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7/27/2019 Butler Program Review Guidelines
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Butler University
Academic Program Review
Academic Assessment CommitteeOctober 2008
I. Purposes of Academic Program Review
Program review is integral to assessment and the academic planning process at thedepartmental, college and university levels. The program review process is intended toimprove the quality of the academic programs offered by Butler. It is also intended to
provide an organized opportunity for faculty to reflect on educational practices andreview the role of their program in the context of the programs offered by their collegeand the University.
The review process can be organized in many ways. However, any effective reviewprocess must be organized to fulfill the primary purpose and goals of the program. Thepurpose and goals of program should, in turn, be shaped by the primary challengesconfronting the institution. The program review process at the Butler should support thestrategic themes articulated by the Presidents vision as stated in his Dare to Leadstrategic plan (see last page of this document). Ultimately, program review offers an
opportunity to reflect on institutional priorities and to support the strategic direction ofthe University.
As such, the primary goals for program review at Butler are to:
1. Enhance the resources and quality of academic programs at Butler byassessing program strengths and challenges;
2. Align academic program needs and campus priorities with the planning and
budgeting processes; and
3. Ensure that program priorities are consistent with the Universitys missionand strategic directions, particularly the priorities identified in theDare toLeadstrategic plan.
I d dd h l h i B l ill b d f
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Attachment I identifies the specific data elements that comprise the StatisticalOverview. The database is available to all departments and is updated on an
annual basis.
The Statistical Overview is intended to help departments and colleges makeinformed decisions about academic programs. The creation of the StatisticalOverview does not suggest the reduction of institutional decision makingprocesses to the simplistic use of quantitative data. Instead, both quantitative andqualitative information are integral to the review process. Decisions about thefuture of academic programs must be informed by a variety of information and
guided by institutional vision and values.
The Office of Institutional Research and Assessment will assume leadership indata reporting for the Statistical Overview. This document will constitute theofficial quantitative information used by units in the program review process.Department heads and deans are expected to assist OIRA in the collection and
reporting of academic program data according to the timetables and instructions
provided by the Provosts Office. All participants in the program review processare responsible for ensuring the validity, reliability and comparability of the data.Similarly, all parties are expected to cooperate in correcting erroneousinformation. Disagreements on specific data elements should be reconciled asearly as possible in the review process.
B. The Program Review Cycle
Every academic program offered by the University will be reviewed once within aseven-year cycle (or five-years for accredited programs on a five-year cycle).
Attachment II provides the schedule for the review of academic programs atButler within the five-year cycle. The Universitys program review cycle shouldbe aligned with the cycles of program accrediting agencies. While theUniversitys program review process and accreditation reviews have differentpurposes, they are sufficiently similar to warrant completion of both within thesame time frame. Thus, the cycle of program reviews at the University may be
aligned with departmental accreditation reviews, to the extent possible.
C. Criteria for the Review of Academic Degree Programs
Each academic program will be reviewed at the departmental level according tothe seven criteria listed below and detailed in Section II:
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4. Interdisciplinary and multidisciplinary activities
5. Recruitment and placement of students
6. Resource management
7. Strengths and weaknesses of the program
Reviews of programs will not be limited to the statistical information outlined inthe Statistical Overview, but should include information from other sources, such
as student learning outcomes assessment data, evaluations and recommendationsfrom accreditation reports, and data from post-collegiate surveys administered bythe department or by the Office of Institutional Research and Assessment.Additional information that relates to these criteria and that are meaningful andappropriate for the program may be developed by each department or college.The program review process should strive for an appropriate balance of
quantitative and qualitative information about the programs under review.
D. Rationale for the Program Review
The preparation of the program review document serves a number of veryimportant purposes for the department, the college and the University.
1. The program review can help improve the effectiveness of a program byclarifying its goals, assessing goal achievement, reviewing program resources,
identifying concerns, and introducing needed changes.
2. The program review can provide an effective orientation to the program andits activities for new faculty hires, administrators and external entities.
