Introduction - Lake Erie College · Web viewThis procedure manual has been developed in accordance with Section 3.3.2.3 of the Lake Erie College Faculty Handbook (adopted 23 October

Educational Planning and Policies Committee (EPP) Procedure Manual1

1Approved February 20181

Introduction

This procedure manual has been developed in accordance with Section 3.3.2.3 of the Lake Erie College Faculty Handbook (adopted 23 October 2010). The purpose of this manual is to describe the standard operating procedures of the Educational Planning and Policies (EPP) committee in order to provide continuity of function and philosophy, despite annual changes in the composition of the committee members. Furthermore, this manual fulfills the general committee obligation noted in Section 3.3.2.3 of the Faculty Handbook to “establish and publish procedures and forms appropriate for the conduct of committee business.”

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Table of ContentsIntroduction......................................................................................................................2Basis of EPP Membership & Functions............................................................................4

General Faculty Committee Business..........................................................................4General Faculty Committee Service & Leadership.......................................................5EPP Committee Purpose..............................................................................................5EPP Committee Membership.......................................................................................6EPP Committee Functions...........................................................................................6

EPP Procedures...............................................................................................................7Introduction or Modification of Academic Programs.....................................................7Changes in the Academic Calendar.............................................................................8Standardization of Credit Hours & Course Requirements............................................8Program Review.........................................................................................................10

Purpose and Rationale...........................................................................................10Process...................................................................................................................10Timeline..................................................................................................................12

Appendix 1 – Definitions................................................................................................13Appendix 2 – Forms.......................................................................................................15

Academic Program Introduction (API) Form...............................................................15Academic Program Modification (APM) Form............................................................16Special Topics Course (STC) Form............................................................................21Academic Program Review: Report Template............................................................24Academic Program Review: Scoring Rubric...............................................................40Academic Program Review: Scoring Rubric Tally Sheet............................................48Appendix 3 – Communications...................................................................................51

Appendix 4 – Frequently Asked Questions....................................................................52

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Basis of EPP Membership & Functions

General Faculty Committee Business(Section 3.3.2.3)

The role of Faculty Senate committees is to make final recommendations to the Vice President for Academic Affairs on issues arising within the scope of the delegated authority. However, the full Faculty Senate may revise the recommendations of any committee through a resolution passed by majority vote at a regular meeting duly convened. Unless otherwise indicated in subsequent sections, all committees shall:

• Meet on a regular basis no less than once per semester and as needed during recesses and the summer months to conduct committee business;

• Receive proposals for decisions within the delegated authority of the committee and formulate a recommendation that is supported by a majority or more than one recommendation, in the event there is no majority support;

• Establish and publish procedures and forms appropriate for the conduct of committee business;

• Report on committee recommendations to the Faculty Senate; recommendations reported by a committee on any matters within its authority shall be final, unless the Faculty Senate shall pass a resolution to the contrary by majority vote at a regular meeting duly convened;

• Keep regular minutes of committee meetings and decisions, and forward one copy to the Vice President for Academic Affairs for official record keeping; committee minutes shall be available to any faculty member upon request (Note: A detailed report of each EPP meeting will be available to all faculty member electronically on the college server, i.e., LEO); and

• Consult with the Vice President for Academic Affairs to develop and update annually a procedure manual for the work of the committee, including appropriate forms, to be made available to any faculty member upon request.

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General Faculty Committee Service & Leadership(Section 3.3.2.4)

Unless otherwise indicated, the term of service on a committee is two years for each member, beginning on May 15 and extending through two academic years. Terms of service shall be staggered so that approximately half of the committee will consist of new members in each year. A faculty member is not eligible to serve a second consecutive term on any permanent committee (with the exception of the Institutional Review Board) and is not eligible to serve on two permanent committees in any given year, except in unusual circumstances as defined by the Faculty Senate President.

The committee chair shall be selected during the final meeting of the committee prior to May 15 from among the returning members; the chair shall serve from May 15 through the following academic year. The responsibility of the chair shall be to assure that the functions of the committee are carried out in a fair, professional, and equitable manner. The responsibility for keeping minutes of committee business may be performed by the chair or delegated to one of the committee members. With the exception of the Executive Committee, committees may select additional officers from among their members as necessary to perform their obligations.

If a committee member becomes unable to complete his or her term of service, the Executive Committee of the Senate shall appoint a replacement from eligible members of the ad hoc pool until the next regularly scheduled committee elections. The replacement member may be re-elected to serve an additional full term subsequently, for a total of no more than four years including the year(s) of replacement service.

The Faculty Handbook describes the purpose, membership, and functions of EPP as follows:

EPP Committee Purpose(Section 3.8)

The primary responsibility of the Educational Planning and Policies Committee (EPP) is to assist the VPAA to develop, maintain, and promote excellent academic programs consistent with the mission of the College.

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EPP Committee Membership(Section 3.8.1)

Membership shall consist of five academic faculty members, at least two of whom shall be a full time tenured academic faculty member. The committee must contain at least one member representing each of the four Divisions. The Vice President for Academic Affairs (or designate) and the Registrar shall serve as ex officio on this Committee. The Vice President for Academic Affairs may also invite one person not affiliated with the College to serve ex officio on this committee where that person’s professional expertise will be beneficial to the deliberations of the committee.

EPP Committee Functions(Section 3.8.2)

The functions of the Educational Planning and Policies Committee are to:

1) Make recommendations to the Vice President for Academic Affairs regarding the addition or deletion of courses, curriculum requirements, programs, majors, or degrees;

2) Make recommendations to the Vice President for Academic Affairs regarding revisions to the academic calendar at least 18 months prior to the start of the academic year;

3) Recommend revisions to the Vice President for Academic Affairs regarding the standardization of credit hours and course requirements; and

4) Establish and implement a regular process to assess the viability of all programs, including but not limited to enrollment, student learning outcomes, faculty resources, and finances; and recommend appropriate action to the Vice President for Academic Affairs.

In conducting its business, the Committee may invite the advice of others within and outside the College community.

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EPP Procedures

This section describes the specific steps, and necessary information, used by EPP to meet the functional requirements set forth in Section 3.8.2 of the Lake Erie College Faculty Handbook.

Introduction or Modification of Academic Programs

First, based on the order presented in the faculty handbook, EPP “make(s) recommendations to the Vice President for Academic Affairs regarding the addition or deletion of courses, curriculum requirements, programs, majors, or degrees.” The formal process that leads to these recommendations is outlined below with respect to: 1) introduction of new academic programs, and 2) changes in existing academic programs.

Note: a “new academic program” is any combination of courses and/or requirements that leads to a degree, major, minor, concentration, or licensure that does not currently exist in the LEC curriculum, i.e., academic catalog. Alternatively, an “existing academic program” does currently exist in the LEC curriculum. See the definitions of “academic program” and “new academic component”. (Appendix 1) Proposals that serve only to introduce a new course to the curriculum that does not address one or more specific requirements of an existing or new academic program should be proposed as a special topics course. Please see the FAQ section for details.

1. Submission of Proposals• Proposals for new academic programs should be completed using the “Academic

Program Introduction Form” (API form, Appendix 2). Proposals to modify existing academic programs should be completed using the “Academic Program Modification Form” (APM form, Appendix 2).

• Completed API and APM forms should be submitted, hardcopy or electronic copy, to the EPP secretary.

