Academic Assessment System & Program Review Manual · E. Academic Assessment System In recognition of the interconnected nature of academic assessment, institutional metrics, and

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............................

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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.

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• 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

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• 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.

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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

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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

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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.

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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?

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• 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.

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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

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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

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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.

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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.

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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.

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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

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b. Describeresourcesnecessaryforaddressingthesegoals.c. ArticulatequestionstoexplorewiththeReviewTeam.

VI. University-wideAcademicReviewCommitteeQuestions

ReportinsightsregardingquestionsidentifiedbyfacultyparticipatingintheProgramReviewCommitteeconsider:a. Relevantinformationordatagathered,b. Insightsgleaned,c. Opportunitiesforuniversitycollaboration,d. Proposedactionsteps,e. Anyotherrelevantelements.

VII. Appendices

Supportingdocumentation

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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

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ReviewTeamReportThereviewteamchairleadsthepreparationofthereportofthesitevisitandschedulesaphonecallormeetingwiththeunitheadandProvosttoclarifyanyquestionsthatthereviewteammaystillhave.ThereviewteamchairsubmitsthefinalizedreporttotheunitheadandcampusProvostwithin30daysofthevisit.ThisReviewTeamReportgenerallyincludesseveralaspects:• Strengths,includingreflectionofdepth,breadthandqualityofstudentlearning,relevanceof

instructionandcurrencyofcurriculum,engagementoffacultyandfacultywell-being,sufficiencyofresources,andthelike.

• Challenges,suchasadequacyandsufficiencyofresources,qualityandcurrencyofcurriculumandfaculty.

• Reflectionsaddressingthequestions/areasposedbytheprogramand/orbytheUniversity-wideProgramReviewCommittee.

• Recommendationsforimprovementinmeetingprogramandinstitutionalgoals.

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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

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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.

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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

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UniversityAcademicCouncil• DiscusstheUniversity-wideProgramReviewCommittee’ssummaryoflearning.• SharetheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUAC

recommendationswiththeChancellor,UniversityLeadershipCouncilandtheAcademicAffairsCommitteeoftheUniversityBoardofGovernorsforauniversityactionplanthatcomplementscampus-basedactionplans.

UniversityLeadershipCouncil

• Discusscampusexecutivesummariesandidentifycampustrends,strengths,opportunitiesandweaknesses.

• DiscusstheUniversity-wideAcademicReviewCommitteesummaryandanyassociatedUACrecommendations

• Discussandapproveuniversityactionplans.

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C. SpecializedReviewProgramsthatundergospecializedaccreditationreviewsbyprofessionalorganizationsorregulatoryagenciesmayutilizethereportsresultingfromthosereviewsasameanstowardpartialfulfillmentofAntioch’sComprehensiveAcademicReviewprocess.AspectsofAntioch’sComprehensiveAcademicReviewthatarenotpartofanindependentaccreditationreviewmustbeaddressedinaseparatedocumentandsubmittedwiththespecializedaccreditationreviewreport.TheViceChancellorofAcademicAffairsreviewsandauthorizesrequestsforuseofspecializedprofessionalaccreditationreviewsforthepurposeofAntioch’sComprehensiveAcademicReviewprocess.Examplesofspecializedaccreditorsarelistedbelow:

• AmericanPsychologicalAssociation• AmericanDanceTherapyAssociation• AssociationforPlayTherapy• CouncilforAccreditationofCounselingandRelatedEducationalPrograms• CommissiononAccreditationforMarriageandFamilyTherapyEducation• Nationalandstateteacherpreparationprogramregulatoryaccreditors• NorthAmericanDramaTherapyAssociation

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IV. ASSESSMENTINFORMATIONANDDATAUTILIZATIONAntiochaspirestomakefulluseoftheinformationanddatarepresentedinFigure3forevaluationandimprovementofstudentlearningasanintegralpartoftheoverallAcademicAssessmentSystem(Figure1).PrevioussectionsofthismanualdetailtheProgramProfileandProgramReviewaspectsoftheassessmentsystem,includingassessmentresponsibilitiesofspecificprogram,campusanduniversitypersonnel.ThecolumnsinFigure3representa)informationanddatacollectedandb)thewaysinwhichthecampusanduniversityutilizethatinformationanddatafordiscussions,strategicplanning,budgeting,resourceallocation,anddecision-making.Arrowsindicatepathwaysofcommunicationregardingassessmentrelatedmatters.Arrowspointingbacktotheiroriginalboxindicatetheiterativeprocessofusingdatatoimprovetheprogramitselfanditsrelatedassessmentpractices.Double-pointedarrowssignifyareasinwhichassessmentpracticesaremutuallyinformative.Theinformationanddatautilizationpathwaysprovidefeedbackloopsforongoingimprovementofprogramsandassessmentpractices.Figure3.AssessmentInformation&DataUtilization

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V. AppendixesA. ProgramReviewDocumentTrackingChartB. EvidenceUsefulforProgramReviewC. AnnualProgramReviewFormsD. AcademicAssessmentFeedbackRubricsE. HigherLearningCommissionCriteriaforAccreditationF. References

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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)

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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.

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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

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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.

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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.

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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:

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APPENDIXE.HIGHERLEARNINGCOMMISSIONCRITERIA

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