Preparing A Comprehensive Program Review
Contents
Overview
Each USG institution shall conduct academic program review on a periodic basis. Consistent with efforts in institutional effectiveness and strategic planning, each USG institution shall develop procedures to evaluate the effectiveness of its academic programs to address the quality, viability, and productivity of efforts in teaching and learning, scholarship, and service as appropriate to the institution's mission. Institutional review of academic programs shall involve analysis of both quantitative and qualitative data, and institutions must demonstrate that they make judgments about the future of academic programs within a culture of evidence. Planning and conduct of academic program reviews shall be used for the progressive improvement and adjustment of programs in the context of the institution's strategic plan and in response to findings and recommendations of the reviews. Adjustment may include program enhancement, maintenance at the current level, reduction in scope, or, if fully justified, consolidation or termination.
An institution's cycle of review for all undergraduate academic programs shall be no longer than seven (7) years, and for all graduate programs no longer than ten (10) years. Newly approved programs should automatically be reviewed seven years after launch. If successfully reviewed, the new program will then become part of the regular institutional cycle. If unsuccessful, the institution will present a plan of action to the System Office. Programs accredited by external entities may not substitute an external review for institutional program review, but material submitted as part of an external accreditation process may be used in the institutional review. Institutions may align program review cycles with required external accreditation review, so long as no program review cycle at any level exceeds ten (10) years. Institutions must also review General Education every five (5) years; learning outcomes for each Area A-E of institutional core curricula must be approved by the Council on General Education. Institutions are also encouraged to review Learning Support programs.
Each USG institution shall provide a web link outlining institutional comprehensive program review procedures and shall post program review results on a password protected institutional web site, which shall include the institutional review cycle and a summary of current institutional reviews.
Academic Affairs staff will perform spot audits on the posted institutional comprehensive program reviews to ensure that reviews are being used to inform institutional decision-making on the issues of program quality, productivity and viability. The System Office staff will continue to provide data on programs with low enrollment for institutional information.
Source: Board of Regents Academic Affairs Handbook Section 2.3.6
Structure
All Comprehensive Program Reviews must follow the template below. In the event that any additional tables or data is included for consideration, this information must be presented in the appendix. A Microsoft Word version of the Comprehensive Program Review template is accessible through the following link: CPR revision12-3.docx
COMPREHENSIVE PROGRAM REVIEW
Degree:
Major:
CIP Code:
A. Introduction
A.1. Preface - Briefly describe your program. (300 words or fewer)
A.2. Mission - How does the departmental mission further the university's mission? (300 words or fewer)
B. Students
B.1.a Student Diversity - Please analyze and discuss the information provided in Table B.1a concerning student demographics.
Table B.1.a: Demographics of Students in Program - to be pre-populated by Office of Institutional Effectiveness and Research
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Year |
Program |
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White |
Black |
Asian |
Hispanic |
Others |
Total |
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M |
F |
M |
F |
M |
F |
M |
F |
M |
F |
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Fall 2006- Sum 2007 |
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Fall 2007- Sum 2008 |
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Fall 2008- Sum 2009 |
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Fall 2009- Sum 2010 |
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Fall 2010- Sum 2011 |
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Source: Office of Institutional Effectiveness and Research, Augusta State University, date
B.1.b Diversity of Students Receiving Degrees - Please analyze and discuss the information provided in Table B.1b concerning the demographics of the students receiving degrees. (250 word limit)
Table B.1.b: Numbers Degrees Conferred by Ethnicity - to be pre-populated by Office of Institutional Effectiveness and Research
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Year |
Program |
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White |
Black |
Asian |
Hispanic |
Others |
Total |
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M |
F |
M |
F |
M |
F |
M |
F |
M |
F |
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Fall 2006- Sum 2007 |
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Fall 2007- Sum 2008 |
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Fall 2008- Sum 2009 |
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Fall 2009- Sum 2010 |
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Fall 2010- Sum 2011 |
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Source: Office of Institutional Effectiveness and Research, Augusta State University, date
B.1.c: Declared Majors- Please analyze and discuss the information provided in Table B.1c concerning the number of declared majors. (250 word limit)
Table B.1.c: Number of Majors by Classification
| Year | Freshman | Sophomore | Junior | Senior | Graduate |
| Fall 2006 - Summer 2007 |
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| Fall 2007 - Summer 2008 |
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| Fall 2008 - Summer 2009 |
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| Fall 2009 - Summer 2010 |
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| Fall 2010 - Summer 2011 |
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Source: Office of Institutional Effectiveness and Research, Augusta State University, date
B.1.d Degrees Awarded- Please analyze and discuss the information provided in Table B.1d concerning the number of degrees awarded. (250 word limit)
Table B.1.d: Number of Degrees Conferred per Track
| Graduates from Program | |
| Fall 2006-Summer 2007 | xx |
| Fall 2007-Summer 2008 | xx |
| Fall 2008-Summer 2009 | xx |
| Fall 2009-Summer 2010 | xx |
| Fall 2010-Summer 2011 | xx |
Source: Office of Institutional Effectiveness and Research, Augusta State University, date
B.2. Student Learning Outcomes for the Major
- What are the student learning outcomes for each major? List tracks only if they differ in student learning outcomes.
- What evaluation measures have been used to measure whether students have achieved these outcomes (over the last five years)?
- Discuss the results of the evaluation measures associated with the learning outcomes identified above.
- Summarize changes in the program that have been based on data gathered in the learning outcomes assessment.
