PROGRAM QUALITY ASSURANCE PROCESS

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "PROGRAM QUALITY ASSURANCE PROCESS"

Transcription

1 PROGRAM QUALITY ASSURANCE PROCESS Curriculum Renewal and Program Review Centre for Learning and Teaching November 23, 2007 (Revised October 31, 2013)

2 TABLE OF CONTENTS 1. Introduction Goal Outcomes Key Benefits Stages External Audit for Quality Assurance Performance Indicators Used to Measure Program Academic Quality Curriculum Renewal - Overview Outcomes Timeframe Guidelines and Template for Curriculum Renewal Program Review - Overview Outcomes Timeframe Guidelines and Templates for Program Review... 8 Written responses to the self study are required in point or note form Deliverables Key Players - Roles and Responsibilities Appendix A Program Review Guide Written responses to the self study are required in point or note form Appendix C Appendix D: Map of Centre for Learning and Teaching (CLT) shared directory The online version of this document can be located on the CLT website under Program Quality Assurance: 2

3 PROGRAM QUALITY ASSURANCE PROCESS Curriculum Renewal and Program Review 1. Introduction In the fall of 2006, the Centre for Learning and Teaching (CLT) was commissioned to review Fleming s program quality assurance process. The objective was to establish an enhanced approach to program review that would ensure vibrant curriculum with quality programming. The revised process would not only need to align and build on current practices and respond to changing external expectations for quality, but meet the needs of the new Provincial Quality Assurance Process Audit (PQAPA) and province-wide standards and expectations. Following extensive consultation throughout the fall of 2006 and a pilot in the winter of 2007 involving six programs, a new model was developed. This model was subsequently reviewed again in May, 2012 and minor modifications have been included in this version of the process document. 2. Goal The goal of Fleming s Quality Assurance process is to ensure programs are: Vital program curriculum is dynamic, alive, and provides the most valuable learning for entry-level positions in the field of study. Viable programs are relevant, sustainable, aligned with strategic priorities, college initiatives, and meet industry needs and standards. 3. Outcomes The primary outcomes of the program quality assurance process provide a: i. Measurement of program quality and standards ii. Direction for continuous program improvement 4. Key Benefits 1 The key benefits of the revised model include: A standard, college-wide process that is aligned with college values and strategic priorities A design based on consultation and input from key stakeholders A process that is manageable in scope and scale, sustainable, and engaging to faculty Alignment with other academic processes and external demands, eliminating duplication of effort A transparent and constructive approach Systematic data collection over time to inform curriculum change 1 With reference to Program Review, 2000, feedback from APDC & ALT and Curriculum Renewal,

4 Identification of effective practices and the development of a program portfolio 2 A focus on student learning Increased responsiveness and improved capacity to meet the needs of students and employers. 5. Stages The redesigned process comprises two stages: 1. Curriculum Renewal Annually, all programs will engage in an assessment of curriculum content, design and delivery to ensure program currency and vitality. As an outcome of this process, curriculum plans will be developed to guide program activity for the subsequent year. 2. Program Review Every five years, programs will complete a full program review characterized by both depth and breadth of analysis. Program data will be collated, reviewed, and assessed against given criteria, providing a measure of both the vitality and viability of each program. Based on this analysis, long-term program plans will be created to guide continuous curriculum improvement and build on the cumulative outcomes of annual Curriculum Renewal. Any program mandated for a review or accreditation by a governing external body will always use that agency s process rather than Fleming s Program Review. These programs will, however, implement Curriculum Renewal annually, when not involved in an external review process. 6. External Audit for Quality Assurance A new quality assurance review process has been initiated by the Ministry of Training, Colleges & Universities (MTCU) under the direction of the Ontario College Quality Assurance Service (OCQAS) ( Each college will be reviewed once every five years in the form of an audit called the Program Quality Assurance Process Audit (PQAPA). The goal of the PQAPA is to ensure that college quality assurance processes are meeting specific criteria and do in fact, effectively measure quality 3. 2 In the context of the program self study, a Program Portfolio is considered to be a collection of the most useful and relevant materials that have helped inform the Renewal/Review activities and that provide a foundation for further exploration. 3 Additional materials related to the PQAPA can be found at the CLT web site under Quality Assurance: 4

5 7. Performance Indicators Used to Measure Program Academic Quality Program performance indicators include quantitative and qualitative descriptors that provide a measure of how well a program is performing. Performance indicators may have reference points or benchmarks which can be used to compare program performance data to a goal or standard. The indicators selected for Curriculum Renewal address: 1. Industry / sector trends 2. Curriculum development and framework 3. Student and graduate satisfaction 4. Employment trends In addition to the above, Program Review indicators include: 5. Strategic positioning of the program 6. Enrolment trends 7. External relations 8. Program resources 8. Curriculum Renewal - Overview 5

