The following document guidelines are templates for systematically reviewing and reflecting on the components of a unit’s academic program(s), including its co- and extra-curricular activities. The topic areas are provided to help the unit organize the documents. All documents are to be submitted electronically (MSWord) to the APRC Director/Chair on or prior to the due dates.
PROGRAM PROFILE
THE PROGRAM PROFILE (~25 pp single-spaced, not counting appendices; DUE Year 1, Draft due early December; Final draft due February 15). The Program Profile is an opportunity for the unit to summarize the current status of its academic program(s), including analyzing data provided by the University. Although the narrative provides the unit the opportunity to describe the sundry aspects of its program, the data allows the unit to identify trends and compare itself with the other programs, the College, and the University on issues related to enrollment, retention, graduation rates, course offerings, and student and alumni perceptions. Together the narrative description of the unit and the analysis of the data should provide a comprehensive and concrete understanding of the unit’s strengths and challenges along with the identification of possible questions for self-study.
The writing of the Profile begins with the unit’s self-study orientation with the APRC Director, its research analyst, and the Associate Provost for Student Success and Accreditation in September to discuss APR and the content and timetable for the Profile. The self-study team should write the narrative sections of the Profile during the Fall term. As it begins to write its Profile, the self-study team may request from the APRC research analyst any additional University data they need at that point. If it is available, the data will be provided along with the University data by early December.
No later than the last week of Fall term, the unit’s self-study team shall meet with the APRC research analyst, representatives from IRMA, and the APR Director to review the University data.
When the number of students in a program falls below ten, identifying trends becomes problematic. This difficulty arises because proportions exhibit significant volatility in such small samples, with each student representing ten percent or more of the total. Smaller samples make it harder to draw reliable conclusions and increase the risk of misleading interpretations due to limited generalizability. In addition, where the response rates on student surveys are too low to be representative, the unit should note the low response numbers and respond as it sees fit, including having the option not to respond to the data. For those cases where the unit wants to learn more in relation to items with low response numbers, the unit should identify possible self-study questions it would like to answer.
NOTE: The APRC provides relevant catalog and website information about the unit’s program(s). The unit may either insert the information as-is in response to different topic areas or revise it to reflect the most up-to-date information. In the following subsections, information for topic areas identified by an asterisk (*) is provided by the APRC, when it is available on the website. The APRC will identify the information it cannot find. The unit should plan to update or add information to its website, where necessary.
1) Mission and Prior Review
a) Provide the unit’s mission statement* and identify how it aligns with the College’s and University’s mission.
b) Using data from the University surveys—the National Survey of Student Engagement (NSSE), the Alumni Survey, and the Exit Survey for Graduating Senior and Graduate Students—analyze and discuss student perceptions about their exposure to DePaul’s Vincentian mission.
c) Briefly summarize the findings, recommendations, and actions resulting from the last APR (APRC will provide previous MOU and follow-up reports).* Identify any unresolved areas of concern from the previous APR.
2) Curricular Offerings
a) Provide a short narrative describing each degree program, major, certificate, and other formal programs currently offered (300 words or less for each). In the narrative, please include information about program structure, including program(s)’ high impact practices, goals, and career possibilities Provide in an appendix representative syllabi, curricular descriptions, brochures (Fact Sheets), bulletins, or other descriptive material. (APRC will provide catalogue descriptions of all academic programs, including course descriptions, which should be included in a Profile Appendix).*
b) Using data provided by the University where relevant, analyze and discuss:
i. Patterns of enrollment in degrees/concentrations (available in the Program Data Summary : (1) External Program Demand Dimension: New student enrollment data and (2) Size and Scope Dimension: Unique course counts and degrees awarded).
ii. The diversity of the undergraduate student profile (available in the Program Data Summary: Mission Dimension: Under-served student representation).
iii. Degrees conferred, graduation rates and time to graduation patterns for your program(s) (available in the Program Data Summary: (1) Mission Dimension: Under-served student graduation rates; (2) Quality of Student Outcomes Dimension: Junior graduation rates for first-time college entrants and Average time for transfer students to graduate; and (3) Size and Scope Dimension, Degrees awarded).
iv. Course hours taught for majors (including second majors) and non-majors students in major courses, service courses, and general education courses (available in the Program Data Summary: Internal Program Demand Dimension: Proportion and number of non-major credit hours in LSP classes and in non-LSP classes).
v. Market share, where data are available (patterns of interest by enrolling students) (available in the Program Data Summary: External Program Demand Dimension: New student applications and Enrollment over time in Illinois data) .
c) Describe any new curricular initiatives that are not reflected in item 2a.
d) If there are Centers or Institutions housed in the unit, describe how they support effective teaching and learning, faculty and student scholarship, and research and creative activities.
e) Discuss steps the unit has taken to address academic quality and raise the level of academic challenge as called for in the current University Strategic Plan.
f) Identify possible issues/questions, if any, related to this section that might be part of the APR self-study or MOU.