3. The program review can stimulate the review of policies, practices,procedures and records and, thereby, help improve its operations.
4. By assessing performance and resources, the program review can helparticulate its needs and justify its requests for program enhancements.
5. Conversely, the program review can help the University develop a better senseof a colleges programs and make more informed decisions on curricularproposals, budget requests, and long-term planning.
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follows the format described in Section II of this document.
E. Preparing for the Program Review
The process of preparing the program review document should generally includethe following:
1. The program organizes the preparation of the program review document bydefining tasks, establishing work groups, assigning tasks and resources toaccomplish them, orienting the faculty involved, setting timelines, and
establishing coordination and communication. All program faculty must beconsulted and given the opportunity to provide meaningful input to thedevelopment of the program review document. In the best of circumstances,the program review document will be developed by the faculty through a fullyparticipatory process under the guidance of the department head.
2. The program gathers data relevant to the program review process. Existinginformation drawn from previous accreditation reports, program reviews, orAnnual Assessment Reports that describe student learning outcomes(Attachment III) should also be included, as relevant.
3. The program should work with the Office of Institutional Research andAssessment, its Deans office, and other areas of the University, asappropriate, in compiling and analyzing data relevant to the program reviewdocument.
F. The Program Review Schedule
Each academic year, the Universitys program review process will follow the generalschedule and procedures outlined below:
1. Department/program heads will be asked to attend a University AssessmentCommittee meeting early in the spring termprior to the program review year to
discuss the program review process. They will be given an updated copy of theProgram Review Guidelines, which includes the Program Review FeedbackForm (Attachment IV).
2. The department/program will submit a draft version of its 25-page narrativereview to the colleges Associate Dean who, as a representative of the UAC, will
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3. Upon completion of the program review process, and after the external
evaluators visit, the department/program head will meet with the UAC to presentthe final version of the program review report. The purpose of this meeting is todiscuss the program review process, not qualitative indices, including thefollowing:
a. Broad involvement of the faculty throughout the reviewb. Use of specific and general quantitative data to describe your program
(sources of data include departmentally developed data, the Statistical
Overview, and data from the Institutional Data Profile)c. Role of the external reviewd. Next steps planned for the programe. Recommendations to the UAC about the program review process
4. A copy of the final report must be submitted electronically to the chair of theUniversity Assessment Committee, who will share the report with the Provost andwith members of the UAC. A copy of the external reviewers report must
accompany the document given to the UAC.
5. The process of developing recommendations for the programs under review willbe determined by the Provost in conjunction with Dean of the college.
G. The External Reviewer
1. The role of the external reviewer is to provide an unbiased review of theprogram. External reviewers will be chosen by the department/program head inconjunction with the Deans office. Funds for paying reasonable expenses relatedto an external review are available from the Office of Institutional Research andAssessment (not to exceed $1500 total for travel expenses and/or stipend).
2. The associate dean of each college will forward the following guidelines to allexternal reviewers prior to their visit.
The external reviewers final report should address the following:a. Overall quality of the Program Review documentb. Evidence of student learningc. Evidence of quality in students work (such as portfolios or other projects)d. Report from meetings with the dean, groups of students, alumni, and faculty
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II. Format and Guidelines for Preparing the Program Review Document
The program review should be reflective of those years since the last program review wasconducted. The program review narrative should be organized according to the following
outline and be no longer than 25 single-spaced pages, excluding appendices. Please respondto each question, using tables or bullets when appropriate, keeping in mind that thedocuments emphasis should be on analysis and evaluation rather than description.
Introduction
Prepare an introductory paragraph describing your program. Please include in thisoverview your program's mission, its purpose in your college as well as theuniversity, the number of faculty, the number of support staff, and the number ofmajors.
A. Program Goals and Directions
1. Briefly discuss the relationship of your program to the Universitys missionstatement (see Appendix A) and to the strategic themes outlined in theDare to Leaddocument (see Appendix B). Describe how your program has advanced theobjectives outlined inDare to Lead.
