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CAFE Departmental Program Review Template I. Cover Page

Unit Information: o Unit Name (including degree programs under review) o Year Periodic Review Process Started o Name of Accreditation Agency & Last Accreditation visit (if applicable)

Submitted by: Name of appropriate designee(s) (include titles and contact information)

Submitted to: List the appropriate person(s) the report will be submitted to for approval (Dean/Provost)

Date Report is Submitted: II. Copy of the Unit Self-Study Report Checklist indicating what pages of the self-study narrative or appendix the items of the checklist are addressed and can be found. Do not remove checklist items or change checklist numbering; all items on the checklist must be addressed. III. Executive Summary

Brief overview of Unit

Brief account of self-study process

Committee member names and affiliations

Overview of progress since last self-study (attention to last Implementation Plan/current Annual Progress Reports)

Analysis of strengths and recommendations for quality enhancements (may include areas of concern) informed by the unit self-study report.

Provide list of accreditors and accreditation status for the educational unit and each of its accredited programs, be sure to include for letter(s) of accreditation and accreditor recommendations, concerns, and areas for improvement

IV. Unit Self-Study Report & Appendices: The report describes, analyzes and synthesizes information about the department/unit.. Include information for all programs in the department/unit. The appendices provide additional documentation (e.g., organizational charts, tables, reports, etc.). An electronic version of the report and supporting documentation is required for archival purposes; however, please note: UKIT’s Security Management has determined that Google Docs, Google Drive, Microsoft 365,andOneDrive are FERPA compliant. DropBox is NOT currently FERPA compliant. A. Centrality to the Institution’s Mission and Consistency with State’s Goals

(CPE Requirement from CPE User Guide 2/19/14 (Sec. A:1-3)

A.1 Explain how this department/unit and each of its programs have contributed to the institution’s mission.

A.1.1 Provide the Department’s and Programs’ Mission, Vision, and Goals, and explain how they relate to the University’s and College’s mission. (checklist item II A and IV V)

A.1.2 Provide a brief historical overview of the College’s, Department’s, and Program’s

organizational structures and accreditation (as applicable) in accordance with University governance and administration. (checklist item II B and IV AA)

A.1.3 Describe how the programs are administered (e.g., is there a program coordinator

and/or program committee? What is their role or function? How do they operate? How are appeals handled? Etc.) (checklist item IV CC)

A.1.4 Articulate the primary departmental and program strategic initiatives for the past 3

years and progress towards achieving the University and College initiatives (reference

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Unit Strategic Plan/Annual Progress Reports and/or Implementation Plan/Reports) (checklist items II D, IV CC, and IV W)

A.2 Explain how each of the programs have contributed to the economic and social welfare goals of

HB1 as delineated in the statewide postsecondary education strategic agenda – Stronger by Degrees. There should be a clear connection between the program and the state’s postsecondary education goals. The state’s strategic plan for postsecondary education focuses on four areas. Please choose which area(s) your proposed program relates to along with which policy objective(s) that your proposed program addresses. Explain the contribution(s) the program makes to these areas and policy objectives (choose one area).

College readiness–Will the program increase the number of college-ready Kentuckians entering postsecondary education? Will it increase the number of college-ready GED graduates? Will it increase the effectiveness of Kentucky’s K-12 teachers and school leaders?

Student success–Does this program increase high-quality degree production and completion rates and close achievement gaps, particularly for lower-income, underprepared, and underrepresented minority students? Does this program decrease financial barriers to college access and completion?

Research, economic, and community development--Does this program increase educational attainment and quality of life in Kentucky communities through regional stewardship, public service, and community outreach?

Efficiency and innovation--Does this program increase academic productivity through program innovations? Does this program maximize the use of postsecondary and adult education resources?

A.3 Explain how each of the programs aligns with the statewide postsecondary education strategic

implementation plan. In your answer, focus on how this program aligns with one or more action steps included in the strategic implementation plan.

