirsharedquestions.ThecommitteeprovidesasummaryofinstitutionallearningtotheUniversityAcademicCouncil.
TheUniversityAcademicCouncil(UAC)discussesthereportsandpreparesanyrecommendationsforprogramfacultytoconsider.TheUACCo-chairssharetheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUACrecommendationswiththeChancellor,UniversityLeadershipCouncil,andtheAcademicAffairsCommitteeoftheUniversityBoardofGovernors.Acopyofthesummaryandaccompanyingrecommendationsfromanyoftheleadershipgroupsaresharedwiththeprogramfaculty.
Compr i ad mi i w– titutio al po la i g Collaborati g
14
Compr i ad mi i w–Pro S p by S p
UAC
• Establishesthesix-yearschedule.
Provost • InformeachacademicunitofthescheduleforComprehensiveAcademicReview.Campustimelineisthendevelopedforthereview.
OAA • ConvenestheUniversity-wideAcademicReviewCommitteetodevelopsharedfaculty/program-initiatedquestionsorareasofinquiry(byAugust).
ProgramFaculty
• Recommendexternalreviewers;Provostsapproveandappointteam(byDecember).
• ConductandwritetheSelf-study(byFebruary).
Provost • SendsSelf-studytoReviewTeam.• SchedulesReviewTeamsitevisit(byApril).
ReviewTeam
• SubmitreporttothecampusProvostwithin30daysofsitevisit.
Provost • Distributesreporttotheprogramfaculty(byMay).
ProgramFaculty
• WritearesponseandactionplanaddressingReviewTeamReport.SubmittotheProvost.
Provost • Meetwiththeprogramleadershipandrelevantcampusadministratorstodiscusstheprogramgoalsandplanofaction,thecampusleadershipresponse,timeline,andresourceneeds.
• Incorporateactionplanintothebudgetdevelopmentandstrategicplanningprocess(byJune).
• Prepareanexecutivesummary(2-5pages).ThesummaryissharedwiththeVice-ChancellorofAcademicAffairsandCouncilofChiefAcademicOfficers.
OAA • ReconvenestheUniversity-wideAcademicReviewCommitteetoreflectuponprogramreviewreportsanddataaroundsharedquestionsortopicsofinquiry.Thecommitteedevelopsasummaryoflearningfromthereviewsandidentifiestrendsorimplicationsforuniversity-widediscussionanddecision-making(byAugust)
UAC
• Reviewsfindingsandrecommendationsfromtheuniversity-wideacademicreviewcommittee(bySeptember).
UACCo-chairs • SharetheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUACrecommendationswiththeChancellor,UniversityLeadershipCouncilandtheAcademicAffairsCommitteeoftheUniversityBoardofGovernorsasappropriate.OAA • ArchivesallComprehensiveAcademicReviewdocumentswithintheuniversity’sacademicrepository.
14
AcademicUnitHead• Coordinatethecollaborationofdepartmentalfaculty,students,staff,andothersintheprogram
reviewdatacollection,analysis,andmeaningmaking.• ForwardnamesofpotentialexternalreviewerstotheProvost.• Preparetheself-study.• Beavailableduringthesitevisitandprovideallmaterialsrequestedbythereviewteam.• ReviewanddiscusstheReviewTeamReportwithdepartmentalfacultyandother constituencies.• Prepareaprogramresponsewithin30daysofreceiptoftheReviewTeamreport,withgoalsand
recommendedplanofaction.• ParticipatesintheUniversity-wideAcademicReviewCommitteemeetings.
Provost
• Informhis/hercampusprogramsofthetimelineandinitiationoftheComprehensiveAcademicReview.
• Assisttheprogramwithresourcestosupportthereviewprocess.• Appointthereviewteammembers.• Confirmthecompletenessoftheprogram’sself-studyandreadinessfordistributiontothereview
teamandforwardcopiestoteammembersatleasttwoweekspriortothevisit.• Meetwiththereviewteamandprovidefeedbackontheself-study,theprogram’sstrengthsand
challenges,andtheinstitutionalgoalsforthedepartment.• ReceivetheReviewTeamReportanddistributestothedepartment.• Reviewtheprogram’sresponsetothereviewreport.• Meetwiththefacultyregardingtheprogram’srecommendedgoalsandplanofactionandthe
institutionalsupportfortheseitems.• Writeanexecutivesummaryfordiscussionwiththeprogramfaculty.• Presentthecampusleadershipexecutivesummary(campustrends,strengths,opportunitiesand
weaknesses)totheUniversityAcademicCouncil.• Placetheself-study,reviewteamreport,programandcampusleadershipresponse,andcampus
executivesummaryintheuniversity’sacademicrepository.ProvideupdatetotheUniversityAcademicCouncileachyearonprogressmadeoneachComprehensiveAcademicReview.