2. Briefly outline the programs goals and aspirations for the next five years anddiscuss the progress made on the goals suggested in the programs previousprogram review. [Do not include goals that will be covered in Section G, which
ask for goals that address challenges identified by this program review.]
B. Faculty
1. Faculty Activities that Support Program Goals
a. Discuss faculty governance issues in your program, such as participation instrategic planning, annual performance reviews, and curricular reviews.
b. Describe the state of advising in your program as well as the steps you'vetaken to assess and improve it.
c. Assess general qualifications and specific competencies, if appropriate,manifested by faculty that directly support the fulfillment of your programsstudent learning outcomes.
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activities (i.e., sabbaticals, workshops or other training attended on- or off-campus, etc.) and the number of faculty who have participated.
c. Summarize faculty accomplishments in the areas of teaching/advising,research/creativity, and service to Butler and to the profession. If possible, createa table indicating the types of activities and the number of occurrences thatfaculty have participated.
d. Append a 1-2 page vitae for each faculty member that outlines her/hisaccomplishments over the past 5 years.
3. Faculty Development
a. What additional resources for faculty development, such as travel funds,technology, library resources, space, etc., do you need to support your goals asoutlined in Section A-2? Please be specific in your description with numbers offaculty that may require each activity; use a table, if helpful.
b. If you need additional full-time or adjunct faculty to support programmatic
goals, describe the need and provide statistical data to support it (e.g., growth inenrollment, SCH, TCH, etc. See Section F-1)
c. Summarize the effectiveness of efforts to recruit and retain faculty fromunderrepresented groups and summarize the effectiveness of these efforts.
C. The Curriculum and its Impact on Students
1. Present the rationale for the content and structure of the curricula (e.g., numberingand sequencing).
2. Attach the most recent Annual Assessment Report showing your programsstudent learning outcomes and how they were assessed. Explain how the resultshave been used to improve the curriculum and its delivery to students.
3. Describe the educational, professional, and career goals possible for the studentswho choose this major.
4. Describe how students are engaged in research, inquiry processes, and/or creativeendeavors in their field and the opportunities they have to interact with faculty inthe pursuit of research and/or creative activities.
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D. Interdisciplinary and Multidisciplinary Activities
1. Describe efforts by your program and its faculty to participate in andcontribute to interdisciplinary and multidisciplinary activities at Butler.Identify by faculty member the assignment of faculty time to these activities.
2. Identify all cross-listed courses offered by faculty in the program since the lastprogram review.
E. Recruitment and Placement
1. Summarize the effectiveness of efforts your program has taken to recruit andretain students, including underrepresented groups.
2. Describe current employer demand and post-graduate study opportunities forgraduates of your program.
F. Resource Management
1. Since your last program review, analyze the trends in your programsproductivity indicators such as the number of student credit hours taken,teaching credits taught, number of majors, number of minors, freshman tosophomore retention rate, graduation rate, job placement, and graduate school
placement. These data may be found in the Statistical Overview and in theInstitutional Data Profile (both available online at www.butler.edu/oir).
2. Evaluate staff (not faculty) support devoted to meeting the instructionalrequirements of your program.
3. Evaluate the facilities, equipment and supplies devoted to meeting theinstructional needs of your program.
4. Evaluate library resources and information technology available to supportyour program.
G. Summary
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APPENDIX A
Butler University Mission & Goals
Butlers mission is to provide the highest quality of liberal and professional
education and to integrate the liberal arts with professional education, by creating
and fostering a stimulating intellectual community built upon interactive dialogue
and inquiry among faculty, staff and students.
Butler University is committed:
1. to providing the highest quality of teaching and to achieving the highest ideals ofstudent learning, which include clear and effective communication, appreciationof beauty, and a commitment to lifelong learning, community service, and globalawareness.
2. to being a national university which serves students from other regions and othercountries, while recognizing its special responsibility to serve the undergraduateand graduate students of Indiana and the Midwest.