A.4 Program Demand/Unnecessary Duplication (checklist items IV Y and VI BB)

A.4.1 Are there similar programs at other public institutions in Kentucky? YES NO

(A similar program is defined as a program with the same or closely related CIP code at the same degree level.) (CPE Requirement from CPE User Guide 2/19/14 Sec. C:2)

If yes, explain how curriculum is different from existing programs at Kentucky institutions or that access to these programs is limited (Programs are not considered duplicative if they serve a different student population than existing programs, or if the curriculum is distinctive from that of existing programs at other Kentucky public institutions.)

If yes, describe specific collaborative opportunities your program is pursuing, or can pursue, with these existing programs. In your explanation, describe how the collaboration will increase the effectiveness and efficiency of each program.

A.4.2 Program Uniqueness: Unique components, distinctive innovations; is the program a response to changes in the discipline or other academic necessities? How is this program different from similar programs at the University?

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B. Costs and Resources

B.1 Costs and Funding Sources

B.1.1 Department (Reference CAFE Business Center report and Annual Departmental Report)

Describe Financial Support from other university units (college, research administration, office of engagement, human resources, Development, and Alumni Affairs (checklist item VI UU) (Reference CAFE Business Center Report)

Describe extramural funding sources over the last 5 years. Details concerning grant funding found in section D.3 of this document.

Sources of Extramural Funding

Year: Year: Year: Year: Year:

Source 1: See Table below

See Table below

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Source 2: See Table below

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Source 3: See Table below

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Source 4: See Table below

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Source 5: See Table below

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B.1.2 Programs: The resource requirements and planned resources of funding of the program must be detailed in order to assess the adequacy of the resources to support a quality program. (checklist item VI SS) (Reference Annual Departmental Report, Faculty Snapshot, and PDR table 35)

Student credit hour per instructional faculty FTE for the past 5 years (Reference Instruction section of this document)

Budget summary information (including extramural funding) and adequacy (CPE Requirement from CPE PR User Guide Sec. D:1) Reference Section D (Research) of this report for more detailed information concerning grants and contracts.

Complete Budget Addendum form for Degree Programs/Educational Initiatives

B.2 Physical Capital Resources (checklist item VI TT)

B.2.1 Facilities summary information and adequacy B.2.2 Equipment (including IT capacity) summary information and adequacy

B.3 Human Capital Resources B.3.1 Personnel summary information and adequacy (including faculty and staff numbers,

salaries, demographics) (checklist item VI TT) B.3.2 Fellowships for each of the last 5 years (checklist item VIII HHH) (Reference PDR

tables 11-12)

B.3.3 External awards or other honors and recognition of the students, faculty, and/or program for each of the last 5 years (CPE requirement from CPE PR User Guide 2/19/14 Sec. B:2) (checklist item V JJ and VIII III) (Summarize aggregate data here and add full listings in the appendices)

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B.3.4 Faculty

B.3.4.1 Describe the faculty and employee recruitment and development plan for the department and programs. (checklist item IV DD)

B.3.4.2 Describe the attrition (cumulative number not tenured, resigned, retired, or

other) of the program faculty over the past three years. Discuss the expected effect on program(s) under review and other issues related to ability to retain qualified faculty (3 years review) Use of a table is recommended. (checklist item II I) (Reference PDR table 1-2)

B.3.4.3 List current number of unfilled lines and discuss current actions or plans to

fill line. Include description of “start-up” package (checklist item II J) (Reference PDR table 1-2)

B.3.4.4 Evidence of adherence to unit procedures on faculty personnel actions (e.g.,

appointment, promotion and tenuring) and budget request preparation (checklist item III R) (Use CAFE boiler plate)

The Department of _______________________ adheres to the Rules of Procedure as established and approved by the College of Agriculture, Food and Environment on May 27, 2015. The relevant rule may be found at the following link: https://administration.ca.uky.edu/sites/administration.ca.uky.edu/files/2015_cafe_rop_for_web.pdf In addition, the Department of ___________________________ maintains internal Rules of Procedure, which were revised, approved by the faculty, and implemented in __________________. (Include departmental Rules of Procedure.) (Evidence of adherence to unit procedures on departmental budget request preparation information inserted here.)