3) Student Learning
a) The APRC will provide the learning outcomes for each of the unit’s degree-granting programs.* The unit should identify any learning outcomes that are no longer current, or are not clear, concrete, or measurable. Any learning outcomes that are not current, clear, concrete, or measurable should be updated.
b) Using the template provided in Appendix E (electronic copy available on APRC website), provide in an appendix a curriculum map for the learning outcomes for each degree-granting program (undergraduate and graduate). Identify any learning outcomes that are assessed in multiple courses in a degree-granting program’s coursework. Identify any learning outcomes that have not been assessed during the past seven years. Identify any learning outcomes that need to be reviewed or assessed differently (in terms of when and how they are assessed).
c) Based on a review of past annual assessments and, if applicable, any assessment or assurance of learning materials provided for accreditation/external review, identify what the strengths and challenges for student learning are in your degree-granting programs.
d) Using data from the University surveys—the National Survey of Student Engagement (NSSE), the Alumni Survey, and the Exit Survey for Graduating Senior and Graduate Students—analyze and discuss:
i. Student satisfaction with the quality and rigor of their academic program and their preparation for life after DePaul. Consider also possible changes between student perceptions in the Exit Survey for Graduating Senior and Graduate Students and the Alumni Survey.
ii. Student perceptions of acquired work-related knowledge and skills: communication (verbal and written), quantitative and analytical skills, and other related knowledge and skills.
iii. Student perceptions about their exposure to diversity.
iv. Alumni perceptions of their knowledge and abilities gained in their program at DePaul.
e) Using the template provided in Appendix C (electronic copy is available on APRC website), identify the learning outcomes that are a priority for future assessment projects.
f) Identify possible issues/questions, if any, related to this section that might be part of the APR self-study or MOU, including any learning outcomes that might need to be updated or any possible future assessment activities or program changes that are a result of assessment activities.
4) Student Support
a) Describe how students are advised in the unit, including how students who are academically under-prepared and/or historically underserved are supported and how advanced students or students in Honors Programs are supported.
b) Using data from the University surveys—the National Survey of Student Engagement (NSSE), the Alumni Survey, the Survey of Academic Advising, and the Exit Survey for Graduating Senior and Graduate Students—analyze and discuss student satisfaction with advising.
c) Describe the co-curricular and extracurricular activities that the unit provides to support and engage students.
d) Using data from the University surveys—the National Survey of Student Engagement (NSSE), the Alumni Survey, the Survey of Academic Advising, and the Exit Survey for Graduating Senior and Graduate Students—analyze and discuss student engagement in community service, internships, extra-curricular and co- curricular opportunities, research with faculty, and other opportunities.
e) Describe the career planning support the unit offers to students, including how it collaborates with Career Services.
f) Using the Program Data Summary Quality of Student Outcomes Dimension: Proportion of degree recipients employed, in grad school, volunteering full-time, or serving in the military data, describe your graduates’ immediate post-DePaul professional outcomes.
g) Using data from the University surveys—the National Survey of Student Engagement (NSSE), the Alumni Survey, the Survey of Academic Advising, and the Exit Survey for Graduating Senior and Graduate Students—analyze and discuss student perceptions about the challenges they face to succeed in their academic programs and competing priorities.
h) Describe the unit’s relationship to the University library and the types resources and support the unit encourages students to use.
i) Identify possible issues/questions, if any, related to this section that might be part of the APR self-study or MOU.
5) Faculty and Staff Support
a) Using data provided by the University, analyze and discuss:
i. The demographic profile of your faculty.
ii. Patterns of workload by full- and part-time faculty in the context of your college (available Program Data Summary: (1) Quality: Program Design & Delivery Dimension: student/faculty ratios and (2) Size and Scope Dimension: FTE student to FTE faculty ratio and Proportion of 300-level sections with more than 10 students).
b) Describe the scholarly/creative activities, specializations, etc., of the unit’s faculty and staff (where appropriate) and the collective strengths and limitations in relation to the unit’s purpose, academic goals, and learning outcomes.
c) Describe how tenure-stream and contingent/part-time faculty are evaluated and supported in their efforts to provide continuous improvement to instruction.
d) Describe how the unit works with the University library to support tenure-stream and contingent/part-time faculty.
e) Describe the staff positions that support the work of the unit.
f) Identify possible issues/questions, if any, related to this section that might be part of the APR self-study or MOU.
6) University and Community Engagement
a) Describe how the unit serves students in the Liberal Studies Program and in other University programs/majors.
b) Describe how the unit interacts and collaborates with other units in the University. Describe the benefits and challenges of these interactions/collaborations and their effect on the unit’s students. Describe where interaction and collaboration need to be developed or strengthened and why.
c) Describe how the unit engages the community, both locally and beyond, and contributes to community enrichment. Describe how these activities support student learning.
d) Describe how the unit engages alumni, including any opportunities students have to interact with alumni.
e) Identify possible issues/questions, if any, related to this section that might be part of the APR self-study or MOU.
7) Unit Specific Issues and/or Initiatives. Describe and discuss any unit-specific issues and/or initiatives not addressed in the preceding sections.