3. to being a residential campus, one on which both academic and non-academicaspects of student life receive important attention.
4. to recruiting and sustaining practicing scholars and professionals dedicated tointellectual self-renewal for the benefit of their students.
5. to cultivating an awareness and understanding of other cultures in its curriculumand to promoting cultural and ethnic diversity of its faculty and its students.
6. to providing intellectual, cultural, and artistic opportunities and leadership to
Indianapolis and the surrounding areas.
7. to providing opportunities and lifelong support to its alumni in recognition of theirspecial relationship to the institution.
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A. Faculty 2003-04 2004-05 2005-06 2006-07 2007-08
Tenured
Tenure Track
Non-TT
Total FT
Total with Terminal Degree
Part-time Headcount
Part-time FTE
Total FTE in Dept.
B. Number of Majors, Fall Term 2003-04 2004-05 2005-06 2006-07 2007-08
Undergraduate
Freshman
SophomoreJunior
Senior
Total
Graduate
Masters/Ed. Specialist
Other (Non-Degree)
Total
First Professional
Total
TOTAL
ATTACHMENT I
DEPARTMENT NAME5-YEAR STATISTICAL OVERVIEW
AY 2003 - 2007
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C. Student Credit Hours-Fall & Spring 2003-04 2004-05 2005-06 2006-07 2007-08
Lower Division
Upper Division
Graduate
First Professional
Total
UG SCH as %
of Total UG SCH
Grad SCH as %
of Total Grad SCH
D. GPA by Class, End of Year 2003-04 2004-05 2005-06 2006-07 2007-08
Undergraduate
Freshman
Sophomore
Junior
Senior
Total
Graduate
Masters/Ed. Specialist
Other (Non-Degree)
Total
E. Test Scores of
First-Time Freshmen 2003-04 2004-05 2005-06 2006-07 2007-08
Average ACT
Average SAT
Average Class Rank
F. Degrees Conferred* 2003-04 2004-05 2005-06 2006-07 2007-08
Baccalaureate
Masters/Ed. Specialist
First Professional
*All degrees conferred include second majors
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Attachment II
Program Review Schedule(as of November 21, 2008)
2004-05: Classics (submitted 5/05)
English (postponed to 2007-08)
Physics (submitted 5/05)COE: METL (submitted 5/05)
School Counseling (submitted 5/05)
2005-06: Communication Studies (postponed, submitted 5/07)
Chemistry (submitted 9/06)Psychology (submitted 9/06)
JCFA: Arts Administration (submitted 9/06)
Media Arts (submitted 6/06)COE: Physical Education (submitted 5/06)
EPPSP (submitted 7/07)
2006-07: Journalism (submitted 10/08)
History and Anthropology (postponed to 2008-09)
Computer Science (postponed to 2008-09)
Honors Program (submitted 5/07)JCFA: Dance (submitted 12/07)
2007-08: Biological Sciences (in progress as of 7/08)
English (submitted 11/07)Modern Languages, Literatures and Cultures (postponed to 2009-10)
Political Science (postponed to 2008-09)JCFA: Theatre (submitted 6/08)
2008-09: Biological Sciences (in progress as of 7/08)Computer Science and Software Engineering
History and Anthropology
Journalism (submitted 12/08)
SociologyPhilosophy and Religion
Political Science
2009 10 CBA U d d t P
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2010-11: ClassicsPhysics
Science, Technology and Society
COPHS: PAJCFA: Arts Administration
JCFA: Media Arts
2011-12: Chemistry
International Studies
Psychology
COE: Early/Middle ChildhoodMiddle/Secondary
EPPSP
METLPhysical Education
School Counseling
COPHS: Pharmacy-PMDPharmacy-Masters
JCFA: Dance
2012-13: Communication StudiesEnglish
JCFA: Theatre
2013-14: Biological Sciences
Computer Science and Software Engineering
2014-15: CBA: Undergraduate Program
CBA: MBACBA: MPAcc
History and Anthropology
Journalism
2015-16: Philosophy and Religion
Sociology
2016-17: Mathematics and Actuarial Science
Modern Languages, Literature and Culture
Political Science
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1
ATTACHMENT III
ANNUAL ASSESSMENT REPORT FOR 2007-08
Due October 1 each year
Department/Program:
Date Submitted:
Authors: (Please list everyone involved in your departments annual assessment review.)