University-wideAcademicReviewCommittee
• IdentifysharedquestionsortopicsofinquiryatthebeginningoftheComprehensiveAcademicReviewyear.
• Reflectuponprogramreviewreportsanddataaroundsharedquestionsortopicsofinquiry.• Developasummaryoflearningfromthe“sister”reviews;identifysystemtrends,strengths,
opportunities,weaknesses;anddeveloprecommendationsforconsiderationbytheUAC. OfficeofAcademicAffairs
• ConveneandcoordinatetheworkoftheUniversity-wideAcademicReviewCommittee(seeabove).• Receiveandmaintainallprogramself-studies,reviewteamreports,programandcampusleadership
responses,andthecampusexecutivesummary;distributethesematerialstotheUniversity-wideProgramReviewCommittee.
• FacilitatethepresentationbythecommitteeofitsreporttotheUAC
Compr i ad mi i w–Arti ulati gt po ibiliti
14
UniversityAcademicCouncil• DiscusstheUniversity-wideProgramReviewCommittee’ssummaryoflearning.• SharetheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUAC
recommendationswiththeChancellor,UniversityLeadershipCouncilandtheAcademicAffairsCommitteeoftheUniversityBoardofGovernorsforauniversityactionplanthatcomplementscampus-basedactionplans.
UniversityLeadershipCouncil
• Discusscampusexecutivesummariesandidentifycampustrends,strengths,opportunitiesandweaknesses.
• DiscusstheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUACrecommendations
• Discussandapproveuniversityactionplans.
21
C. SpecializedReviewProgramsthatundergospecializedaccreditationreviewsbyprofessionalorganizationsorregulatoryagenciesmayutilizethereportsresultingfromthosereviewsasameanstowardpartialfulfillmentofAntioch’sComprehensiveAcademicReviewprocess.AspectsofAntioch’sComprehensiveAcademicReviewthatarenotpartofanindependentaccreditationreviewmustbeaddressedinaseparatedocumentandsubmittedwiththespecializedaccreditationreviewreport.TheViceChancellorofAcademicAffairsreviewsandauthorizesrequestsforuseofspecializedprofessionalaccreditationreviewsforthepurposeofAntioch’sComprehensiveAcademicReviewprocess.Examplesofspecializedaccreditorsarelistedbelow:
• AmericanPsychologicalAssociation• AmericanDanceTherapyAssociation• AssociationforPlayTherapy• CouncilforAccreditationofCounselingandRelatedEducationalPrograms• CommissiononAccreditationforMarriageandFamilyTherapyEducation• Nationalandstateteacherpreparationprogramregulatoryaccreditors• NorthAmericanDramaTherapyAssociation
22
IV. ASSESSMENTINFORMATIONANDDATAUTILIZATIONAntiochaspirestomakefulluseoftheinformationanddatarepresentedinFigure3forevaluationandimprovementofstudentlearningasanintegralpartoftheoverallAcademicAssessmentSystem(Figure1).PrevioussectionsofthismanualdetailtheProgramProfileandProgramReviewaspectsoftheassessmentsystem,includingassessmentresponsibilitiesofspecificprogram,campusanduniversitypersonnel.ThecolumnsinFigure3representa)informationanddatacollectedandb)thewaysinwhichthecampusanduniversityutilizethatinformationanddatafordiscussions,strategicplanning,budgeting,resourceallocation,anddecision-making.Arrowsindicatepathwaysofcommunicationregardingassessmentrelatedmatters.Arrowspointingbacktotheiroriginalboxindicatetheiterativeprocessofusingdatatoimprovetheprogramitselfanditsrelatedassessmentpractices.Double-pointedarrowssignifyareasinwhichassessmentpracticesaremutuallyinformative.Theinformationanddatautilizationpathwaysprovidefeedbackloopsforongoingimprovementofprogramsandassessmentpractices.Figure3.AssessmentInformation&DataUtilization
23
V. AppendixesA. ProgramReviewDocumentTrackingChartB. EvidenceUsefulforProgramReviewC. AnnualProgramReviewFormsD. AcademicAssessmentFeedbackRubricsE. HigherLearningCommissionCriteriaforAccreditationF. References
24
AppendixA.ProgramReviewDocumentTrackingChartAnnualProgramReview(APR)–DocumentTracking
Document WrittenBy SubmittedTo ReviewedBy
AnnualReport
Program
Provost
Provost(senttoarchives)
Overview,includingreviewofAPRprogresstowardCPRgoals
Provost
CCAO
CCAO