- How successful are graduates as determined by measures not addressed in bullet 3 above? Use measurements such as national tests, departmental capstones, employer or alumni surveys, etc.
C. Faculty
C.1. Faculty Qualifications of Full-Time Faculty - Please analyze and discuss the information in Table C.1 concerning the program's full-time faculty utilized over the past year. (250 word limit)
Table C.1: Faculty Information
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Name |
Highest |
Rank |
Tenure Status |
Program
Responsibilities |
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Source: Office of Institutional Effectiveness and Research, Augusta State University, date
C. Credit Hour Production
Credit Hour Production - Please analyze and discuss the information provided in Table C.2 concerning the production of credit hours. (250 word limit)
| Table C.2: Credit Hour Production For Past Five Years | |||||||||||||
| Lower | Upper | Graduate | Total CHS | ||||||||||
| Number of Credit Hours | % of College Total | % of Univ. Total | Number of Credit Hours | % of College Total | % of Univ. Total | Number of Credit Hours | % of College Total | % of Univ. Total | Number of Credit Hours | % of College Total | % of Univ. Total | % taught by FT Faculty | |
| Fall 2010 | |||||||||||||
| Fall 2009 | |||||||||||||
| Fall 2008 | |||||||||||||
| Fall 2007 | |||||||||||||
| Fall 2006 | |||||||||||||
Source: Office of Institutional Effectiveness and Research, Augusta State
University, date
C.3. Faculty Teaching Loads
- What is a full time teaching load for this program?
- List the full time faculty members over the past 5 years who have received teaching course load reductions. Include for each faculty member the number of hours of course load reduction by semester and the purpose of the reduction.
C.4. Faculty Currency
- How does your department ensure that faculty members remain current in their disciplines?
- Discuss any changes in faculty composition during the last five years and the impact that these changes have had on the ability to provide effective instruction.
D. Facilities (500 word limit)
- Discuss classroom, laboratory, library, media and other spaces available for students, instructional technology and other resources available to the major. Are the current facilities, information resources and technology sufficient to support the major? Identify any specific needs.
- Discuss the faculty offices and departmental equipment available to the major.
E. Curriculum
E.1. Coherence
- Explain the sequence for student program completion of the major.
- How are courses sequenced and scheduled to ensure efficient completion of the major?
E.2. Currency and Relevance
- How does the department ensure that information taught in the major incorporates recent developments in the major field?
- Provide specific examples of how changes that have occurred in the field or discipline have led to changes in the major curriculum.
- Explain any other changes to the major during the last five years, as well as the reasons for those changes.
E.3. Other Learning Activities
- Describe the program's advisement practices during the past five years and discuss the effectiveness of these practices, citing data where appropriate.
- How does the department utilize other learning activities such as tutoring, internships, service-learning, practica, study abroad, program-related student organizations and clubs, and career/placement in helping meet student needs?
F. Research, Scholarship, and Service
- Describe faculty productivity in research and scholarship and its relationship to the major.
- Describe any situations in which students are (or have been in the past five years) involved with faculty in research projects.
G. Summary
G.1. Quality
- Discuss the quality of the program using indicators. Quality indicators may include, but are not limited to, attainment of student learning outcomes, a comparison of program elements relative to internal and external benchmarks, resources, accreditation criteria, relevant external indicators of program success (e.g., license and certification results, placement in graduate schools, job placement, and awards and honors received by the program), and other standards.
G.2. Additional Productivity
- Measures of productivity might include counts of students who meet their educational goals through the program's offerings, including minors, certificates, or job enhancement, if such goals are part of the program's mission. Additional measures of productivity may include the coverage of courses outside of the major in service to other programs or degrees.
G.3. Viability
- Use such considerations as available resources, student interest, career opportunities, and contributions to the goals and mission of the institution, University System, and state to determine whether the program should be continued as is or modified (expanded, curtailed, consolidated, or eliminated). Viability considerations are independent of quality measures; i.e., a high quality program could lack viability, or a program in need of considerable improvement could have high viability.
G.4. Recommendations Based on Information Contained Within the Comprehensive Program Review
- Summarize program strengths, challenges, and opportunities based on information contained within the Comprehensive Program Review.
- Make recommendations for the program over the next five years based on information contained within the Comprehensive Program Review.
Recommended Information & Potential Sources
Much of the information needed in preparing the Comprehensive Program Review should be available within the department. However, there are sources for other information
Information on ASU can be obtained from:
- Office of Institutional Effectiveness and Research (OIER)
- Projects Office
- BANNER reports
- Department Chairs
- Deans
Information on the USG can be obtained from http: //www.usg.edu/policies/ (See ACADEMIC REPORTS under Statistics and Reports)
Information on programs nationally can be obtained from http: //www.nces.ed.gov/programs/digest/ (Select a year. In Chapter 3 you will find information on postsecondary education.)
Information on teacher preparation programs can be obtained from Most recent NCATE report http: //www.doe.k12.ga.us/
Information for specific sections of the review can be obtained from Mission
- Mission statement is at http: //www.aug.edu/president_office/Strategic%20Planning.htm
- Description of students can be obtained from BANNER reports, OIER, and USG
- Information on demand for graduates may be obtained from alumni surveys, Career Center, and the U.S. Department of Labor/Bureau of Labor Statistics' Occupational Outlook Handbook at http: //www.bls.gov/oco/
Teaching and Learning
Students
Faculty
Facilities