Departmental Student
Learning Outcome
(SLO)
For each SLO, list two methodologies and the criteria for successful performance (such as a
measurement, rubric or scale that indicates a baseline for competency).
Term
Assessed
(F07 or S08)
Methodology 1 Criteria for Success Methodology 2 Criteria for Success
1.2.3.4.
1. FindingsSummarize the findings from the assessment activities for each SLO that was assessed. Identify the SLO # and append
supporting documentation such as rubrics, scales, pass rates, test scores, or other measurements used to assess each SLO.
2. Use of ResultsWhat programmatic changes, if any, were made in response to the findings? Reference the SLO #.
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2
3. What support services or resources for faculty would help your department assess its SLOs better?
4. What revisions, if any, to current SLOs did you make or are under consideration?
5. Map each of your programs SLOs to the University Learning Outcomes. Make annual updates only if your SLOs changed. For example:
Butler University students will:
1. Explore various ways of knowing in the humanities, social and natural sciences, quantitative and analytic reasoning, and creative arts. (Know)2.
Articulate and apply required content knowledge within their area(s) of study. (Know)3. Find, understand, analyze, synthesize, evaluate and use information, employing technology as appropriate. (Know)
4. Explore a variety of cultures. (Know)5. Recognize the relationship between the natural world and broader societal issues. (Know)6. Communicate clearly and effectively. (Do)7. Demonstrate collaborative behavior with others. (Do)8. Practice ways and means of physical well-being. (Do)9. Acquire the skills to make informed, rational and ethical choices. (Do)10. Appreciate diverse cultures, ethnicities, religions and sexual orientations. (Value)11. Share their talents with Butler and the greater community at large. (Value)12. Be exposed to the value of lifelong learning. (Value)
Department Learning Outcomes: Butler University Learning Outcomes
1 2 3 4 5 6 7 8 9 10 11 12
SLO 1 X X
SLO 2 X X
SLO 3 X X
SLO 4 X
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3
6a. Map each of your programs SLOs to the curriculum in which the learning occurs, indicating the extent to which the outcome is
introduced (I) or refined (R). Make annual updates only if your SLOs changed.
For example:
SLO 1 SLO 2 SLO 3 SLO 4
Course 185 ICourse 218 I
Course 219 I
Course 245 RCourse 265
Course 301 R R I
Course 303 I ICourse 313 R R
Etc.
6b. Learning/developmental opportunities for students outside the classroomIf any SLO was addressed outside the classroom, explain
where and how the learning/developmental opportunities were provided to students in your program? (i.e., internships, field experiences,
visiting lectures, collaborative projects, and other creative ideas you may have employed.)
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 1
Topic Excellent Adequate Needs Improvement Comments
Introduction Overview is succinct (lessthan one page in length)
and informative regarding
programs size and scope
Programs purpose/mission is clear, including
its relationship within the
mission of the college
Introduction describes theprogram with more detail
than necessary (longer
than 1 page)
Introduction includes theprograms mission but is
unclear about its purpose
within its college
Introduction omits eitherprograms mission or
programs purpose within
the college
Program description isabsent, weak or lacked
quantitative data about the
programA. Goals and Directions Goals/Directions outline
Universitys mission and
current strategic plan
themes; describe how the
programs mission and
activities further the
Universitys mission
States very explicit goalsfor next five years,
described how goals from
previous review have
been/not been met
Goals/Directions mentionhow programs mission
furthers University
mission but doesnt make
connection as clear
States goals for next fiveyears, or described how
goals from previous year
have been met, but not
both in a meaningful way
Goals/Directions omitsUniversity mission, and/or
own mission, making the
connection unclear
Five-year goals areomitted and/or goals from
previous years have not
been addressed
B. Faculty Faculty governance issuesare fully and accurately
described.
