Periodic Program Review for Academics Affirming Excellence in Education LaMont Rouse Executive Director of Assessment, Accreditation & Compliance

Goals of the Presentation ■ How the review process works ■ Review of the Process & Guidelines ■ Preparing Your Area Review Binder ■ Gathering Evidence of Success ■ Questions and Answers

Purpose of Program Review ■ Formally report on all goals and objectives ■ Gather evidence to support your accomplishments ■ Identify opportunities for the future ■ Create a shared vision with your team ■ Affirm what you do

Why Have Program Review ■ Middle States wants “clear and compelling evidence” of a system of self improvement ■ It shows accountability to other primary constituents: Board of Trustees, parents, students, Cedar Crest Alumni, regional employers, etc. ■ Proves that we are committed to excellence

Program Review Process (Simplified Version) ■ Completed copies go to the Office of Assessment and the Assessment Committee; ■ The Office of Assessment & the Assessment Committee provides feedback; ■ The final version of the review document is then sent to the Provost who will then affirm the conclusions, etc. ■ Suggestions that have budgetary impacts are then built into future budgeting cycles

Time Line ■ Program review process is initiated by the Provost in September. ■ Academic Programs under review are orientated to the process in September/October ■ Collect information from October – December ■ Build your report from January – March ■ Submit your report on or before April 1st

Time Line ■ Interview with the assessment committee occurs in April/May ■ Assessment committee affirms your report and recommendations to the Provost by May 30 th. ■ The Provost produces a short report to the President and Board of Trustees during the summer. ■ Suggestions that have an impact on the budget are included in the upcoming year’s fiscal planning model.

Section 1: Mission, SLOs & Curriculum Map ■ Include in the binder the current mission statement. -- Long mission statements are usually wrong mission statements ■ State clearly the 4 to 6 student learning outcomes for the program. ■ Provide a curriculum map for all programs. ■ Briefly describe how the program aligns to the College and its liberal arts curriculum.

Section 2: Description of the Academic Program & Syllabi ■ Catalogue description of the program. ■ Provide sample syllabi for each required course (optional for other courses) ■ Provide syllabi for all capstone (or capstone-like) courses ■ List all courses in the course catalog that have not been offered in the last three years.

Section 3: Assessment of Student Learning ■ Using your last 3 to 4 assessment reports, provide data for each student learning outcome from these reports. ■ Closing the Loop with the Data * In bullet format, describe any modifications you’ve made because of the data. ■ What lessons have been learned?

Section 3: Assessment of Student Learning ■ If you have it, please provide any relevant data on graduates or alumni (survey data, etc) ■ Provide a representative list of all internships and other forms of experiential learning. ■ A representative list of student research and presentations/publications

Section 4: Rubrics, Other Tools & Final Exams ■ Provide copies of all widely used rubrics ■ If there are other tools, like checklists, please either describe it or add it to the collection ■ A sampling of final exams identified by the course.

Section 5: Statistical Data ■ Work with Institutional Research with the Enrollment headcount and declared first and second majors. ■ # of full-time faculty ■ % of Sections taught by full-time faculty ■ List any sites for courses other than the main campus. ■ % of core courses that demonstrate rigor in reading and writing requirements.

Section 6: Discussion of Trends ■ (3 to 5 pages) provide a narrative explanation of the significant trends in any of the above. ■ If the program has low enrollment (n<10), then provide some specific recommendations for improving headcount. (How can Cedar Crest help you?)

Section 7: Financial Analysis ■ Simplified model is being introduced by the CFO. ■ Institutions should not be motivated by profit, but they should be motivated to be sound stewards of scarce resources.

Section 8: Faculty ■ Roster of all full-time faculty and the courses they’ve taught in the last three years ■ Provide updated CVs ■ Provide updated CVs for all adjunct faculty teaching longer than 7 years ■ A sampling of other adjunct faculty ■ Summary statement of faculty composition and how it might meet best practices

Section 9: Students ■ Between 3 to 5 pages ■ Describe the students using data and tables. ■ Provide any survey data gathered from students ■ List any student-related groups

Section 10: Degree Requirements ■ Provide the latest degree requirement sheet ■ List any admissions requirements to your program ■ If necessary, discuss any possible changes that might be introduced.

Section 11: Nontraditional Courses/Weekend College ■ Provide a list and categorization of any course delivered online, hybrid, accelerated, etc. ■ List any LVAIC and/or OCICU courses taken by students for program requirements ■ If you have specific assessment procedures used in these courses, please state them in this section.

Section 12: Accreditation and Professional Associations ■ Specify professional accreditation organizations to which the program may be subject (e.g., NCATE, CSWE, NASPA, etc). For each accreditation organization, list the last date(s) of their visit.

Section 13: Administrative Unit Support ■ 2 to 3 pages or as needed ■ Provide feedback on the level of support provided by administrative units that support the program, including IT, Registrar’s Office, Admissions, Marketing, Provost’s Office, Library, Academic Services, and Student Affairs, as relevant.

Section 14: Summary and Recommendations ■ Summarize the main elements included in the current review and curricular (and other related) changes proposed as a consequence of this review.

Section 15: Additional Resources Requested ■ Indicate what new resources are needed over the next three years ■ Link resources to strengthening the program, student learning outcomes, teaching & learning

Working Tips ■ Divide the Labor (this should be a team exercise) ■ Work smart ■ Hold internal monthly update meetings ■ Find consensus when identifying needs and resources

Contact Information: LaMont Rouse