2. Review of Proposals• Completed API/APM forms will be evaluated as expeditiously as possible during

regularly scheduled, i.e., monthly EPP meetings.• Ideally, but not necessarily, the review will occur at the next regularly scheduled

EPP meeting following submission of the API/APM form.• The viability and merits of all proposed programs will be evaluated, per the Faculty

Handbook, based on all of the following, but not limited to, enrollment, student learning outcomes, faculty resources, and finances. From that evaluation, recommendations (see below) will be forwarded to the VPAA.

3. EPP Recommendations• “Approved” – the proposal is acceptable, as written. The proposal will be

forwarded, as written, to the VPAA for his/her final approval. If approved by the

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VPAA, the proposal becomes a part of the Lake Erie College curriculum. The proposal will be effectively immediately and published as soon as practical by the College Registrar to the online version of the Lake Erie College Academic Catalog. Note: for any given curriculum change to be published in the next academic year’s hardcopy catalog, the proposal for that change must be received by EPP on or before 15 March of the preceding academic year.

• “Approved with modifications” – the proposal is acceptable provided the modifications attached to the proposal form are implemented. The author of the proposal will be contacted prior to the publishing of the proposal described above to confirm the acceptability of the proposed changes. Note: without the modifications, the proposal is not acceptable.

• “Not approved” – the proposal is not acceptable. The reason(s) for lack of acceptability will be attached to the proposal form, and the proposal will be returned to the person who submitted the proposal.

• “Proposal Incomplete” - further information is needed before the proposal will be considered. The proposal will be returned to the person who submitted the proposal for clarification.

Changes in the Academic Calendar

Second, EPP “makes recommendations to the Vice President for Academic Affairs regarding revisions to the academic calendar at least 18 months prior to the start of the academic year." Proposals to alter the academic calendar should be submitted using the API or APM, as appropriate.

Standardization of Credit Hours & Course Requirements

Third, EPP “recommends revisions to the Vice President for Academic Affairs regarding the standardization of credit hours and course requirements." A brief description of the basic standards for 100- to 500-level courses is provided below. Proposals to standardize credit hours and/or course requirements should be submitted to EPP for consideration using either the Academic Program Introduction Form (API) or the Academic Program Modification (APM) form, as appropriate.

This information is provided to help clarify and standardize the general guidelines for the structure, organization, and level of difficulty/sophistication for 100-, 200-, 300-, 400-, and 500-level courses. There is no expectation for absolute uniformity with these guidelines, and the specific needs of any given school/program will likely require some flexibility. Nevertheless, some basic assumptions and expectations are provided below.

100-level courses are those with introductory/basic difficulty. They have no prerequisites. They either define basic concepts and terminology of a discipline, or are general survey courses. It is assumed that students taking these courses will possess

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1) writing skills sufficient to compose definitions, paragraphs, or essays where appropriate, and 2) reading skills sufficient to comprehend college-level material in textbook and monograph form. If these skills are not present, then completion of remedial work should be a prerequisite.

200-level courses are those with intermediate difficulty. They have 100-level course prerequisites. They are specific to particular areas or fields within a discipline. It is assumed that students taking these courses 1) will have completed a course in expository writing, i.e., EN 101 or an equivalent; 2) will possess general college-level skills in reading, writing, and quantitative methods; 3) will be acquainted with the basic language, terminology, and methodology of the subject itself; and 4) will be at a stage of understanding, in the given subject, where they can progress towards some significant conclusions, experiments, or explorations. It is expected that students in these courses 1) can proceed at a reasonable pace without encountering basic difficulties or problems in comprehension; 2) can cope with assignments involving reading and comprehension of a specific amount of material, and can prepare organized papers; 3) will accomplish a substantial amount of work, e.g., study a number of books or work through a comprehensive textbook, write a number of papers, or demonstrate an in-depth knowledge of the material covered.

300-level courses are those with advanced difficulty. They have direct or indirect 100- and 200-level courses prerequisites. They are taken by majors and upper-division students, are often considered to be courses “within the major”, and are offered for students clearly interested and qualified in a subject. It is assumed that students taking these courses are at ease and comfortable in the field, and that they have acquired an adequate general knowledge in the area to pursue some study in depth with the proper methodological tools. It is expected that students taking these courses 1) have the ability to do research, and obtain relevant information in the field through the proper use of libraries; 2) are fluent in the language of the field and can both read and assimilate relevant information; 3) are able to combine the results of research into cohesive statements; and 4) are able to produce some substantial work, e.g., a paper of “term-paper” length, or a creative or experimental project.

400-level courses are those with advanced, upper-division difficulty. They have direct or indirect 100-, 200-, and 300-level prerequisites. They are often considered to be capstone courses of a major and are offered for students clearly interested and qualified in a subject, and also nearing completion of their degrees. It is assumed that students taking these courses 1) will have completed a substantial amount of previous work, including courses at the 300-level; and 2) will have the capacity to work independently under the guidance/supervision of an instructor. It is expected that students taking these courses will complete a research project/paper.

500-level courses are graduate-level courses. It is necessary that students taking these courses 1) will have completed a bachelor’s degree; 2) be admitted into one of the graduate programs at the College; and 3) have the capacity to work independently under the guidance/supervision of an instructor.

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Program Review

Fourth, and last, EPP “establishes and implements a regular process to assess the viability of all programs, including but not limited to enrollment, student learning outcomes, faculty resources, and finances; and recommends appropriate action to the Vice President for Academic Affairs.” Hereafter the assessment described above will be referred to as “program review”. The formal process that leads to these recommendations is outlined below.

Purpose and Rationale

• The purpose of the program review is to develop a collaborative process to identify and support the core strengths of Lake Erie College, consistent with the institutional mission, characteristics, and strategic directions, and to guide academic priorities based upon the evaluation of academic programs. This includes the periodic review of all academic programs at Lake Erie College that lead to an undergraduate major or minor, or a graduate degree. Evaluation is based on scoring, using a consistent set of criteria that are intended to characterize the nature and quality of the academic programs of Lake Erie College.

• The process was developed with an eye toward strong correlation between overall scores received by academic programs and the prioritization categories to which the programs would be assigned. The scores generated by these reviews are expected to reflect a consensus building process that will begin with a comparison of ratings, given to the various subcategories within five program evaluation criteria, i.e., mission & strategic direction, demand, quality, revenues, and potential. Examination of these ratings and discussions among the review teams will lead to a consensus rating for the evaluation criteria.

Process

• Dean’s Report – An overview of each of the academic Schools within the Office of Academic Affairs, i.e., School of Arts, Humanities, & Social Sciences; School of Business; School of Education & Professional Studies; School of Equine Studies; and School of Natural Sciences & Mathematics, will be submitted by the respective Dean of each School. These reports will provide an overall description of the School and will include important information about the school that may not be specifically evaluated in the Program Review process. For example, school personnel descriptions are important in understanding context, but are not typically meant to be evaluated in the review process.

• Program Report – A representative, or representatives, from within the faculty of individual programs will be assigned by the Dean of the appropriate School to complete a formal report describing each program under review. A general template

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for the program reports can be found in Appendix 2. At the time when an individual program is under review, the Office of Academic Affairs will provide necessary data for the completion of the report. The representatives will be asked to provide explanatory text for each section of the report, including specific text for each of the criteria contained therein, in the context of their discipline, and the individual program.