The state of advising isfully and accurately
described.
Faculty qualifications andspecific competencies arefully and accurately
described.
Faculty governance issuesare described.
The state of advising isdescribed.
Faculty qualifications andspecific competencies aredescribed.
Faculty governance issuesare poorly described or
absent.
The state of advising ispoorly described or absent.
Faculty qualifications andspecific competencies arepoorly described or absent.
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 2
Topic Excellent Adequate Needs Improvement Comments
B. Faculty (cont) Mentoring and evaluationprocesses for junior
faculty are fully and
accurately described.
Evaluation anddevelopmental strategies
for tenured faculty are
fully and accuratelydescribed.
Faculty accomplishmentsare fully and accurately
described.
Faculty vitae outliningaccomplishments over the
past 5 years are fully andaccurately described.
Additional resources tosupport goals are fully and
accurately described.
Efforts to recruit andretain faculty fromunderrepresented groups
are fully and accurately
described.
Mentoring and evaluationprocesses for junior
faculty are described.
Evaluation anddevelopmental strategies
for tenured faculty are
described.
Faculty accomplishmentsare described.
Faculty vitae outliningaccomplishments over the
past 5 years are described.
Additional resources tosupport goals are
described.
Efforts to recruit andretain faculty fromunderrepresented groups
are described.
Mentoring and evaluationprocesses for junior
faculty are poorly
described or absent.
Evaluation anddevelopmental strategies
for tenured faculty are
poorly described or absent.
Faculty accomplishmentsare poorly described or
absent.
Faculty vitae outliningaccomplishments over the
past 5 years are poorlydescribed or absent.
Additional resources tosupport goals are poorly
described or absent.
Efforts to recruit andretain faculty from under-represented groups are
poorly described or absent.
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 3
Topic Excellent Adequate Needs Improvement Comments
C. Curriculum and Impacton Students
Structure and content ofcurricula are clearly
explained.
AAR includes learningoutcomes and assessment
measures which are clearly
explained.
Explanation of howmeasurements were used
to improve curriculum &
delivery are clearly
outlined.
Educational, professional& career goals of students
are clearly stated.
Students engagement inresearch, inquiry &
creative pursuits are
clearly explained, along w/
interaction w/faculty
relating thereto.
Problems involvingcurriculum and related
resolutions are clearlyexplained.
Structure and content ofcurricula is addressed.
Annual AssessmentReport includes learning
outcomes and/or
assessment measures.
Explanation of howmeasurements were used
to improve curriculum &
delivery are present.
Educational, professional& career goals of students
are addressed.
Students engagement inresearch, inquiry &
creative pursuits are
addressed along with
interaction w/faculty
relating thereto.
Problems involvingcurriculum and related
resolutions are addressed.
Structure and content ofcurricula is absent.
Annual AssessmentReport does not address
learning outcomes and/or
assessment measures
Explanation of howmeasurements were used
to improve curriculum &
delivery are absent.
Educational, professional& career goals of students
are absent
Students engagement inresearch, inquiry &
creative pursuits are absent
and/or interaction w/
faculty.
Problems involvingcurriculum and related
resolutions are absent.
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 4
Topic Excellent Adequate Needs Improvement Comments
C. Curriculum and Impacton Students (cont)
Departmentscontributions to BUs core
curriculum, service
instruction, and/or Honors
Program are clearly
explained.
Departmentscontributions to BUs core
curriculum, service
instruction, and/or Honors
Program are addressed.
Departmentscontributions to BUs core
curriculum, service
instruction, and/or Honors
Program are absent.
D. Interdisciplinary and
Multidisciplinary
Activities
Multidisciplinarity is the act
of joining together two or
more disciplines without
integration.