B.3.5 Postdoctoral Fellows/Scholars and Graduate Assistants B.3.5.1 Department Level GTA and GRA Information: List the salary range (hourly

rate or semester half-time contract) for GTAs and GRAs and estimate the number on fellowships for the current or most recent Fall Semester. (checklist item II K)

B.3.5.2 Describe the reasons students reject fellowships or assistantships offered

from the university, college, or department. (checklist item II L) B.3.5.3 Number of postdoctoral fellows and scholars, graduate research and

teaching assistantships for each of the last 5 years (checklist item II NN and VIII EEE)

B.3.6 Quality of collegial environment (include climate for equity and diversity) (checklist items VIII YY, VIII AAA, and X PPP) (Reference PDR tables 3, 16-18, and 25-27)

University Diversity Plan: Please indicate how the program contributes to the

University’s Diversity Plan:

• Articulate the policies in place to attract and retain students, faculty, and staff of diverse background.

• Describe goals, programs, policies, and procedures which address the dimension of diversity, and institutional climate

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The University of Kentucky is committed to diversity as a vital characteristic of an optimal education and workplace. The University maintains a firm conviction that it must strengthen the diversity of its communities, support free expression, reasoned discourse and diversity of ideas; and take into account a wide range of considerations, including but not limited to, ethnicity, race, disability, and sex, when making personnel and policy decisions. To increase diversity within the student, faculty, and staff populations, the Department of __________________________ established objectives to (1) maintain gender/racial/cultural diversity in the student body, (2) enhance gender/racial/cultural diversity in the faculty, and (3) enhance gender/racial/cultural diversity in the staff (these are samples; insert departmental objectives). To accomplish these objectives, the department implemented the following strategies: targeted recruitment of student, faculty, and staff as a significant activity; and recruitment from diverse sources (or whatever your department does to insure diversity). In addition, the College of Agriculture, Food, and Environment prioritizes the implementation of best practices for developing a diverse faculty, staff, and student body through the college strategic plan, and with leadership from of the CAFE Office of Diversity http://diversity.ca.uky.edu/. The college conducts unconscious bias training workshops to ensure equality in the faculty search process. UK human resources policy and procedure 2.0, https://www.uky.edu/hr/policies/equal-opportunity-discrimination-and-harassment , states that equal opportunities shall be provided for all persons throughout the University in recruitment, appointment, promotion, payment, training, and other employment practices.

B.4 Information Capital Resources Input from Affected Constituents (e.g.., surveys, focus groups, interviews, etc.) Information to be

gathered from accreditation visit/external reviewers and progress updates since last program review (append external review comments for accredited reviews) (checklist items VII VV and VII XX) (Reference Work-Life Survey results and quarterly reports)

• Evaluation data from faculty for each of the last 5years

• Evaluation data from staff for each of the last 5 years

B.5 Collaboration Resources B.5.1 Explanation of pursuit of collaborative opportunities with similar programs at other

Kentucky institutions and how collaboration will increase effectiveness and efficiency (CPE Requirement from CPE User Guide 2/19/14 Sec. C:2) (checklist item IV Z)

B.5.2 The SACSCOC accreditation process mandates that we “ensure the quality of

educational programs/courses offered through consortial relationships or contractual agreements and that the institution evaluates the consortial relationship and/or agreement against the purpose of the institution.” Please list any consortium or contractual relationships your department/school has with other institutions inside and/or outside of Kentucky, as well as the mechanism for evaluating the effectiveness of these relationships. (SACSCOC Requirement from The Principles of Accreditation: Foundations for Quality Enhancement Sec. 3.4.7) (checklist item II C)

C. Instruction

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C.1 Overview of current instructional program(s) and plans; describe measures of teaching effectiveness and efforts to improve (e.g., faculty development initiatives for instruction, teacher mentor programs) (checklist item VIII CCC) (PDR tables 6 and 36) Include information concerning:

Class Sizes and faculty nucleus for program instruction

Instructional Equipment

Faculty credentialing to support core/elective course offerings (CAFE boiler plate)

Internships/ independent studies/ experiential education/ co-curricular/ education abroad/ other high impact practices

C.2 Program Admission, Enrollment, Credit Hours, and Student Progression

C.2.1 Discuss Program Qualifications/Standards for incoming students, program admission (checklist item V RR)

C.2.2 Number of students enrolled, number of graduates, and credit hour production for each of the last 5 years (includes summer, fall, and spring) (credit hour production refers to the number of credit hours produced by program faculty) (checklist item IV X) (annual departmental report) (PDR tables 14 and 24) (CPE Requirement from CPE User Guide 2/19/14 Sec. C:1)

Year: 2011-2012

Year: 2012-2013

Year: 2013-2014

Year: 2014-2015

Year: 2015-2016

Majors Enrolled (Approx.)