• Scoring of Program Reports – Each individual program report will be reviewed and scored three times using the “Academic Program Review – Scoring Rubric” (Appendix 2): 1) by the Deans of the Schools in which the program is housed and 2) by EPP. The specific item scores generated within each major component of the program review, i.e., mission & strategic direction, demand, program quality, revenues, and potential, will then be tallied and averaged by major component on the “Academic Program Review – Scoring Rubric Tally Sheet”, for a maximum score per major component of 4.0 (Appendix 2). Final program scores will be generated by each review team as a weighted average of these three consensus ratings for the five program evaluation criteria with weights equal to 20% for mission & strategic direction, 25% for demand, 35% for quality, 0% for revenues (until full data available), and 20% for potential. Thus, the total maximum program score is 4.0 points per review. For a specific program, a final overall program score will be calculated from the scores of each of the three reviews as follows: [Dean Score + 2(EPP Score)]/3.

• Comments on Program Reports – The Deans and EPP will have the opportunity to provide written comments concerning the various aspects of the program reports. Such comments, ideally, will point out things such as instances when demand for a particular major is very high, but demand for a specific option (e.g., concentration) in that same major is extremely low; or, instances when a specific option in a given major is extremely expensive when compared to other options in that major; and so forth. These comments are not intended to be a primary consideration in the scoring of programs, or in the prioritization process of programs (described below). Rather, the intent is for these comments to provide context for these steps, in a similar fashion to the School reports described above.

• Prioritization of Program Reports – EPP will use the overall program scores for each individual program, and the other contextual information provided by the faculty teams and Deans, to assign a program to one or more of the following categories:

• Enhance – programs assigned to this category are those generally receiving high overall program scores. Investment in these programs should be a priority to strengthen the academic performance of the college.

• Maintain – programs assigned to this category are those generally receiving medium to high overall program scores. Continued support of these programs, at or near their current resource allocation, is central to maintaining the academic performance of the college.

• Review – programs assigned to this category are those generally receiving medium to low overall program scores. Programs in this category contribute to the academic quality of the college, but curricular reorganization and/or changes in

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resource allocation are required for long-term viability or contribution of these programs.

• Restructure – programs assigned to this category are those receiving low overall program scores. Restructuring or eliminating these programs may permit the redistribution of resources to other programs and/or may enhance the academic performance of the college.

• Revisit – programs assigned to this category will generally be those which have been recently implemented or restructured and therefore will not be able to be adequately assessed at this time, but have potential to contribute to the academic performance of the college. A careful review of these programs will be conducted within the next 3 years.

Timeline

October 1 – EPP notify area Deans November 15 – Academic Affairs to provide statistical data to programs under review March 1 – Programs send report to area Dean, EPP Secretary, and Coordinator of

Academic Initiatives March 15 – Area Dean evaluates program using rubric on Taskstream May 1 – EPP evaluates programs and sends final report to VPAA

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Appendix 1 – Definitions

1) Academic Program – any combination of courses and/or requirements leading to a degree, major, minor, concentration, or licensure.

2) Degree – an award to a student from the Lake Erie College Board of Directors, under the authority of both the Ohio Board of Regents and the Higher Learning Commission, and with recommendation of the Faculty Senate, as official recognition of the completion of a prescribed course of study following matriculation (e.g., Bachelor of Science, Bachelor of Arts, etc.). Note: degree candidates must take 32 of their last 36 credit hours at Lake Erie College. Effective with the beginning of the 2015-16 academic year, the number of credit hours necessary for the award a degree from Lake Erie College is 120 hours, and.

3) Major – A cohesive combination of courses including introductory, intermediate, and advanced coursework that designates a student’s primary area of undergraduate study (e.g., Business Administration, Mathematics, etc.). Note: within any major a maximum of 64 credit hours may be from any single subject designator, e.g., AT, BA, ED, MT, etc. Further, a minimum of 20 credit hours of the major field must be completed at Lake Erie College.

4) Minor – A coordinated grouping of courses beyond a student’s major which provides a coherent body of knowledge in either a particular discipline or in an interdisciplinary cluster which might help the future graduate in terms of further postgraduate education and employment. Note: a minor requires16 to 20 credit hours, and a minimum of 50% of the minor must be completed at Lake Erie College.

5) Concentration – A coordinated grouping of courses within a major representing a sub-specialization or emphasis within a major field available for students majoring in that discipline (e.g., Major: Biology, Concentration: Pre-Physical Therapy). Note: a concentration requires16 to 20 credit hours forming a coherent body of knowledge in a particular discipline or interdisciplinary cluster, and a minimum of 50% of the concentration must be completed at Lake Erie College.

6) Core Requirements – A set of courses, or specific requirements, as defined by an individual school or the college, that are a required component of a student’s academic program (e.g., General Education Requirements).

7) Course – a unique combination of title, course number, credit hours, and other course attributes that may include, but are not necessarily limited to, terms offered, cross-listed courses, contact hours, pre- or co-requisites, credit type, and level (e.g., MT 211 - Calculus & Analytical Geometry II, 4SH).

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8) New Academic Component – a program, degree, major, concentration, core requirement, or course, as defined above, which is not part of the current Lake Erie College Academic Catalog.

9) Existing Academic Component – a program, degree, major, concentration, core requirement, or course, as defined above, which is part of the current Lake Erie College Academic Catalog.

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Appendix 2 – Forms

Academic Program Introduction (API) Form

The API form is to be used to propose the addition of a new academic program to the curriculum of Lake Erie College, i.e., one that does not already exist within the LEC curriculum. An academic program is any combination of courses and/or requirements that leads to a degree, major, minor, or concentration. See the definitions of “academic program” and “new academic component” in Appendix 1 of the EPP Procedure Manual. All sections must be completed prior to review of the proposal by EPP. That is, failure to provide any requested information will result in the proposal being sent back to the author of the proposal without review. Please note that specific instructions are included within the form. If additional pages are necessary, then please attach them to the form.

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LAKE ERIE COLLEGEEPP - ACADEMIC PROGRAM INTRODUCTION (API) FORM

————————————————————————————————————General Instructions

• This form is to be used to propose the addition of a new academic program to the curriculum of Lake Erie College, i.e., one that does not already exist within the LEC curriculum.

• An academic program is any combination of courses and/or requirements that leads to a degree, major, minor, or concentration. See the definitions of “academic program” and “new academic component” in Appendix 1 of the EPP Procedure Manual.

• All sections must be completed prior to review of the proposal by EPP. That is, failure to provide any requested information will result in the proposal being sent back to the author of the proposal without review. Please note that specific instructions are included below.

• If additional pages are necessary, then please attach them to this form.

————————————————————————————————————1. Name/Title of Program

List the brief name/title by which the Program can easily be identified (e.g., Immunology, Medieval History).

2. Program Level Define the level of the Program, i.e., Graduate, Undergraduate, or Other. If “Other”, then define what is meant.

3. Program Degree If applicable, list the degree that will awarded to student graduating from the Program (i.e, Bachelor of Art/Science).

4. Description of the Program Provide summary text how the Program should be described in the published materials i.e., LEC Academic Catalog and website.

5. Vision Fit Describe how the Program fits within the Lake Erie College Vision, as approved by the LEC Board of Directors.

