Academic Program Review - Butler University

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Academic Program Review - Butler University

Butler University

Academic Program Review

Academic Assessment Committee

October 2008

I. Purposes of Academic Program Review

Program review is integral to assessment and the academic planning process at the

departmental, college and university levels. The program review process is intended to

improve the quality of the academic programs offered by Butler. It is also intended to

provide an organized opportunity for faculty to reflect on educational practices and

review the role of their program in the context of the programs offered by their college

and the University.

The review process can be organized in many ways. However, any effective review

process must be organized to fulfill the primary purpose and goals of the program. The

purpose and goals of program should, in turn, be shaped by the primary challenges

confronting the institution. The program review process at the Butler should support the

strategic themes articulated by the President’s vision as stated in his “Dare to Lead”

strategic plan (see last page of this document). Ultimately, program review offers an

opportunity to reflect on institutional priorities and to support the strategic direction of

the University.

As such, the primary goals for program review at Butler are to:

1. Enhance the resources and quality of academic programs at Butler by

assessing program strengths and challenges;

2. Align academic program needs and campus priorities with the planning and

budgeting processes; and

3. Ensure that program priorities are consistent with the University’s mission

and strategic directions, particularly the priorities identified in the Dare to

Lead strategic plan.

In order to address these goals, the program review process at Butler will be composed of

the following elements and processes.

A. A Common Academic Program Database

Critical to the success of the program review process is the maintenance of a

common academic program database known as the Statistical Overview.

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Attachment I identifies the specific data elements that comprise the Statistical

Overview. The database is available to all departments and is updated on an

annual basis.

The Statistical Overview is intended to help departments and colleges make

informed decisions about academic programs. The creation of the Statistical

Overview does not suggest the reduction of institutional decision making

processes to the simplistic use of quantitative data. Instead, both quantitative and

qualitative information are integral to the review process. Decisions about the

future of academic programs must be informed by a variety of information and

guided by institutional vision and values.

The Office of Institutional Research and Assessment will assume leadership in

data reporting for the Statistical Overview. This document will constitute the

official quantitative information used by units in the program review process.

Department heads and deans are expected to assist OIRA in the collection and

reporting of academic program data according to the timetables and instructions

provided by the Provost’s Office. All participants in the program review process

are responsible for ensuring the validity, reliability and comparability of the data.

Similarly, all parties are expected to cooperate in correcting erroneous

information. Disagreements on specific data elements should be reconciled as

early as possible in the review process.

B. The Program Review Cycle

Every academic program offered by the University will be reviewed once within a

seven-year cycle (or five-years for accredited programs on a five-year cycle).

Attachment II provides the schedule for the review of academic programs at

Butler within the five-year cycle. The University’s program review cycle should

be aligned with the cycles of program accrediting agencies. While the

University’s program review process and accreditation reviews have different

purposes, they are sufficiently similar to warrant completion of both within the

same time frame. Thus, the cycle of program reviews at the University may be

aligned with departmental accreditation reviews, to the extent possible.

C. Criteria for the Review of Academic Degree Programs

Each academic program will be reviewed at the departmental level according to

the seven criteria listed below and detailed in Section II:

1. Program goals and directions

2. Faculty

3. The curriculum and its impact on students

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4. Interdisciplinary and multidisciplinary activities

5. Recruitment and placement of students

6. Resource management

7. Strengths and weaknesses of the program

Reviews of programs will not be limited to the statistical information outlined in

the Statistical Overview, but should include information from other sources, such

as student learning outcomes assessment data, evaluations and recommendations

from accreditation reports, and data from post-collegiate surveys administered by

the department or by the Office of Institutional Research and Assessment.

Additional information that relates to these criteria and that are meaningful and

appropriate for the program may be developed by each department or college.

The program review process should strive for an appropriate balance of

quantitative and qualitative information about the programs under review.

D. Rationale for the Program Review

The preparation of the program review document serves a number of very

important purposes for the department, the college and the University.

1. The program review can help improve the effectiveness of a program by

clarifying its goals, assessing goal achievement, reviewing program resources,

identifying concerns, and introducing needed changes.

2. The program review can provide an effective orientation to the program and

its activities for new faculty hires, administrators and external entities.

3. The program review can stimulate the review of policies, practices,

procedures and records and, thereby, help improve its operations.

4. By assessing performance and resources, the program review can help

articulate its needs and justify its requests for program enhancements.