ComprehensiveAcademicReview(CPR)–DocumentTracking
Document
WrittenBy
SubmittedTo
Reviewed
Self-Study
Program
Provost
ReviewTeam
ReviewTeamReport ReviewTeam Provost ProgramandProvost
ProgramResponse Program Provost ProvostandCampusAdministrators
CampusLeadershipResponse
Provost
Program
Program
CampusExecutiveSummary Provost VCAA&CCAO VCAA&CCAO
AllcampusCPRdocuments
(seeabove)
OfficeofAcademicAffairs(OAA)
University-wideProgramReview
Committee(UPRC)
University-wideSummaryof
LearningUniversity-wideProgramReview
Committee
UAC
UAC
UPRCSummarywithUACRecommendations
UACCo-chairs
ULC,Chancellor,BoG
ULC,Chancellor,BoG
AllUniversity-wideCPRdocuments
(seeabove)
OAA
(senttoarchives)
25
APPENDIXB.EVIDENCEPOTENTIALLYUSEFULFORPROGRAMREVIEW2FacultyQualifications
• Academiccredentials• Nationalprominence• Qualificationsofadjuncts• Potentialforresponsetofuture
needs/opportunities
• Congruenceoffacultyqualificationswith
programneeds/goals• Facultydevelopmentopportunities
FacultyProductivity• Researchfunding• Facultypublications• Scholarlyawards• Nationalstandingofprogram• Teachingloads• Studentcredithourstaught
• DispersionoffacultyFTE• Thesesadvised,chaired• Studentssupervised• Servicecontributions• Academicoutreach• Collaborationwithotherunits/programs
Efficiency• Trendsinunitcosts• Faculty/studentFTE• Faculty/staffFTE• Studentcredithours/facultyFTE
• Revenues/studentcredithours• Operatingbudget/facultyFTE• Researchexpenditures/facultyFTE
CurricularQuality• Planningprocesses• Qualitycontrolmechanisms• Learningoutcomes• Requirementsfordegree• Congruenceofcourseswithcurriculargoals• Coursecoordination• Prerequisitepatterns• Balancebetweendepthandbreadth• Percentageofcoursesinvolvingactivelearning
• Uniformityacrossmultiplecoursesections• Availabilityofelectives• Advisingprocedures• Roleinservicecourses• Useofadjunctfaculty• Useofstudentportfolios,competencyexams,
capstonecourses• Curricularrevisionprocedures
PedagogicalQuality• Processforevaluationofteachingandadvising• Engagementincollaborativeteaching• Classsize• Pedagogicalinnovation
• Characteristicsofcoursesyllabi• Strategiesforpromotingactivelearning• Proceduresforsettingacademicstandards• Adoptionoftechnology
2BasedonWergin,J.F.(2003).Departmentsthatwork:Buildingandsustainingculturesofexcellenceinacademicprograms.SanFrancisco:Jossey-Bass.
26
APPENDIXB.EVIDENCEPOTENTIALLYUSEFULFORPROGRAMREVIEW(continued)
StudentQuality• Recruitmentstrategies• Entranceexamscores• Acceptanceratio
• Monetarysupport• Demographicdiversity
StudentProductivity• Enrollmentpatterns• Demandsonstudents• Studenteffort• Retention/graduationrates
• Degreesawarded• Timetodegree• Studentinvolvementinprogramactivities
LearningOutcomesDirect
• Evidenceofmasteryofgenericskills• Studentachievements• Accomplishmentoflearningoutcomes
• Performanceincapstoneprojects• Performanceonlicensing/certificationexams,
standardizedtestsIndirect
• Processesforevaluatinglearning• Studentcognitivedevelopment• Studentsatisfaction
• Studentplacement• Employersatisfaction• Alumnisatisfaction
AdequacyofResources• Laboratory/computerfacilities• Facultyoffices• Classrooms
• Supportstaff,numberandqualifications• Enrollmentcapacity
ContributiontoInstitutionalMission/Values/Priorities• Programmission/vision• Programdistinctiveness• Centralitytoinstitution• Relationshiptootherprograms• Socialbenefits
• Servicetocontinuingeducation• Fitwithstrategicvision• Studentdemand• Employerdemand
27
APPENDIXC.PROGRAMREVIEWFORMS
AnnualProgramReviewFormFor2016-17ONLY
PleasesubmitthiscompletedformtoyourProvostaccordingtothescheduleestablishedonyourcampus,butnolaterthanOctober31.
I. Program
a. Person/RolePreparingReportb. CampusorUnitc. Degree/Program/Concentrations
II. Updates
a. Describeanyrecentchangesasaresultoflastyear’s(2015-16)AnnualProgramReview.b. ForprogramsthathavecompletedaComprehensiveorSpecializedProgramReview,please
describeprogressonthegoalssetinthatreview.