Approved: January 2018 EPP API Form Page 1

LAKE ERIE COLLEGEEPP - ACADEMIC PROGRAM INTRODUCTION (API) FORM


6. Market Research Describe the market research that has been conducted with respect to the Program. Please include any available objective, quantitative data related to projected/actual student interest in the Program, post-graduation employment opportunities associated with the Program)

7. Existing Resources Describe the financial, infrastructural, permanent/consumable equipment, and personnel resources that are necessary to implement/maintain the Program that are in place currently.

8. Needed Resources Describe the financial, infrastructural, permanent/consumable equipment, and/or personnel resources that are necessary to implement/maintain the Program that are NOT in place currently, i.e., resources that will need to be acquired.

9. Program Implementation Describe the sequential steps, after internal curricular approvals, necessary to implement the Program (e.g., construction/renovation of buildings; acquisition of funds/equipment; faculty/staff/administrative hires; local/state/regional/program-specific accreditation, etc.).

10. Curriculum Description Describe, in detail, the curriculum of the Program (e.g., course titles and descriptions, including the level, i.e., 100-, 200-, 300-, 400-, 500-level, and number of credit hours associated with each course; pre- and co-requisites; sequencing/cycling of courses; etc.). NOTE - The Registrar will assign all course numbers for new courses.

11. Assessment Methods Describe the course and programmatic assessment methods that will be used for the purposes of programmatic (if applicable) and institutional accreditation.



FACULTY SPONSORSHIP

All proposals submitted to EPP must be presented or co-sponsored by a full-time member of the Lake Erie College academic faculty.

Submitted by:_______________________________________________

Faculty Co-Sponsor:__________________________________________(if required)Date:_________

ADMINISTRATIVE AUTHORIZATION

All proposals submitted to EPP must be signed/approved by the Dean of the School under which the proposed program will reside (if more than one area, then each respective dean must be a signatory to this document).

Dean Approval: _____________________________________________

Date:_________

FACULTY AUTHORIZATION

All faculty members of the program area(s) have been given a copy/copies of the proposal and been solicited for their comments.

Faculty Signatures(E-mails may be attached in lieu of signatures)Support the proposal: Do not support the proposal:

_______________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________


EPP COMMITTEE ACTION

□ Approved □ Approved with modification (see attached)

□ Not Approved (see attached) □ Proposal incomplete (returned to source)

Signed:Educational Planning & Policies DateCommittee Chair

V.P. for Academic Affairs Date


Registrar ’ s Office Use :

New Course Number Assigned: ________________________________

New Major Code: ______________________________________________

New Minor Code: ______________________________________________

New Concentration Code: ______________________________________

□ Updated RE □ Updated AV □ Updated Catalog □ Updated Web Catalog

Academic Program Modification (APM) Form

The APM form is to be used to propose changes to existing academic programs, or components thereof, which are currently part of the published curriculum of Lake Erie College. All sections must be completed prior to review of the proposal by EPP. That is, failure to provide any requested information will result in the proposal being sent back to the author of the proposal without review. Please note that specific instructions are included within the form. If additional pages are necessary, then please attach them to this form.

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LAKE ERIE COLLEGEEPP - ACADEMIC PROGRAM MODIFICATION (APM) FORM————————————————————————————————————General Instructions• This form is to be used to propose changes to existing academic

programs, or components thereof, which are currently part of the published curriculum of Lake Erie College.


• If additional pages are necessary, then please attach it/them to this form and indicated to which section(s) the attached page(s) refer(s).

————————————————————————————————————1. Action(s) Being Sought (check all appropriate lines):

_____ Introduction of a new course _____ Deletion of an existing course _____ Change in a course number _____ Change in a course title _____ Change in a course description _____ Deletion of an existing academic program _____ Dormancy of an existing academic program _____ Change in a general education requirement _____ Change in the requirements for an academic program _____ Change in the prerequisites for a course _____ Other (please explain in the space below)

2. Name/Title of Program List the name/title by which the parent program to be modified is identified in the current Academic Catalog.

3. Description of Existing Program Describe the existing program with sufficient detail such that those outside the program can understand the nature of the changes sought.

4. Specific Modification Being Sought Describe the specific modification(s) sought with sufficient detail such that those outside the program can understand the nature of the changes sought. *NOTE: The Registrar will assign all course numbers for new courses. For new courses, please indicate course component and level (example: AT 1XX, EN 2XX, BI 3XX).

Approved: January 2018 EPP APM Form Page 1

LAKE ERIE COLLEGEEPP - ACADEMIC PROGRAM MODIFICATION (APM) FORM

5. Rationale for Change Describe why the proposed changes are being sought.

6. Impact on the Existing Program and 4-Year Degree Plan Describe how the proposed changes impact the existing program. For courses/programs being deleted from catalog, or are being slated for dormancy, please provide a completion plan for students under previous catalogs. Any new courses must be included in an updated 4-yr course cycle.

7. New Catalog Description Describe, exactly, how the program should appear in the LEC Academic Catalog, assuming the proposed changes are approved. Please use the existing program description as a model, in as much as possible. Specific course description, including credit hours, and prerequisites must be included for any new courses.

8. Assessment Methods Describe the course and programmatic assessment methods that will be used for the purposes of programmatic (if applicable) and institutional accreditation.

9. Needed Resources Describe the financial, infrastructural, permanent/consumable equipment, and/or personnel resources that are necessary to implement the proposed changes.


FACULTY SPONSORSHIP

All proposals submitted to EPP must be presented or co-sponsored by a full-time member of the Lake Erie College faculty.

Submitted by:_______________________________________________



All proposals submitted to EPP must be signed/approved by the Dean of the School under which the program resides (if more than one area, then each respective dean must be a signatory to this document).

Dean Approval: _____________________________________________

Date: _________


All faculty members of the program area have been given copies of these proposed changes and been solicited for their comments.


_______________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________


_______________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________





SignedEducational Planning & Policies DateCommittee Chair





New Major Code: ______________________________________________

New Minor Code: ______________________________________________



Special Topics Course (STC) Form

The STC form is to be used to propose the addition of courses to an upcoming semester course schedule, specifically the addition of courses that are not currently specifically required for an existing academic program in the published curriculum of Lake Erie College. All sections must be completed prior to review of the proposal by EPP. That is, failure to provide any requested information will result in the proposal being sent back to the author of the proposal without review. Please note that specific instructions are included within the form. If additional pages are necessary, then please attach them to this form.

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LAKE ERIE COLLEGEEPP – REQUEST FOR SPECIAL TOPICS COURSE (STC) FORM

————————————————————————————————————General Instructions• The STC form is to be used to propose the addition of courses to an

upcoming semester course schedule, specifically the addition of courses that are not currently specifically required for an existing academic program in the published curriculum of Lake Erie College. Section 1 is to be completed by the faculty member/s who will be assigned to the course. Section 2 is to be completed by the Dean of the school in which the course will be taught.

• Please include a completed course syllabus with the submission of this proposal, to include at a minimum grading structure, learning outcomes, readings/assignments, and weekly schedule.