5. Conversely, the program review can help the University develop a better sense

of a college’s programs and make more informed decisions on curricular

proposals, budget requests, and long-term planning.

Many academic programs at Butler are assessed regularly by accrediting agencies.

Where possible, departments should align these reviews and the self-studies

guiding them. The differences between program review and accreditation suggest

that accreditation processes and documents cannot fully substitute for program

review. For programs that have a regular accreditation review, the program may

utilize materials from the accreditation as long as the program review document

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follows the format described in Section II of this document.

E. Preparing for the Program Review

The process of preparing the program review document should generally include

the following:

1. The program organizes the preparation of the program review document by

defining tasks, establishing work groups, assigning tasks and resources to

accomplish them, orienting the faculty involved, setting timelines, and

establishing coordination and communication. All program faculty must be

consulted and given the opportunity to provide meaningful input to the

development of the program review document. In the best of circumstances,

the program review document will be developed by the faculty through a fully

participatory process under the guidance of the department head.

2. The program gathers data relevant to the program review process. Existing

information drawn from previous accreditation reports, program reviews, or

Annual Assessment Reports that describe student learning outcomes

(Attachment III) should also be included, as relevant.

3. The program should work with the Office of Institutional Research and

Assessment, its Dean’s office, and other areas of the University, as

appropriate, in compiling and analyzing data relevant to the program review

document.

F. The Program Review Schedule

Each academic year, the University’s program review process will follow the general

schedule and procedures outlined below:

1. Department/program heads will be asked to attend a University Assessment

Committee meeting early in the spring term prior to the program review year to

discuss the program review process. They will be given an updated copy of the

Program Review Guidelines, which includes the Program Review Feedback

Form (Attachment IV).

2. The department/program will submit a draft version of its 25-page narrative

review to the college’s Associate Dean who, as a representative of the UAC, will

complete the Program Review Feedback Form to provide feedback on any

procedural issues that were identified in the draft document. The UAC’s goal is

to assist with the full interpretation and realization of the academic Program

Review Guidelines while also ensuring a reasonably standardized format. The

UAC will not make qualitative judgments/comments about the

department/program. Ideally, the review and revision will occur prior to

submission of the document to the external reviewer.

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3. Upon completion of the program review process, and after the external

evaluator’s visit, the department/program head will meet with the UAC to present

the final version of the program review report. The purpose of this meeting is to

discuss the program review process, not qualitative indices, including the

following:

a. Broad involvement of the faculty throughout the review

b. Use of specific and general quantitative data to describe your program

(sources of data include departmentally developed data, the Statistical

Overview, and data from the Institutional Data Profile)

c. Role of the external review

d. Next steps planned for the program

e. Recommendations to the UAC about the program review process

4. A copy of the final report must be submitted electronically to the chair of the

University Assessment Committee, who will share the report with the Provost and

with members of the UAC. A copy of the external reviewer’s report must

accompany the document given to the UAC.

5. The process of developing recommendations for the programs under review will

be determined by the Provost in conjunction with Dean of the college.

G. The External Reviewer

1. The role of the external reviewer is to provide an unbiased review of the

program. External reviewers will be chosen by the department/program head in

conjunction with the Dean’s office. Funds for paying reasonable expenses related

to an external review are available from the Office of Institutional Research and

Assessment (not to exceed $1500 total for travel expenses and/or stipend).

2. The associate dean of each college will forward the following guidelines to all

external reviewers prior to their visit.

The external reviewer’s final report should address the following:

a. Overall quality of the Program Review document

b. Evidence of student learning

c. Evidence of quality in students’ work (such as portfolios or other projects)

d. Report from meetings with the dean, groups of students, alumni, and faculty

(without the department head)

e. “Best practices” evidenced in the program

f. Weaknesses/challenges identified in the program

g. Strategies the department might take to address weaknesses/challenges

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II. Format and Guidelines for Preparing the Program Review Document

The program review should be reflective of those years since the last program review was

conducted. The program review narrative should be organized according to the following

outline and be no longer than 25 single-spaced pages, excluding appendices. Please respond

to each question, using tables or bullets when appropriate, keeping in mind that the

document’s emphasis should be on analysis and evaluation rather than description.

Introduction

Prepare an introductory paragraph describing your program. Please include in this

overview your program's mission, its purpose in your college as well as the

university, the number of faculty, the number of support staff, and the number of

majors.