UNIT’S RESEARCH PLAN
(3-4 pages, DUE: Year 1, April 20)
Drawing on the issues/questions learned in the writing of the Profile, as well as on the APRC’s and Dean’s feedback, the Unit should identify three to five self-study questions. One self-study question must address some aspect of student learning outcomes, and include collecting and analyzing student work. The Unit should use the Research Plan template provided in Appendix E.
1) List the names of the members of the Self-Study Team.
2) Identify the questions or issues learned so far from your APR that will be addressed through the self-study. These questions can include investigating areas of concern remaining from the previous program review, as noted in the Profile.
a) Provide a short recap of why you chose these questions/issues of interest/concern and how answering these questions will help the Unit improve the quality of its academic program(s).
b) Identify data collection and analysis methods that will be used to address each question/issue. Be as specific as possible (For example, if a focus group will be used, who will be the audience, what will be the goal of the session, what are some questions that may be used, etc.? If surveys will be disseminated, identify possible survey questions). The APRC can provide example surveys and the APRC Research Analyst and IRMA can work with the Unit to develop data collection tools. Please note in your Plan if you need assistance.
c) Identify who is responsible for data collection and analysis and provide a time-line for the work.
3. For units undergoing external review:
a) In an appendix to the Research Plan, provide an annotated list in order of preference of 4-6 external reviewers, including contact information. The annotation should explain how each external reviewer will be able to 1) assess the intellectual currency of the academic program and the overall quality of faculty scholarship, as well as 2) help the unit reflect on issues of importance to them. Consider external reviewers who have prior experiences with conducting academic reviews.
b) Faculty Curriculum Vitae. Please provide an electronic copy of a recent curriculum vita for each full-time faculty member in a separate appendix. These CVs will be shared with the external reviewers.
UNIT’S RESEARCH REPORT
(15-20 pp., single-spaced plus appendices; DUE: Year 2, December 15).
The Research Report provides answers to the Research Plan questions based on an analysis of the data with the goal of supporting and identifying program improvement activities that will be in the MOU.
1) Executive Summary (2-3 pp.) Provide an abstract that highlights each of the sections below.
2) For each self-study question, provide an analysis of your data. Your analysis should include a description of methodology (how data was collected), a presentation of significant data, and your findings and conclusions. In the Report, provide enough data to support the inferences you draw. Include additional data, as necessary, in an appendix (Be selective and include in appendices only those data that expand on what has been said in the research report.).
3) For each self-study question, identify next steps, notably MOU items designed to improve your academic program(s) but also any areas of further study.
4) Within the context of the college and University, identify important challenges and opportunities for next five or ten years, including opportunities and challenges related to working with other units in the University. Also, identify how the unit will contribute to realizing the college’s and the University’s Strategic Plan.
MEMORANDUM OF UNDERSTANDING AND LONG-TERM ASSESSMENT PLAN
(MOU 3-5 pp, DUE: Year 2, May 10, signed by end of spring quarter)
The MOU identifies goals, actions, and priorities based on the findings and feedback during the APR process. The signed MOU is the unit’s plan for the next year and beyond, and is a public document, accessible through Campus Connect. The long-term assessment plan identifies the unit’s plan to assess student learning over the next seven years.
The MOU includes the following:
1) Provide a brief introduction that includes a review of and any acknowledgements relating to the unit’s APR and self-study efforts;
2) Section 1: Identify common issues that affect and/or require collaboration with (1) other units under review in the current cycle and (2) other units in the University that, therefore, call for College and/or University-level coordination and support;
3) Section 2: Identify unit’s one- and two-to-five-year activities to improve the quality of its academic program(s);
4) Section 3: Describe the unit’s long-term assessment plan, including providing a timetable for assessing learning outcomes for each of its academic program(s) over the next seven years. The long-term assessment plan is provided to CTL so that it can support future assessment efforts. This document is for planning and guidance only and can be revised as necessary in the future.
5) Section 4: Identify resource priorities that will support the unit’s proposed activities and initiatives. Resources are not tied to APR; however, the priorities identified in the MOU signal to the college and University those resources the unit believes are necessary to implement fully and successfully its academic program(s) improvement efforts. The signatories to the MOU recognize these resource requests as unit priorities.
6) Endorsing signatures: Chair of the Unit’s Self-Study Team, Unit Department Chair/Program Director, APRC Director/Chair on behalf of the APRC, Dean of Unit’s College/School, Associate Provost of Student Success and Accreditation, and Provost.
ONE YEAR AND FIVE-YEAR FOLLOW-UPS
One year and five years after the MOU signing, the APRC asks the unit to reflect on the status of its MOU items. The APRC will provide the unit with a template with space for reporting the status of each MOU item.
The one-year progress report gives the unit an opportunity to reevaluate its goals and revise its agenda for the future. The five-year progress gives the unit an opportunity to take stock of its successes, identify what remains as a challenge or concern, and consider how unmet goals will be addressed prior to the next APR.