• If additional pages are necessary, then please attach them to this form.————————————————————————————————————Section 1 – to be completed by Instructor of Record

1. Course Level Indicate the academic level at which the course will be taught, i.e., 100-, 200-, 300-, 400-, or 500-level. The specific course number will be assigned by the Office of the Registrar (see “Standardization of Credit Hours & Course Requirements” under “EPP Procedures” for specific details related to course levels)

2. Course Title Indicate the title by which the course is to be listed in the course schedule.

3. Number of Credit Hours Indicate the total number of credit hours to be awarded for successful completion of the proposed course. Note: awarding of greater than 3 credit hours requires rationale/justification (see “course justification” below).

4. Course Description Provide the course description that will be posted in the course schedule.

Approved: January 2018 EPP STC Form Page 1


5. Maximum Class Capacity Indicate the maximum number of students to be allowed to register for the proposed course.



6. Classroom Request (technology required and/or specific classroom number)Indicate what technology requirements, or other classroom-specific requirements, exist for the proposed course. Specific room requests, if provided, will be honored when possible, within the context of the overall course schedule.

7. Additional Requirements Please indicate what other requirements exist, if any, for the proposed course, e.g., prerequisites, course fees, etc.

8. Course Justification Please provide the general academic rationale for the addition of the proposed course to the LEC curriculum. As noted in “number of credit hours” above, if the proposed course is to have in excess of 3 credit hours awarded for successful completion, then please provide the specific reasons for this.

Section 2 – to be completed by Dean

1. Semester/Year Please indicate which academic year and semester the proposed course is to be added to the course schedule, e.g., fall 2015.

2. Instructor of Record Please confirm the instructor of record for the proposed course.

3. Time slot/block Please indicate which time blocks in the course schedule would be acceptable for the proposed course. Specific requests will be honored, in as much as possible, in the context of the overall course schedule.

4. Staffing Justification Please provide the personnel rationale for adding the proposed course to the teaching load of the instructor of record.




FACULTY SPONSORSHIP

All proposals submitted to EPP must be presented or co-sponsored by a full-time member of the Lake Erie College faculty.

Submitted by:_______________________________________________



All proposals submitted to EPP must be signed/approved by the Dean of the School under which the program resides (if more than one area, then each respective dean must be a signatory to this document).

Dean Approval: _____________________________________________

Date: _________


All faculty members of the program area have been given copies of these proposed changes and been solicited for their comments.


_______________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ _______________________________


_______________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________





SignedEducational Planning & Policies DateCommittee Chair





New Major Code: ______________________________________________

New Minor Code: ______________________________________________



Academic Program Review: Report Template

The report template, which begins on the next page, should be used by all academic programs for the purpose of formal periodic review. There are a number of tables for which data will be supplied by the Office of Institutional Research, and also some that will require data entry on the part of the program. Where comments are requested, please insert them where indicated. Please delete the “enter comments here” prompts from the template prior to submission of the report.

Academic Program Review: Report Template

Program Name:

Section 1 – Mission and Vision [20%]

For your reference, the mission during the 2016-2017 year was the following:

Mission – “Lake Erie College provides an environment that stimulates intellectual curiosity, personal development and community involvement to prepare students to succeed as practitioners, professionals and responsible citizens in a contemporary world.”

Vision – The College did not have a Vision statement during this time.

Instructions: Describe up to 5 curricular or co-curricular features of the program that are consistent with the above mission of Lake Erie College. Please provide sufficient information such that an individual unfamiliar with your program will clearly understand the feature’s relevance.

[Enter comments for Section 1 here (Limit 2 pages)]

For your reference, the mission and vision for the Lake Erie College 2017-2020 Strategic Plan is the following:

Mission Statement – “Lake Erie College provides an excellent, inclusive, and highly personalized education grounded in the liberal arts tradition. Guided by hope and care, our students are empowered to lead lives of personal significance and professional success as global citizens.”

Vision – “Lake Erie College will empower students by successfully integrating the following elements into the learning experience:

Self-discovery, The development of strong personal attributes, Creative problem solving, and The balance of personal and professional goals with the needs of others.”

Instructions: Describe up to 5 curricular or co-curricular features of the program that are consistent with the above mission and vision of Lake Erie College. Please provide sufficient information such that an individual unfamiliar with your program will clearly understand the feature’s relevance.

[Enter comments for Section 1 here (Limit 2 pages)]

Section 2 – Demand [25%]

Internal demand for the degree program and for courses in the degree program

Instructions: Document the demand for the degree program and for courses within the degree program using total annual headcount, total annual credit hours generated, and number of service courses in the program in Tables 1-3. For Tables 1 and 2, i.e., “Headcount” and “Credit Hours Generated”, the data will be provided by Office of Academic Affairs. For Table 3, please list all courses in your program that are used as required or elective courses by other LEC programs (including the General Education Program). Please include only the course number and credit hours associated with each course, e.g., General Education Program: BI 100, 4SH, and not the course titles.

After completing the tables, please comment on the internal demand for the program. Explain any significant changes in internal demand over the past 5 years. Provide any additional relevant information related to internal demand.

Table 1. Annual Programmatic Headcount Data.Academic

YearCurrent yr(Fall only)

Current yr -1 Current yr -2 Current yr -3 Current yr -4

20___-___ 20___-___ 20___-___ 20___-___ 20___-___Headcount

Table 2. Annual Programmatic Credit Hours Generated.Academic

YearCurrent yr(Fall only)


20___-___ 20___-___ 20___-___ 20___-___ 20___-___3 credit courses

4 credit courses

Table 3. Service to other LEC programs.Other LEC program Required Courses Elective CoursesGeneral Education Program

[Enter comments for Section 2 related to internal demand here (Limit: 1.5 pages per program option, not including Tables 1-3)]

External demand for “graduates” from the program

Instructions: Describe evidence of external demand for this program. Specifically, consider your response from the perspective of parent/student concerns about job prospects and the demand for graduates from your program. Particularly good sources of evidence would be one (or more) of the following: the State of Ohio (http://www.ohiolmi.com/proj/projections.htm), the US Department of Labor (http://www.bls.gov/OCO/), the National Association of Colleges and Employers, (http://naceweb.org). Other sources are permissible, e.g., a professional society relevant to your discipline. Regardless of source, please cite appropriately such that the original data related specifically to your program may be directly accessed for review, if necessary.

[Enter comments for Section 2 related to external demand here (Limit 1 page per program option)]

Section 3 – Program Quality (Limit: 6 pages total, not including tables) [35%]

Students

Instructions: Provide evidence indicative of program quality related to student learning (e.g., patterns of student achievements in discipline-specific contexts such as special honors or awards, publications, presentations; passing rates on professional examinations; proportion of students who are admitted to graduate school and/or employed in a disciplinary field; and so on – as appropriate for your discipline).

[Enter comments for Section 3 related to student evidence of program quality here]

Faculty – Teaching Effectiveness/Commitment to Continuous Improvement

Instructions: Provide evidence of teaching effectiveness and commitment to continuous improvement of teaching. Include, for example, engagement in professional development for teaching (including around campus themes on learning outcomes, AQIP projects, strategic plan, etc.), program approaches to ensure quality, and/or recognitions, honors, and awards for excellence in the classroom as appropriate for your program.

[Enter comments for Section 3 related to evidence of faculty teaching effectiveness and commitment to continuous improvement of teaching here]

Faculty – Scholarship, Creative Activities, & Service

Instructions: Provide evidence of faculty engagement in scholarship/creative activities and service for the 4 most recent full academic years.