A. Program Goals and Directions

1. Briefly discuss the relationship of your program to the University’s mission

statement (see Appendix A) and to the strategic themes outlined in the Dare to Lead

document (see Appendix B). Describe how your program has advanced the

objectives outlined in Dare to Lead.

2. Briefly outline the program’s goals and aspirations for the next five years and

discuss the progress made on the goals suggested in the program’s previous

program review. [Do not include goals that will be covered in Section G, which

ask for goals that address challenges identified by this program review.]

B. Faculty

1. Faculty Activities that Support Program Goals

a. Discuss faculty governance issues in your program, such as participation in

strategic planning, annual performance reviews, and curricular reviews.

b. Describe the state of advising in your program as well as the steps you've

taken to assess and improve it.

c. Assess general qualifications and specific competencies, if appropriate,

manifested by faculty that directly support the fulfillment of your program’s

student learning outcomes.

2. Faculty scholarly and professional development activities:

a. Discuss the mentoring and evaluation processes for junior faculty.

b. Describe evaluation and developmental strategies for tenured faculty,

particularly senior faculty. If possible, attach a table indicating the types of

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activities (i.e., sabbaticals, workshops or other training attended on- or offcampus,

etc.) and the number of faculty who have participated.

c. Summarize faculty accomplishments in the areas of teaching/advising,

research/creativity, and service to Butler and to the profession. If possible, create

a table indicating the types of activities and the number of occurrences that

faculty have participated.

d. Append a 1-2 page vitae for each faculty member that outlines her/his

accomplishments over the past 5 years.

3. Faculty Development

a. What additional resources for faculty development, such as travel funds,

technology, library resources, space, etc., do you need to support your goals as

outlined in Section A-2? Please be specific in your description with numbers of

faculty that may require each activity; use a table, if helpful.

b. If you need additional full-time or adjunct faculty to support programmatic

goals, describe the need and provide statistical data to support it (e.g., growth in

enrollment, SCH, TCH, etc. See Section F-1)

c. Summarize the effectiveness of efforts to recruit and retain faculty from

underrepresented groups and summarize the effectiveness of these efforts.

C. The Curriculum and its Impact on Students

1. Present the rationale for the content and structure of the curricula (e.g., numbering

and sequencing).

2. Attach the most recent Annual Assessment Report showing your program’s

student learning outcomes and how they were assessed. Explain how the results

have been used to improve the curriculum and its delivery to students.

3. Describe the educational, professional, and career goals possible for the students

who choose this major.

4. Describe how students are engaged in research, inquiry processes, and/or creative

endeavors in their field and the opportunities they have to interact with faculty in

the pursuit of research and/or creative activities.

5. Identify any curricular “bottlenecks” (e.g., required or prerequisite courses which

are oversubscribed or understaffed and, thus, impede student progress toward

their degrees), and explain what has been done to alleviate these problems.

6. Summarize the department’s contribution to the University’s core curriculum,

service instruction for other academic programs, and/or the Honors Program.

(Data may be presented in table format.)

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D. Interdisciplinary and Multidisciplinary Activities

1. Describe efforts by your program and its faculty to participate in and

contribute to interdisciplinary and multidisciplinary activities at Butler.

Identify by faculty member the assignment of faculty time to these activities.

2. Identify all cross-listed courses offered by faculty in the program since the last

program review.

E. Recruitment and Placement

1. Summarize the effectiveness of efforts your program has taken to recruit and

retain students, including underrepresented groups.

2. Describe current employer demand and post-graduate study opportunities for

graduates of your program.

F. Resource Management

1. Since your last program review, analyze the trends in your program’s

productivity indicators such as the number of student credit hours taken,

teaching credits taught, number of majors, number of minors, freshman to

sophomore retention rate, graduation rate, job placement, and graduate school

placement. These data may be found in the Statistical Overview and in the

Institutional Data Profile (both available online at www.butler.edu/oir).

2. Evaluate staff (not faculty) support devoted to meeting the instructional

requirements of your program.

3. Evaluate the facilities, equipment and supplies devoted to meeting the

instructional needs of your program.

4. Evaluate library resources and information technology available to support

your program.

G. Summary

In bullet format, list the strengths of your program; list the weaknesses/challenges

that have been identified in your program; and list the actions your department

will take over the next five years to address the challenges identified by this

program review.