III. CoreAttributesa. UsetheCoreAttributesSpreadsheetprovidedtomaphowyourprogram’sLearningOutcomes
andPrimarySourcesofEvidencerelatetotheCoreAttributes.SubmittheCoreAttributesSpreadsheetwiththisAnnualProgramReview.
b. Ifapplicable,describeanyrevisionsoftheLearningOutcomesorPrimarySourcesofEvidenceasaresultofmappingwiththeCoreAttributes.
IV. EnrollmentData-Persistence&CompletionPatterns
a. Describeandanalyzepersistenceandcompletiondataforthe2015-16academicyear.Forthisreport,useeitherlocallygeneratedoruniversity-provideddatawhicheverbestmeetstheneedsofyourprogram.Ifneeded,pleaserequestuniversity-provideddatabyAugust31st.DatawillbeprovidedbySeptember15,2016.
b. Identifyanyprogramplansasaresultoftheenrollmentdataanalysis.V. 2016-17CycleofInquiryPlans
AllacademicprogramsengageincyclesofinquiryasdescribedintheAcademicAssessmentSystem&ProgramReviewManual.
a. Identifythecriticalquestion(s)beinginvestigatedforthe2016-17academicyear.b. Describehowthisinquiryisrelevanttotheuniversity’smissionandtoprogram-level
studentlearningoutcomes.c. Identifythedirectandindirectdatacollectionmethodstobeused.
28
AnnualProgramReviewReport
TemplateEffective2017-18
PleasesubmitthiscompletedformtoyourProvostaccordingtothescheduleestablishedonyourcampus,butnolaterthanOctober31.
IV. ProgramIdentification
a. CampusorUnitb. Degree/Program/Concentrationsc. Person/RolePreparingReport
V. Updates
a. Describeanyrecentchangesasaresultoflastyear’sCycleofInquiryandAnnualProgramReview.
b. ForprogramsthathavecompletedaComprehensiveorSpecializedProgramReview,pleasedescribeprogressonthegoalssetinthatreview.
VI. CycleofInquiry
AllacademicprogramsengageincyclesofinquiryasdescribedintheAcademicAssessmentSystem&ProgramReviewManual.
a. Identifythecriticalquestion(s)beinginvestigatedforthisyear’scycleofinquiry.b. Describehowthisinquiryisrelevanttotheuniversity’smissionandtoprogram-levelstudent
learningoutcomes.(Notethatevidenceofassessmentforallprogram-levelstudentlearningoutcomeswillbeneededfortheprogram’scomprehensivereview.)
c. Identifythedirectandindirectdatacollectionmethodstobeused.d. Tellwhatyoulearnedasaresultofthisinquiry.Includeanyanalysis,graph,chart,orfigurethat
helpstocommunicatetheresults.e. Identifyplannedactionstepsasaresultoftheinquiryand/oranyplansthathavealreadybeen
implemented.
VII. Reflection&Plansd. Reflectontheeffectivenessofthemethodsusedforthiscycleofinquiry.e. Listresourcesneededtoimplementtherecommendationsfromthisinquiry.f. Identifyanyanticipatedtopicsofinquiryforthecomingyear.
VIII. EnrollmentData-Persistence&CompletionPatterns
c. Describeandanalyzepersistenceandcompletiondataforthelastacademicyear.d. Identifyanyprogramplansasaresultoftheenrollmentdataanalysis.
29
APPENDIXD.ACADEMICASSESSMENTFEEDBACKRUBRICSProgram
CriticalQuestion
DataCollection Direct:Indirect:
UtilizationofResults
CycleofInquiry Fully Partially Notatall
Criticalquestionisaddressablethroughempiricalevidenceandrelatestoprogram-levelstudentlearning.
Multipledirectandindirectdatamethodsareusedtoexaminethecriticalquestion.
Resultsaredocumented,analyzed,andclearlydescribed.
AnnualProgramReviewidentifiesrealisticactionstepsbasedondataresultsthathavebeenorwillbetaken.
Comments:
Program-levelStudentLearningOutcomes(SLOs)andtheiruse Fully Partially Notatall
Describewhatastudentwillknow,do,andbelikeattheendoftheprogram.
Abletobeexaminedthroughempiricalevidence.
Alignedwithprogramcurriculum.
Associatedwithlevelsofperformance(e.g.,criteria,rubric).
Evaluatedaspartoftheacademicassessmentprocess.
Alignedwithcoreattributesandprimarysourcesofevidence.
Accessibletostudentsandfaculty.
Comments:
30
APPENDIXE.HIGHERLEARNINGCOMMISSIONCRITERIA
31
32
33
34
35
36
37