[Enter comments for Section 3 related to evidence of faculty engagement in scholarship, creative activities, and service here]

Faculty – Mentoring of Students

Instructions: Provide evidence for faculty mentoring of students. Include, for example, approaches to advising, directed study or research, and/or clubs or student professional chapters that involve faculty mentorship.

[Enter comments for Section 3 related to evidence of faculty mentoring here]

Faculty – Other

Instructions: Provide other evidence of quality indicators related to faculty that may not be listed elsewhere, including, for example, faculty diversity within the program.

[Enter comments for Section 3 related to any other evidence of faculty quality indicators here]

Curriculum – Assessment

Instructions: Provide 2 examples of how you have used results of assessment of your program’s student learning outcomes to adapt, enhance, or affirm your program’s curriculum.

[Enter comments for Section 3 related to assessment of learning outcomes and the use of assessment data for programmatic improvement here]

Curriculum – Relevance and Innovation

Instructions: Provide evidence, with examples, that the curriculum of your program is relevant, innovative, forward looking, responsive to changing trends, and equips students to function in a diverse, global context.

[Enter comments for Section 3 related to curriculum quality here]

Curriculum – Program uniqueness

Instructions: If your program provides unique educational opportunities or course content that is found at few or no other Ohio institutions, please describe this uniqueness.

[Enter comments for Section 3 related to programmatic uniqueness here]

Curriculum – Student Scholarship/Creative Activities/Service

Instructions: Estimate the percentage of your undergraduate majors/ graduate students that participate in scholarship/creative activities/professionally-related service, and provide some illustrative examples of such activities. Can students receive academic credit for these activities and have them counted toward graduating requirements?

[Enter comments for Section 3 related to undergraduate scholarship/creative activities/service here]

Programmatic Affiliations

Instructions: Some academic programs are affiliated with on-campus or off-campus centers, units or institutes that bring important benefits to programs. For any such center/unit/institute, please provide (1) the name of such center/unit/institute, and very brief descriptions of (2) the purpose of the center/unit/institute, (3) the nature of your program's affiliation with the center/unit/institute, and (4) the benefits accruing to your program/major from your affiliation with this center/unit/institute. Units/centers/institutes may be public (i.e., local, state, federal) or private.[Enter comments for Section 3 related to programmatic affiliations here]

Unique local and regional environment

Instructions: Describe how the program takes advantage of the unique local or regional social, cultural and/or natural environment available to students and faculty at LEC. (Do not include items listed under “Programmatic Affiliations” here.)

[Enter comments for Section 3 related to the unique local and regional environment here]

Section 4 – Investments, Revenues, and Efficiencies (Limit: 2 pages, not including tables) [0%]

*This section is optional at this time. Various components of programmatic financial data are not available.

Program Investment – Degree Requirements

Instructions: In Table 4, enter the total number of required student credit hours (SCH), as listed in the catalog, for this academic program, and then the number of required course units for this academic program that are listed under the primary course code(s) associated with your program.

Table 4. Total Student Credit Hours (SCHs) Associated with the Program.Total Required SCHs Required SCHs in the Primary Course

Code(s)

Program Investments – Staff allocations

Instructions: In Table 5, estimate the percent of departmental expenditures for staff positions that can be attributed directly to this academic program (if applicable). Provide detail in the comments section, as appropriate.

Table 5. Staff Allocation (in FTE) for the Program.Percent of Staff FTE:

[Enter comments for Section 4 related to staff allocations here]

Program Investments – Other annual costs

Instructions: In Table 6, provide dollar estimates for other program costs by the indicated categories (if applicable). Annualize periodic costs (equipment purchases or facilities upgrades) as necessary. Include an explanation, if appropriate. Do not include costs for commonly used items (e.g., permanently installed classroom technology, etc.).

Table 6. Annual Programmatic Costs.Category Estimated CostEquipment (including maintenance)Instructional SuppliesTemporary Help (graders, lab assistants, GA’s, etc.)

[Enter comments for Section 4 related to annual programmatic costs here]

Program Investments – Accreditation

Instructions: If this program is accredited by a specialized accrediting body other than HLC, describe how this accreditation effects program costs. If the programs is interested in seeking programmatic accreditation, include those costs here.

[Enter comments for Section 4 related to accreditation costs here]

Gross Revenues

Instructions: In Table 7, provide the amount of revenue generated by the program for the 4 most recently completed fiscal years, and an explanation of how these revenues support the program (if applicable).

Table 7. Annual Revenue Generated by the Program.Revenue Category Current yr (-

1)Current yr (-

2)Current yr (-

3)Current yr (-

4)Fundraising/donationsExtended Education (Post Bac)Student Tuition and FeesStudent DiscountsNet Tuition and FeesInstructionally Related Activities (IRA)Instructionally-related grantsGrants and contracts to P.I.sOther revenues

[Enter comments for Section 4 related to gross revenues here (if applicable)]

Efficiency – Student-Faculty Ratio (SFR) for program

Instructions: In table 8, indicate amount of faculty for program and number of students in the program major and minor. Explain any substantial changes in SFR that have occurred within the program, i.e., by primary course code. If the SFR for the program differs from the college average SFR, explain why. Describe, quantitatively, if possible, what efforts have been made over the past few years by the program to improve this measure of efficiency.

Table 8. Faculty/Student Headcount and Ratio.

Academic Year

Current yr(Fall only)


20___-___ 20___-___ 20___-___ 20___-___ 20___-___Major student

countMajor faculty

countMajor student /

faculty ratioMinor student

count

[Enter comments for Section 4 related to student-faculty ratio here]

Efficiency – Other views

Instructions: If there are alternative measures of programmatic efficiency, apart from student-faculty ratio, that you deem appropriate and wish to have considered please include them here, with data as appropriate.

[Enter comments for Section 4 related to alternative efficiency measures here]

Budget Cut Impacts

Instructions: Indicate how your program has been impacted by recent (within the last five years) budget cuts that have directly affected resources for your program (faculty,

staff, and operating expense) and course offerings (class size, reduced course offerings or options for the major). Please refer to relevant data included in the program report, as appropriate.

[Enter comments for Section 4 related to budget cut impacts here]

Additional Data

Instructions: If there are additional data you wish to be considered related to Investments, Revenues, and Efficiencies please include them here.

[Enter comments for Section 4 related to additional data here]

Section 5 – Potential (Limit: 2 pages per program option) [20%]

Program Capacity with Existing Resources

Instructions: In Table 9, provide the value for your program's existing and maximum capacity with current resources using 1) the number of graduates per year, and 2) the number of FTEs per year generated by courses that are unique to this program. If your program is at maximum capacity, proceed to the next part. If you have capacity to grow with existing resources, what steps have been taken to increase enrollment? What have been the effects of these steps, and what results are still anticipated?

Table 9. Graduates per year, and FTEs per year per program option.Graduates per Year FTEs in the Major Option

Per YearExisting

Maximum Capacity w/Current Resources

[Enter comments for Section 5 related to program capacity under current resource levels here]

Opportunities for Future Growth or Substantial Curricular Changes

Instructions: Describe, with evidence, what opportunities the program has for future expansion. Describe the curricular changes and/or staffing increases required to accomplish such an expansion.

[Enter comments for Section 5 related to future program growth or substantial curricular changes/staffing increases here]

Resources necessary for growth

Instructions: Suppose that your program were recommended for an augmentation of resources above current resource levels. Describe what impact(s) would result from such an augmentation? (Please consider separately both a 20% resource augmentation and one additional faculty member.)