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APPENDIX A

Butler University Mission & Goals

Butler’s mission is to provide the highest quality of liberal and professional

education and to integrate the liberal arts with professional education, by creating

and fostering a stimulating intellectual community built upon interactive dialogue

and inquiry among faculty, staff and students.

Butler University is committed:

1. to providing the highest quality of teaching and to achieving the highest ideals of

student learning, which include clear and effective communication, appreciation

of beauty, and a commitment to lifelong learning, community service, and global

awareness.

2. to being a national university which serves students from other regions and other

countries, while recognizing its special responsibility to serve the undergraduate

and graduate students of Indiana and the Midwest.

3. to being a residential campus, one on which both academic and non-academic

aspects of student life receive important attention.

4. to recruiting and sustaining practicing scholars and professionals dedicated to

intellectual self-renewal for the benefit of their students.

5. to cultivating an awareness and understanding of other cultures in its curriculum

and to promoting cultural and ethnic diversity of its faculty and its students.

6. to providing intellectual, cultural, and artistic opportunities and leadership to

Indianapolis and the surrounding areas.

7. to providing opportunities and lifelong support to its alumni in recognition of their

special relationship to the institution.

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APPENDIX B

Dare to Lead: Strategic Initiatives

I. Integrate training of the mind with cultivation of character for citizenship and

service.

II.

Create continuity from classroom study and experiential learning to career planning

and placement.

III.

Develop vibrant interdisciplinary programs in science that contribute to efforts to

revitalize Indianapolis and central Indiana.

IV. Shape the demographics of the Butler student body in order to better embody

institutional commitments.

V. Affirm racial and ethnic diversity as integral to the Butler educational experience.

VI. Support faculty and staff development, and make continuing provision for the

maintenance of technology and facilities.

VII. Utilize third-party financing to build a new apartment-style residence complex for

juniors and seniors and a new health and fitness center for students and employees.

VIII. Cultivate stronger ties to alumni and friends of the University.

IX. Seek further opportunities to make Indianapolis and central Indiana venues for

education and service.

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ATTACHMENT I

DEPARTMENT NAME

5-YEAR STATISTICAL OVERVIEW

AY 2003 - 2007

A. Faculty 2003-04 2004-05 2005-06 2006-07 2007-08

Tenured

Tenure Track

Non-TT

Total FT

Total with Terminal Degree

Part-time Headcount

Part-time FTE

Total FTE in Dept.

B. Number of Majors, Fall Term 2003-04 2004-05 2005-06 2006-07 2007-08

Undergraduate

Freshman

Sophomore

Junior

Senior

Total

Graduate

Masters/Ed. Specialist

Other (Non-Degree)

Total

First Professional

Total

TOTAL


C. Student Credit Hours-Fall & Spring 2003-04 2004-05 2005-06 2006-07 2007-08

Lower Division

Upper Division

Graduate

First Professional

Total

UG SCH as %

of Total UG SCH

Grad SCH as %

of Total Grad SCH

D. GPA by Class, End of Year 2003-04 2004-05 2005-06 2006-07 2007-08

Undergraduate

Freshman

Sophomore

Junior

Senior

Total

Graduate

Masters/Ed. Specialist

Other (Non-Degree)

Total

E. Test Scores of

First-Time Freshmen 2003-04 2004-05 2005-06 2006-07 2007-08

Average ACT

Average SAT

Average Class Rank

F. Degrees Conferred* 2003-04 2004-05 2005-06 2006-07 2007-08

Baccalaureate

Masters/Ed. Specialist

First Professional

*All degrees conferred include second majors

G. Placement (within 1 Year) 2003-04 2004-05 2005-06 2006-07 2007-08

Employed

Grad/Prof School


Attachment II

Program Review Schedule

(as of November 21, 2008)

2004-05: Classics (submitted 5/05)

English (postponed to 2007-08)

Physics (submitted 5/05)

COE: METL (submitted 5/05)

School Counseling (submitted 5/05)

2005-06: Communication Studies (postponed, submitted 5/07)

Chemistry (submitted 9/06)

Psychology (submitted 9/06)

JCFA: Arts Administration (submitted 9/06)

Media Arts (submitted 6/06)

COE: Physical Education (submitted 5/06)

EPPSP (submitted 7/07)

2006-07: Journalism (submitted 10/08)

History and Anthropology (postponed to 2008-09)