Number of Graduates

Credit Hour Production

*Attempted credit hours generated by the department in department listed courses.

C.2.3 Note the program’s student credit hour per instructional faculty FTE for the past five

years. Definition: Instructors are selected and assigned FTE values on a term basis

according to the federal IPEDS selection criteria for Student-Teacher ratio:

i. “Instructional faculty” (faculty who are not are not Administrators nor Clinical,

Extension, or Research title series)

a. Full-time (HR personnel subareas 0001 and 0006) are FTE 1

b. Part-time (all other HR personnel subareas) are FTE 1/3

ii. All instructors who are not “instructional faculty” as defined in (1), but are Primary

Instructors for at least one course during the term

a. All are assigned FTE 1/3

Instructors are assigned to colleges and departments according to their department of

academic appointment. (checklist item IV X) (annual departmental report) (PDR tables 14

and 24)

Year:2010-

2011

Year:2011-

2012

Year:2012-

2013

Year:2013-

2014

Year:2014-

2015

Instructional FTE* (checklist item II H)

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Student credit hour per instructional faculty FTE*

*Departmental Totals. FTE is the average for Fall & Spring semester. If using an alternate definition, clearly describe how FTE was calculated.

C.2.4 Number of hours required to complete this program (not including UK core):

C.2.5 Average time and credits to degree for each of the last 5 years (checklist item V KK) (PDR tables 28 and 29) (CPE Requirement from CPE User Guide 2/19/14 Sec. B:3)

Average actual time to degree refers to the average number of years it takes for a group of students graduating from a program in a particular year to graduate from the institution. See the “time to degree” excel spreadsheet from the UK Office of Planning and Institutional Effectiveness (PIE)

Average actual credit to degree refers to the average number of credit hours earned by the group of students within the program graduating in a particular year. These credits include transfer credits and developmental education credits.

Year: 2011-2012

Year: 2012-2013

Year: 2013-2014

Year: 2014-2015

Year: 2015-2016

Average actual time to degree (in years)

Average actual credit to degree

C.3 Program Delivery and Administration

C.3.1 Describe quality of orientation, advising and other student service/development programs; Effectiveness of advising; Innovations and efforts to improve advising (checklist item V QQ)

C.3.2 Review of Distance Learning course offerings, services and outcomes to ensure compliance with best practices, SACSCOC policies, and federal rules, University Senate and college curriculum committees. (checklist item IV EE)

C.3.3 Describe flexibility of program delivery: Classes available at convenient times and in convenient formats for non-traditional students, etc. (CPE Requirement) (Refer to PDR table 7) (Use CAFE boiler plate if all programs support primarily traditional students in daytime classes, justifying the absence of evening and distance courses)

C.3.4 Identify the number of students in each program that have participated in an internship and/or co-op for each of the last 5 years (checklist item V NN) (PDR table 36) C.3.5 Student Learning Outcomes (SLO) Assessment

Briefly describe assessment results from the past 5 years and explain how these results have been used to make improvements to the program: (checklist item V GG) (include SLO assessment plans)

• State all learning outcomes of the program • Explain how outcomes were evaluated (i.e., assessment plan) • Briefly summarize the results of each SLO • Explain how assessment results have been used to make improvements to the program

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• Include Student Learning Assessment Plan and previous 5 years of SLO reports for each program in the appendix. (checklist item V HH) (CPE Requirement from CPE User Guide 2/19/14 Sec. B:1)