[Enter comments for Section 5 related to augmented resources here]

Impact of Reduced Resources

Instructions: Suppose that your program were recommended for a reduction of resources below current resource levels. Describe what impact(s) would result from such a reduction?

[Enter comments for Section 5 related to reduced resources here]

Impact of Program Elimination

Instructions: Suppose that your program were recommended to be discontinued. Describe what impact(s) would result from program elimination.

[Enter comments for Section 5 related to program elimination here]

Section 6 – Situational and Additional Information (Limit: 1 page)

Curriculum – Accreditation (if applicable)

Instructions: If the program is accredited, describe the need for this accreditation and its impact on the quality and composition of the curriculum of the program. If programmatic accreditation is an available option, describe need or benefit of seeking accreditation.

[Enter related to programmatic accreditation here]

Curriculum – Interactions between graduate and undergraduate programs (if applicable)

Instructions: If this is a graduate program, describe what opportunities are gained (or lost) for undergraduates as a result of the graduate program.

[Enter comments related to programmatic interactions here]

Facilities, equipment and resources

Instructions: Provide a brief listing of your most important facilities, equipment and information/library resources, and describe the degree to which the current facilities, equipment and information/library resources affect program quality.

[Enter comments for Section 3 related to facilities, equipment, and resources here]

Additional information

Instructions: Provide any significant information that you feel has bearing on the review of your program that has not provided under other categories. Please include supporting data, as appropriate. Leaving this section blank will have no adverse impact on the program review.

[Enter comments for Section 6 related to additional information here]

Academic Program Review: Scoring Rubric

Each program under review receives a summative score based on the information provided in the appropriate program report. The scoring rubric should be used for the purpose of scoring the program report. The questions presented all have four possible answers with a particular number of points (in parentheses) associated with each answer. Only one answer should be used for each question, for a maximum of 4 points per question. The responses should be transposed to the Program Review Tally Sheet. This is a reference. All evaluations by the EPP committee and area Dean will be completed on Taskstream.

Academic Program Review Scoring Rubric

Team Completing Worksheet: ____ EPP, ____ Dean

School: Program:

Evaluator(s):

I. Mission & Strategic Directions (20%)a. Do the curricular and co-curricular features of the program provide support

for the mission & vision of Lake Erie College as outlined in the previous and current college strategic plan? Exceptional support (4) Substantial support (3) Minimal support (2) No support (1)

Points: _____

1

II. Demand (25%)a. How high is the enrollment within the program relative to other programs

at the college? Enrollment is high relative to other programs (4) Enrollment is moderate relative to other programs (3) Enrollment is low relative to other programs (2) Enrollment is very low relative to other programs (1)

Points: _____

b. What in the temporal pattern in internal demand for the program? Demand is growing (4) Demand is steady (3) Demand is declining (2) There is little to no demand (1)

Points: _____

c. To what degree do other programs need courses from within the program? Courses needed by many other programs (4) Courses needed by some other programs (3) Courses needed by few other programs (2) Courses needed by no other programs (1)

Points: _____

d. Is there evidence for external demand for the program’s graduates? Substantial evidence exists for external demand (4) Some evidence exists for external demand (3) Little evidence exists for external demand (2) No evidence exists for external demand (1)

Points: _____

e. What is the temporal pattern in external demand for the program’s graduates? External demand for graduates will increase over time (4) External demand for graduates will remain constant over time (3) External demand for graduates will decrease over time (2) External demand for graduates will shift to other programs (1)

Points: _____

III. Program Quality (35%)a. Is there evidence indicative of program quality related to student learning?

2

Substantial (4) Some (3) Little (2) None (1)

Points: _____

b. Are program faculty engaged in professional activities to strengthen their classroom effectiveness? Substantial (4) Some (3) Little (2) None (1)

Points: _____

c. Are program faculty engaged in professional scholarship/creative activities? Substantial (4) Some (3) Little (2) None (1)

Points: _____

d. Is there evidence that faculty are engaged in service activities? Substantial (4) Some (3) Little (2) None (1)

Points: _____

e. Is there evidence that faculty mentor students? Substantial (4) Some (3) Little (2) None (1)

Points: _____

f. Is there evidence that the program has collected and analyzed appropriate assessment data and used it to make improvements? Substantial (4)

3

Some (3) Little (2) None (1)

Points: _____

g. Is there evidence the program is relevant, innovative, forward looking, responsive to changing trends, and equips students to function in a diverse, global context? Many examples are identified showing relevance and innovation (4) Some examples are identified showing relevance and innovation (3) Few examples are identified showing relevance and innovation (2) No examples are identified showing relevance and innovation (1)

Points: _____

h. Is there evidence the program has unique educational opportunities or course content that is found at few or no other Ohio institutions? Substantial (4) Some (3) Little (2) None (1)

Points: _____

i. Is there evidence that students participate in scholarship and creative activities? Substantial (4) Some (3) Little (2) None (1)

Points: _____

j. Does the program have connections to affiliated units, on- and off-campus; and take advantage of the regional environment to strengthen its program and experiences for students? Program has many connections to affiliated units, and takes advantage

of the regional environment (4) Program has some connections to affiliated units, and/or takes

advantage of the regional environment (3) Program has few connections to affiliated units, and/or some

connections to the regional environment (2) Program has not made connections to affiliated units, or to the regional

environment (1)

4

Points: _____

k. Does the program takes advantage of the unique local or regional social, cultural and/or natural environment available to students and faculty at LEC? The program takes advantages of many local or regional resources (4) The program takes advantages of some local or regional resources (3) The program takes advantages of few local or regional resources (2) The program takes advantages of no local or regional resources (1)

Points: _____

5

IV. Revenues (0%) [Complete data not available to fully assess]a. Has the program achieved a high level of efficiency as measured by

student faculty ration (SFR) and various costs per graduate? The program has achieved a high level of efficiency (4) The program has achieved a moderate level of efficiency (3) The program has achieved a low level of efficiency (3) The program is not efficient (1)

Points: _X____

b. What level of resources, i.e., operational funds, facilities/equipment, personnel funds, time, does the program require? The program requires a low level of resources (4) The program requires a moderate level of resources (3) The program requires a high level of resources (2) The program requires many more resources than current levels (1)

Points: __X___

c. Considering all sources of revenue and costs of running the program, is there evidence it is profitable? Substantial profit (4) Some profit (3) None (2) Financial loss (1)

Points: __X___

6

V. Potential (20%)a. What growth potential does the program have?

Growth is possible with no additional resources (4) Growth is possible with some additional resources (3) Growth is possible with significant additional resources (2) Growth is not possible (1)

Points: _____

b. How much impact on the program would increased investment have? Substantial (4) Some (3) Little (2) None (1)

Points: _____

c. How much impact would a reduction of resources create for the program? Substantial (4) Some (3) Little (2) None (1)

Points: _____

d. How much impact would an elimination of the program have for the College? Substantial (4) Some (3) Little (2) None (1)

Points: _____

7

Section 6 – Situational and Additional Information

a. *If this is a graduate program, is there evidence of value that it provides from interactions with undergraduate programs?

Substantial (4) Some (3) Little (2) None (1) *Not applicable, if undergraduate program

Points: _____

b. * If the program has an option of accreditation, is there evidence that it will improve the quality of the program?