Computer Science (postponed to 2008-09)

Honors Program (submitted 5/07)

JCFA: Dance (submitted 12/07)

2007-08: Biological Sciences (in progress as of 7/08)

English (submitted 11/07)

Modern Languages, Literatures and Cultures (postponed to 2009-10)

Political Science (postponed to 2008-09)

JCFA: Theatre (submitted 6/08)

2008-09: Biological Sciences (in progress as of 7/08)

Computer Science and Software Engineering

History and Anthropology

Journalism (submitted 12/08)

Sociology

Philosophy and Religion

Political Science

2009-10: CBA: Undergraduate Program

CBA: MBA

CBA: MPAcc

JCFA: Music

Mathematics and Actuarial Science

Modern Languages, Literatures and Cultures

November 2008


2010-11: Classics

Physics

Science, Technology and Society

COPHS: PA

JCFA: Arts Administration

JCFA: Media Arts

2011-12: Chemistry

International Studies

Psychology

COE: Early/Middle Childhood

Middle/Secondary

EPPSP

METL

Physical Education

School Counseling

COPHS: Pharmacy-PMD

Pharmacy-Master’s

JCFA: Dance

2012-13: Communication Studies

English

JCFA: Theatre

2013-14: Biological Sciences

Computer Science and Software Engineering

2014-15: CBA: Undergraduate Program

CBA: MBA

CBA: MPAcc

History and Anthropology

Journalism

2015-16: Philosophy and Religion

Sociology

2016-17: Mathematics and Actuarial Science

Modern Languages, Literature and Culture

Political Science

November 2008


ATTACHMENT III

ANNUAL ASSESSMENT REPORT FOR 2007-08

Due October 1 each year

Department/Program:

Date Submitted:

Authors: (Please list everyone involved in your department’s annual assessment review.)

Departmental Student

Learning Outcome

(SLO)

1.

2.

3.

4.

For each SLO, list two methodologies and the criteria for successful performance (such as a

measurement, rubric or scale that indicates a baseline for competency).

Methodology 1 Criteria for Success Methodology 2 Criteria for Success

Term

Assessed

(F07 or S08)

1. Findings—Summarize the findings from the assessment activities for each SLO that was assessed. Identify the SLO # and append

supporting documentation such as rubrics, scales, pass rates, test scores, or other measurements used to assess each SLO.

2. Use of Results—What programmatic changes, if any, were made in response to the findings? Reference the SLO #.

1


3. What support services or resources for faculty would help your department assess its SLOs better?

4. What revisions, if any, to current SLOs did you make or are under consideration?

5. Map each of your program’s SLOs to the University Learning Outcomes. Make annual updates only if your SLOs changed. For example:

Butler University students will:

1. Explore various ways of knowing in the humanities, social and natural sciences, quantitative and analytic reasoning, and creative arts. (Know)

2. Articulate and apply required content knowledge within their area(s) of study. (Know)

3. Find, understand, analyze, synthesize, evaluate and use information, employing technology as appropriate. (Know)

4. Explore a variety of cultures. (Know)

5. Recognize the relationship between the natural world and broader societal issues. (Know)

6. Communicate clearly and effectively. (Do)

7. Demonstrate collaborative behavior with others. (Do)

8. Practice ways and means of physical well-being. (Do)

9. Acquire the skills to make informed, rational and ethical choices. (Do)

10. Appreciate diverse cultures, ethnicities, religions and sexual orientations. (Value)

11. Share their talents with Butler and the greater community at large. (Value)

12. Be exposed to the value of lifelong learning. (Value)

Department Learning Outcomes:

Butler University Learning Outcomes

1 2 3 4 5 6 7 8 9 10 11 12

SLO 1 X X

SLO 2 X X

SLO 3 X X

SLO 4 X

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6a. Map each of your program’s SLOs to the curriculum in which the learning occurs, indicating the extent to which the outcome is

introduced (I) or refined (R). Make annual updates only if your SLOs changed.

For example:

SLO 1 SLO 2 SLO 3 SLO 4

Course 185 I

Course 218 I

Course 219 I

Course 245 R

Course 265

Course 301 R R I

Course 303 I I

Course 313 R R

Etc.

6b. Learning/developmental opportunities for students outside the classroom—If any SLO was addressed outside the classroom, explain

where and how the learning/developmental opportunities were provided to students in your program? (i.e., internships, field experiences,

visiting lectures, collaborative projects, and other creative ideas you may have employed.)