C.3.6 Explain the program’s measures of teaching effectiveness and what efforts to improve teaching effectiveness have been pursued based on these measures (checklist item V II) (CPE Requirement from CPE User Guide 2/19/14 Sec. B:1) C.3.7 Evidence of adherence to educational policies and procedures established through the faculty governance process, including consistency in applying policies related to grading, probation, admissions, termination (checklist item III P) (CAFE boiler plate) (SACSCOC Requirement)

The College of Agriculture, Food and Environment, including the Department of ______________________, adheres to all University Senate rules. The relevant rules, Section IV: Rules Relating to Admission to the University and Section V: Rules Relating to Attending the University, may be found at the following link:

http://www.uky.edu/Faculty/Senate/rules_regulations/index.htm

C.3.8 Evidence of consistent review and monitoring of course substitution, course equivalency credits, course transfers toward degree completion, and vetting of exceptions, degree requirements, DEW rates. (checklist item III Q) (CAFE boiler plate) (SACSCOC Requirement)

Course substitutions requested by students are reviewed by faculty members. Once approved by a faculty member, the department chair or director of undergraduate study signs the course substitution form before it is submitted to the associate dean for instruction, where the request is further vetted. Equivalency credit and course transfers are reviewed by the director of undergraduate studies, with consultation of faculty when the requests are received from the registrar. The decision is forwarded to the registrar.

Degree requirements and vetting of exceptions are reviewed by faculty. When the faculty agrees to change course requirements, a program change proposal is submitted to the college undergraduate curriculum committee for review. After this review and approval by the associate dean for academic administration, the

proposal is submitted for university approval.

C.3.9 Evidence of course scheduling and teaching assignment (checklist item III S) (PDR tables 4, 5, 7, and 23)

The faculty schedules meetings to discuss scheduling and teaching of classes. All courses required for a degree are offered during a scheduled four year plan. (At this point, many depts./programs insert the review year’s schedule of classes and teaching responsibilities.)

C.3.10 Evaluation of course grade distribution by level and discussion of strategies to monitor grade deflation/inflation. (checklist item III T) (PDR table 30)

C.3.11 Dissemination and transparency of all the above (checklist item III U)

C.4 Program Impact C.4.1 Describe the processes used to ensure currency of curriculum (industry advisory boards, pass rates on licensure or standardized exams, etc.) (checklist item V PP)

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C.4.2 Describe the student recruitment and program development plan for the department (checklist item IV DD) C.4.3 Program Contributions to undergraduate general education or UK General Education Core (checklist item IV FF) C.4.4 Quality Enhancement Plan: Beginning with the 2013-2014 Cycle: Please indicate program contribution to the goals of the QEP (Quality Enhancement Plan (Multimodal Communications Across the Discipline). (checklist item X MMM) (Reference Presentation U website, add CAFE boiler plate, copy of UK QEP in S drive PPR folder)

The University of Kentucky’s Quality Enhancement Plan (QEP) has a primary emphasis on improving student communication skills (e.g., writing, public speaking, etc.). To accomplish this major goal, the University has implemented a new Graduation Composition and Communication Requirement (GCCR), which replaces the former Graduation Writing Requirement (GWR). In addition to attaining proficiency in written communication (i.e., the old GWR), students will also be required to show competence in oral communication and information literacy in their discipline. The Department of ______________ uses (insert course and description) and (insert course and description) to accomplish the GCCR.

C.4.5 University Assessment: Describe participation and level of impact each of the following assessment activities has on student learning and program outcomes: (checklist item X OOO) (Reference University Assessment website and make boiler plate response)

Collegiate Learning Assessment (CLA)

FSSE/NSSE

Graduation Composition & Communication Requirement (GCCR)

MultiState Collaborative

UK Core Assessment

C.4.6 Post-Graduation Student Success (checklist item VLL) (PDR tables 31-33):

• Employer satisfaction with graduates as measured by surveys and/or alumni satisfaction for each of the last 5 years (use boiler plate from CAFE strategic plan if this data is not yet available) • Job Placement (Undergraduate/graduate) for each of the last 5 years if available. • Graduate school admission for each of the last 5 years. • Graduating students’ and alumni satisfaction with program (from Amanda Saha survey data). (CPE Requirement from CPE User Guide 2/19/14 Sec. B:4a, 4b, 5a, 5b)