Substantial (4) Some (3) Little (2) None (1) *Not applicable, if no option

Points: _____

c. Does the program have sufficient facilities to the conduct courses and other experiential opportunities? (does not count in final scoring)

Program has exceptional facilities (4) Program has adequate facilities (3) Program has marginal facilities (2) Program has inadequate facilities (1)

Points: _____

Please address any situational and additional information in comments:

8

Academic Program Review: Scoring Rubric Tally Sheet

Each program under review receives a summative score based on the information provided in the appropriate program report. The scoring rubric should be used for the purpose of scoring the program report (see previous section). The questions presented all have four possible answers with a particular number of points (in parentheses) associated with each answer. Only one answer should be used for each question, for a maximum of 4 points per question. The responses, i.e., point value, should be transposed to the Program Review Tally Sheet below. This is a reference. All evaluations by the EPP committee and area Dean will be completed on Taskstream.

9

Academic Program Review: Scoring Rubric Tally Sheet*All evaluations will be completed on Taskstream

Team Completing Worksheet: ____ EPP, ____ Dean

School: Program:Evaluator(s):

II. Demand (25%) Pointsa. Enrollment high relative to other LEC programsb. Growing Demand for programc. Coursework includes graduation requirements for other programsd. External demand evidencee. Trends indicate increasing external demand over time

Total Points (Demand):Average Points (Demand) (= Total/5):

IV. Revenues (0%) Pointsa. High efficiency as measured by SFR and other costs per graduate Xb. Requires low level of resources Xc. Evidence of profit X

Total Points (Revenues):Average Points (Revenues) (= Total/3): X

10

I. Mission & Strategic Directions (20%) Pointsa. Curricular and co-curricular support for LEC mission & strategic directions

III. Program Quality (35%) Pointsa. Quality for student learningb. Faculty engagement in professional activities to strengthen classc. Faculty engagement in professional scholarship/creatived. Faculty engagement in servicee. Faculty mentoring studentsf. Assessment of program for improvementsg. Relevance and innovationh. Unique educational opportunitiesi. Student scholarship and creative activitiesj. Affiliations units to regionk. Take advantage of local or regional resources

Total Points (Program Quality):Average Points (Program Quality) (= Total/11):

V. Potential (20%) Pointsa. Program can grow with no new resourcesb. Impact with increased resourcesc. Impact with reduction of resourcesd. Impact with elimination of program

Total Points (Potential):Average Points (Potential) (= Total/4):

Comments:

Calculation of Final Weighted Score:

CategoryAverage Points

(from tables above)

Multiplication Factor Weighted Points

1. Mission & Strategic Directions x 0.20

2. Demand x 0.253. Program Quality x 0.354. Revenues x x 0.00 x5. Potential x 0.20

Sum Weighted Points:

11

VI. Situational and Additional Information (0%, Consider in comments)a. Graduate program relationshipb. Accreditationc. Facilitiesd. Additional information not provided under the previous categories

Appendix 3 – Communications

1. Between EPP and Individual Faculty Members• Upon receipt of any proposal(s) for introduction and/or modification of academic

components, the EPP secretary will acknowledge the receipt of the proposals, in writing, to the faculty member submitting the proposal(s).

• If further information is necessary to review a proposal(s), the EPP secretary will contact, in writing, the faculty member who submitted it/them for clarification.

• Following deliberation on any proposal(s), and determination of final approval status of same, the EPP secretary will inform, in writing, the faculty member who submitted the proposal of the outcome of the deliberations.

2. Between EPP and the Faculty Senate At each regularly scheduled monthly Faculty Senate meeting, the EPP Chair

will deliver a summary report of EPP activities since the previous Faculty Senate meeting.

A detailed report of each EPP meeting will be available to all faculty member electronically on the college server, i.e., LEO.

3. Between EPP and VPAA• The VPAA, or designee, is an ex officio member of EPP. As such, the Office of

Academic Affairs participates, in a non-voting status, in the deliberations of EPP.

• All proposals that have been formally reviewed by EPP are forwarded to the VPAA for his/her consideration. Each proposal, with the decisions reached by EPP indicated, and the signature of the EPP chair, will be archived in the Office of Academic Affairs (original/official proposal), and in the Office of the Registrar (copy of the original/official proposal).

12

Appendix 4 – Frequently Asked Questions

1) Do “new” courses have to be offered as “special topics” courses before being incorporated into the LEC Academic Catalog? If so, how many times must a special topics course be offered before it is incorporated into the Academic Catalog?

a) There are two cases to consider: 1) a new stand-alone course, and 2) a new course that is a specific part of the graduation requirements of an existing or proposed academic program. In case #1, yes, a stand-alone course must be offered as special topics course before being incorporated into the Lake Erie College Academic Catalog. It has been standard practice to date for stand-alone courses to be offered at least twice as a special topics course before being incorporated into the LEC Academic Catalog. In case #2, no, a new course that is a specific part of the graduation requirements of an existing or proposed academic program does not need to be offered as a special topics course before being incorporated into the LEC Academic Catalog.

2) With respect to academic programs, what is the difference between “deleted” and “dormant”?

a) A deleted program is one that has been removed permanently from the Lake Erie College curriculum. If it is desired at some point after the deletion of the program that the program become part of the curriculum again, then the full approval process must be followed, potentially including approvals from the Ohio Board of Regents.

b) A dormant program is one that has been removed temporarily from the Lake Erie College curriculum. If it is desired at some point after the dormancy of the program that the program become part of the curriculum again, then the reinstatement of the program requires only a proposal be submitted to EPP justifying the return of the program to the curriculum.

3) What is the maximum number of hours that can be required for an academic major?

a) There currently is no formal definition for the maximum number of hours that can be required for an academic major. However, using current credit hour distributions for the other various components of degrees beyond any given major requirements offered at Lake Erie College, i.e., Basic Proficiency Requirements = 20 credit hours and Core Requirements = 24 hours, the theoretical maximum is 120 credit hours for the degree - 20 hours for the basic proficiencies - 24 hours for the core requirements = 76 hours.

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4) What are the deadline for proposal submission in order for any given proposal to be included in the online and next printed Lake Erie College Academic Catalog?

a) For inclusion in the online LEC Academic Catalog there is no deadline. That is, following approval by the VPAA any given proposal becomes effectively immediately and will be published to the LEC website as soon as practical. For inclusion in the paper version of the LEC Academic Catalog, the deadline for submission to EPP for any given proposal is 15 March in the academic year prior to the publishing of the next academic year’s Academic Catalog.

5) What are the requirements for a concentration? That is, how many hours minimum? Maximum? Is there a specific distribution pattern required, i.e., specific classes or any from a particular course code?

a) Per the academic catalog, a concentration requires16 to 20 credit hours forming a coherent body of knowledge in a particular discipline or interdisciplinary cluster, and a minimum of 50% of the concentration must be completed at Lake Erie College. Apart from the above, currently there are no formal specific requirements for concentrations.

6) What is the process for proposals for team-teaching courses?

a) Proposals to team-teach courses require the prior approval of the Dean of the School in which the course will be taught and the VPAA.

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Introduction - Lake Erie College · Web viewThis procedure manual has been developed in accordance with Section 3.3.2.3 of the Lake Erie College Faculty Handbook (adopted 23 October

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