3


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

Introduction

Overview is succinct (less

than one page in length)

and informative regarding

program’s size and scope

Introduction describes the

program with more detail

than necessary (longer

than 1 page)

Introduction omits either

program’s mission or

program’s purpose within

the college

Program’s purpose/

mission is clear, including

its relationship within the

mission of the college

A. Goals and Directions Goals/Directions outline

University’s mission and

current strategic plan

themes; describe how the

program’s mission and

activities further the

University’s mission

States very explicit goals

for next five years,

described how goals from

previous review have

been/not been met

B. Faculty Faculty governance issues

are fully and accurately

described.

The state of advising is

fully and accurately

described.

Faculty qualifications and

specific competencies are

fully and accurately

described.

Introduction includes the

program’s mission but is

unclear about its purpose

within its college

Goals/Directions mention

how program’s mission

furthers University

mission but doesn’t make

connection as clear

States goals for next five

years, or described how

goals from previous year

have been met, but not

both in a meaningful way

Faculty governance issues

are described.

The state of advising is

described.

Faculty qualifications and

specific competencies are

described.

Program description is

absent, weak or lacked

quantitative data about the

program

Goals/Directions omits

University mission, and/or

own mission, making the

connection unclear

Five-year goals are

omitted and/or goals from

previous years have not

been addressed

Faculty governance issues

are poorly described or

absent.

The state of advising is

poorly described or absent.

Faculty qualifications and

specific competencies are

poorly described or absent.

University Assessment Committee 1


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

B. Faculty (con’t) Mentoring and evaluation

processes for junior

faculty are fully and

accurately described.

Mentoring and evaluation

processes for junior

faculty are described.

Mentoring and evaluation

processes for junior

faculty are poorly

described or absent.

Evaluation and

developmental strategies

for tenured faculty are

fully and accurately

described.

Faculty accomplishments

are fully and accurately

described.

Faculty vitae outlining

accomplishments over the

past 5 years are fully and

accurately described.

Additional resources to

support goals are fully and

accurately described.

Efforts to recruit and

retain faculty from

underrepresented groups

are fully and accurately

described.

Evaluation and

developmental strategies

for tenured faculty are

described.

Faculty accomplishments

are described.

Faculty vitae outlining

accomplishments over the

past 5 years are described.

Additional resources to

support goals are

described.

Efforts to recruit and

retain faculty from

underrepresented groups

are described.

Evaluation and

developmental strategies

for tenured faculty are

poorly described or absent.

Faculty accomplishments

are poorly described or

absent.

Faculty vitae outlining

accomplishments over the

past 5 years are poorly

described or absent.

Additional resources to

support goals are poorly

described or absent.

Efforts to recruit and

retain faculty from underrepresented

groups are

poorly described or absent.

University Assessment Committee 2


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

C. Curriculum and Impact

on Students

Structure and content of

curricula are clearly

explained.

Structure and content of

curricula is addressed.

Structure and content of

curricula is absent.

AAR includes learning

outcomes and assessment

measures which are clearly

explained.

Explanation of how

measurements were used

to improve curriculum &

delivery are clearly

outlined.

Educational, professional

& career goals of students

are clearly stated.

Students’ engagement in

research, inquiry &

creative pursuits are

clearly explained, along w/

interaction w/faculty

relating thereto.

Problems involving

curriculum and related

resolutions are clearly

explained.

Annual Assessment

Report includes learning

outcomes and/or

assessment measures.

Explanation of how

measurements were used

to improve curriculum &

delivery are present.

Educational, professional

& career goals of students

are addressed.

Students’ engagement in

research, inquiry &

creative pursuits are

addressed along with

interaction w/faculty

relating thereto.

Problems involving

curriculum and related

resolutions are addressed.

Annual Assessment

Report does not address

learning outcomes and/or

assessment measures

Explanation of how

measurements were used

to improve curriculum &

delivery are absent.

Educational, professional

& career goals of students

are absent

Student’s engagement in

research, inquiry &

creative pursuits are absent

and/or interaction w/

faculty.

Problems involving

curriculum and related

resolutions are absent.

University Assessment Committee 3


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

Department’s

Department’s

Department’s

contributions to BU’s core contributions to BU’s core contributions to BU’s core

curriculum, service

curriculum, service

curriculum, service

instruction, and/or Honors instruction, and/or Honors instruction, and/or Honor’s

Program are clearly

Program are addressed. Program are absent.

explained.