Interdisciplinarity is most
often used in educationalcircles when researchers
from two or more disciplines
pool their approaches and
modify them so that they are
better suited to the problem
at hand, including the case
of the team-taught course
where students are required
to understand a given
subject in terms of multiple
traditional disciplines.
Departments/program'sinterdisciplinary and
multidisciplinary activitiesover the past 5-7 years are
described in depth, with a
clear delineation between
the two. Provided
sufficient detail to serve as
a model for other areas.
Cited all cross-listed/team-taught courses offered by
the department/program
over the past 5-7 years,
while providing enough
information to permit
understanding andreplication by interested
readers.
Departments /program'sinterdisciplinary and
multidisciplinary activitiesover the past 5-7 years are
described briefly, with a
clear delineation between
the two.
Cited all cross-listed/team-taught courses offered by
the department/program
over the past 5-7 years,
while providing brief
descriptors.
Department's/program'sinterdisciplinary and
multidisciplinary activitiesover the past 5-7 years are
not provided; or provided
insufficient detail for
comprehension by an
interested reader; or failed
to understand the
distinction between
interdisciplinarity and
multidisciplinarity.
Failed to cite cross-listed/team-taught courses
offered by the
department/program over
the past 5-7 years; or
merely listed course titles
without providing anyadditional identifying
information.
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 5
Topic Excellent Adequate Needs Improvement Comments
E. Recruitment andPlacement of Students
Summarizes the approach,activities, and specific
results of student
recruiting efforts since last
program review noting
effectiveness in attracting
underrepresented groups
of students. Makes
appropriate comparisonsto peer institutions or
national statistics.
Summarizes the approach,activities, and specific
results of student
placement efforts.
Compares results to peer
institutions or nationalstatistics for similar
programs. Also includes
specifics of particular
individual successes
Provides a mechanicalsummary of activities and
results but fails to place
the results in the
appropriate context so that
the reader can judge the
effectiveness of the
efforts.
Provides a mechanicalsummary of placement
efforts and results but fails
to place these results in the
appropriate context so that
the reader can judge theeffectiveness of the
efforts.
Describes mostly intent orphilosophy of recruitment
efforts, but fails to give
summary of efforts and
results of recruiting efforts
since last program review.
Mostly makes excuses.
Lists a few success storieswith regard to student
placement, but provides no
overall summary and fails
to cite any objective data
or make appropriatecomparisons.
F. Resource Management Provides informativesummary analysis of
program productivity
indicators, notingsignificant trends and
possible reasons for such.
Provides sound rationalefor current staffing and/or
future recommendations,
relating such to SLOs
Provides summary ofproductivity without
pointing out unusual
trends or reasons for them
Notes the adequacy orinadequacy of current
staffing levels
Provides statistics onlywithout meaningful
analysis or omits
altogether
Merely lists the staffpositions in the
department/area or omits
altogether
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Attachment IV
Program Review Feedback FormProgram Name: Date:
University Assessment Committee 6
Topic Excellent Adequate Needs Improvement Comments
F. Resource Management(cont)
Summarizes all physicalequipment needs ands
supplies, noting any
deficiencies and how they
affect SLOs
Provides summaryanalysis of library
holdings, notingspecifically how
deficiencies, if any, affect
SLOs and how
recommendations made
would address such
deficiencies
Provides summary ofcurrent equipment, etc.,
but doesnt tie it to SLOs
Provides summary oflibrary holdings with some
recommendations
Lists only perceivedequipment deficiencies or
omits altogether
Includes a table of alllibrary holdings or omits
altogether
G. Summary Strengths and challengesinclude references to
student learning
Challenges exhibit moredepth than resource
shortages and include
challenges for the program
faculty
Action plan is visionary,showing evidence that theprogram is aiming for a
higher level
Strengths and challengesare identified, but dont
relate to student learning
Challenges are little morethan resource driven
Action planaccommodates theprograms challenges, but
does not move it to a
higher level
Strengths and challengesare identified
Challenges are all resourcedriven
There is no action planthat addresses thechallenges that face the
program