Year: 2013-2014 Year: 2014-

2015

Year: 2015-

2016 Number of graduating students who sought employment

Percentage of students who sought employment

Number of graduating students who gained employment

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Percentage of graduating students who gained employment

Type of Job: Percentage of students employed that type

Year: 2012-2013

Year: 2013-2014

Year: 2014-2015

Year: 2015-2016

Type of Job:

Type of Job:

Year:

2011-

2012

Year:

2012-

2013

Year:

2013-

2014

Year:

2014-

2015

Year:

2015-

2016 Percentage of students finding employment in area of geographic responsibility

Percentage of students finding employment in Kentucky

Percentage of students finding employment outside of Kentucky

Year: 2013-

2014

Year: 2014-

2015

Year: 2015-

2016

Number of graduating students who sought graduate school admission

Percentage of graduating students who sought graduate school admission

Number of graduating students who attained graduate school admission

Percentage of graduating students who attained graduate school admission

Does this program lead to licensure or certification? If yes, then include students’ pass rates on licensure/certification exams.

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Pass rates on licensure/Certification (if applicable) for each of the last 5 years (checklist item V MM) (PDR table 34) (CPE Requirement from CPE User Guide 2/19/14 Sec. B:6)

Name of Exam: Year: Year: Year: Year: Year:

Pass Rate N/A N/A N/A N/A N/A

D. Research

D.1 Unit Faculty Research (checklist item II M, VIII GGG, and VIII DDD) • Overview of current research program and plans over the last 5 years • Number of research FTE faculty for each of the last 5 years (reference departmental annual report) • Summary of research programs by topic over the last 5 years • Describe primary faculty contributions to the 3-4 strongest research and creative areas in the department. (checklist item II G) (reference PDR table 2 and appendix of faculty CVs)

D.2 Student involvement in research and Initiatives over the last 5 years (checklist item V OO):

• Graduate Students and Undergraduate Student publications and Presentations • Student Honors and Recognition (CPE Requirement from CPE User Guide 2/19/14 Sec. B:2)

D.3 List of internal and external grants and contracts for the period of review, including funding amounts for each of the last 5 years (Reference OSPA report) (Indicate internal vs external) (Use aggregate data in table below, and reference detail list in appendices) (checklist item VIII FFF and II O)

Data Source: OSPA

Department Year: 2012

Year: 2013 Year: 2014

Year: 2015

Year: 2016

Governmental/Federal

Governmental/State:

Government/Other:

Industrial/Trade:

Foundation:

Other:

Primary Total:

Collaborative Total:

D.4 Publications (such as books, book chapters, refereed journal articles, non-refereed articles, reviews) for each of the last 5 years (checklist item VIII JJJ) (List aggregate data here and reference faculty CVs in appendix)

D.6 Patents, Licensing Agreements, and Entrepreneurship activities for over the past 5 years.

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E. Service/Extension

E.1 Describe primary faculty contribution to service at the department level that has enhanced college and university strategic initiatives (checklist item II H) (Reference annual departmental report and KERS)

E.2 Summary of Quantity and quality of outreach and community service; Interrelationship of public service with research and other aspects of the program; Nature and quality of service to the University and discipline. (checklist item IX KKK, IX LLL) (Reference annual departmental report, KERS, and PDR table 2) (CPE Requirement from CPE User Guide Sec. A:2)

• Extension programs by topic • county-level programs • youth programs • community-based programs and training • Extension publications and videos • Number of Success Stories • Number of clientele served; programs and training opportunities • Number of FTE extension faculty and extension specialists • Evidence of public service activities such as congressional testimony, service on boards

E.3 Community Engagement: Describe program contribution to the University’s Carnegie Report on Community Engagement specific to developing new and enhancing existing university-community partnerships among students, faculty, staff, and community members and organizations. (checklist item X NNN)

F. Additional Information

Please use this section to provide any additional information that will help to clarify data provided above, or that explains the importance of this program to your campus or community.

G. Appendices

Include supporting materials with full details of aggregate data included in the document (e.g., awards, honors, grants, publications, CVs)