C. Curriculum and Impact

on Students (con’t)

D. Interdisciplinary and

Multidisciplinary

Activities

Multidisciplinarity is the act

of joining together two or

more disciplines without

integration.

Interdisciplinarity is most

often used in educational

circles when researchers

from two or more disciplines

pool their approaches and

modify them so that they are

better suited to the problem

at hand, including the case

of the team-taught course

where students are required

to understand a given

subject in terms of multiple

traditional disciplines.

Department’s/program's

interdisciplinary and

multidisciplinary activities

over the past 5-7 years are

described in depth, with a

clear delineation between

the two. Provided

sufficient detail to serve as

a model for other areas.

Cited all cross-listed/teamtaught

courses offered by

the department/program

over the past 5-7 years,

while providing enough

information to permit

understanding and

replication by interested

readers.

Department’s /program's

interdisciplinary and

multidisciplinary activities

over the past 5-7 years are

described briefly, with a

clear delineation between

the two.

Cited all cross-listed/teamtaught

courses offered by

the department/program

over the past 5-7 years,

while providing brief

descriptors.

Department's/program's

interdisciplinary and

multidisciplinary activities

over the past 5-7 years are

not provided; or provided

insufficient detail for

comprehension by an

interested reader; or failed

to understand the

distinction between

interdisciplinarity and

multidisciplinarity.

Failed to cite crosslisted/team-taught

courses

offered by the

department/program over

the past 5-7 years; or

merely listed course titles

without providing any

additional identifying

information.

University Assessment Committee 4


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

E. Recruitment and

Placement of Students

Summarizes the approach,

activities, and specific

results of student

recruiting efforts since last

program review noting

effectiveness in attracting

underrepresented groups

of students. Makes

appropriate comparisons

to peer institutions or

national statistics.

Provides a mechanical

summary of activities and

results but fails to place

the results in the

appropriate context so that

the reader can judge the

effectiveness of the

efforts.

Describes mostly intent or

philosophy of recruitment

efforts, but fails to give

summary of efforts and

results of recruiting efforts

since last program review.

Mostly makes excuses.

Summarizes the approach,

activities, and specific

results of student

placement efforts.

Compares results to peer

institutions or national

statistics for similar

programs. Also includes

specifics of particular

individual successes

F. Resource Management Provides informative

summary analysis of

program productivity

indicators, noting

significant trends and

possible reasons for such.

Provides sound rationale

for current staffing and/or

future recommendations,

relating such to SLO’s

Provides a mechanical

summary of placement

efforts and results but fails

to place these results in the

appropriate context so that

the reader can judge the

effectiveness of the

efforts.

Provides summary of

productivity without

pointing out unusual

trends or reasons for them

Notes the adequacy or

inadequacy of current

staffing levels

Lists a few success stories

with regard to student

placement, but provides no

overall summary and fails

to cite any objective data

or make appropriate

comparisons.

Provides statistics only

without meaningful

analysis or omits

altogether

Merely lists the staff

positions in the

department/area or omits

altogether

University Assessment Committee 5


Attachment IV

Program Review Feedback Form

Program Name: Date:

Topic Excellent Adequate Needs Improvement Comments

F. Resource Management

(con’t)

Summarizes all physical

equipment needs ands

supplies, noting any

deficiencies and how they

affect SLO’s

Provides summary of

current equipment, etc.,

but doesn’t tie it to SLO’s

Lists only perceived

equipment deficiencies or

omits altogether

Provides summary

analysis of library

holdings, noting

specifically how

deficiencies, if any, affect

SLO’s and how

recommendations made

would address such

deficiencies

G. Summary Strengths and challenges

include references to

student learning

Challenges exhibit more

depth than resource

shortages and include

challenges for the program

faculty

Action plan is visionary,

showing evidence that the

program is aiming for a

higher level

Provides summary of

library holdings with some

recommendations

Strengths and challenges

are identified, but don’t

relate to student learning

Challenges are little more

than resource driven

Action plan

accommodates the

program’s challenges, but

does not move it to a

higher level

Includes a table of all

library holdings or omits

altogether

Strengths and challenges

are identified

Challenges are all resource

driven

There is no action plan

that addresses the

challenges that face the

program

University Assessment Committee 6

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