6 On an annual basis, all programs will engage in Curriculum Renewal. 8.1 Outcomes The outcomes of the Curriculum Renewal process will be: The identification of recent changes in the sector or industry that have an impact on program content or structure. An updated, short term plan for the following year based on the progress made since the most recent Curriculum Renewal or Program Review and the self study exercise The setting of annual performance goals to guide the continuous improvement of curriculum and program quality. 8.2 Timeframe Curriculum Renewal can be completed within a two to three month time frame. The work can be scheduled in the semester that best suits the program and the School. It is recommended that all program faculty and staff participate in the Curriculum Renewal meetings. Much of the work can be completed as part of regular program meetings (weekly or otherwise) and through the engagement of the Program Advisory Committee. The culminating action plan will guide program activities over the following year. Each May / June period, new statistics will be provided by Fleming Data Research to inform this ongoing activity. 8.3 Guidelines and Template for Curriculum Renewal A template to guide Curriculum Renewal is attached in Appendix A. The process is outlined in its entirety in this appendix, which is designed as a stand-alone tool. The Program Co-ordinator will complete the report template, file it in the CLT - School Quality Assurance directory, and submit it to the Dean for discussion and follow-up. The Dean will forward summary reports to the Vice President Academic (VPA). 1. Step One: Getting Started with Curriculum Renewal Key players The Program Co-ordinator in consultation with the Chair will identify the appropriate time for project implementation and the people who need to be involved (see: 9.5 Key Players: Roles and Responsibilities). The most successful Curriculum Renewal process will be one that engages all faculty and staff aligned with the program, as well as students. Organization All programs will use the same, uniform format for reporting and storage of data. A directory has been set up for each program and folders containing some of the key background materials can be found there: S:\shared data\clt\school Name\Program Name 6

7 All working documents and final reports will be stored in this directory (see Appendix D for directory format). Contributors such as CLT, Program Co-ordinators, and Chairs have full read / write access; others have read only rights. Resources A list of resources considered useful in promoting and informing discussion can be found in Appendix A: Step One. The Centre for Learning and Teaching (CLT) will file updated college reports and Key Performance Indicator (KPI) data as they are released. Additional data can be added by program staff. 2. Step Two: Curriculum Analysis and Development of the Action Plan The program team will examine the curriculum, affirm the strengths of its design and delivery, and identify areas for improvement in response to the key findings. These discussions may occur during program faculty meetings, Program Advisory Committee meetings, and / or special focus groups. Student involvement is essential. The ideas and recommendations that emerge will form the program action plan for the upcoming academic year. The Analysis and Action Plan template (see Appendix A) includes four sections to guide the program team: A) Analysis of indicators: Curriculum indicators include: industry / sector trends, curriculum development and framework, student and graduate satisfaction, and employment trends. The team will reflect on each of these as they examine aspects of curriculum quality. No recording of outcomes is required in the template, but discussion notes will be useful for reference into the future. B) Curriculum strengths and challenges: Curriculum strengths, and any areas requiring improvement, will be identified, outlined, and recorded in this section based on the team s analysis of the indicators. These outcomes are to be recorded in point or note form with a rationale for their inclusion. C) Priority actions: Based on its findings, the program team will develop an action plan for the following year. Recommendations should have a clear rationale and be both realistic and achievable within a one-year timeframe. Action items should include a designated lead and projected timelines for completion. The plan is to be recorded in point or note form. D) Deferred actions: Some curriculum issues may need to be addressed at a later date. Briefly describe those that need to be monitored, researched, or deferred for future action, and the reason for the deferment. Use the Analysis and Action Plan template should be used for reporting - maximum two-to-three pages. Program Co-ordinators will submit plans to their respective Chair/Dean/Principal for discussion and review. The final version will be submitted to the Vice President Academic. 9. Program Review - Overview Every five (5) years, a program will complete an intensive, yet comprehensive review. This will be conducted over an eight-month time period and result in a detailed analysis of program quality. 7

8 9.1 Outcomes The outcomes of Program Review will be: A comprehensive assessment and analysis of program indicators to determine the viability and vitality of each program A demonstration of a program s alignment with the College Mission, Vision and Strategic Directions and School positioning, priorities, and growth A review of program alignment with new or revised Ministry of Training Colleges and Universities (MTCU) program standards and / or other external standards An examination of internal and external changes or trends that have an impact on the discipline and the program; a critique of the program in relation to them, and a plan to address areas of concern An evaluation of the effectiveness of previous internal recommendations, such as the outcomes from the most recent Curriculum Renewal process A plan to direct curriculum revisions for the upcoming five years that promotes student learning A comparison with other colleges achievements and a revised set of benchmarks to aim for over the next five years Feedback from, and recommendations by, both internal and external stakeholders A resource portfolio that will help to build the program profile and context, over time. 9.2 Timeframe Each year, the Chairs will reconfirm the programs scheduled for Program Review. Those Schools with fewer programs will complete one only, while larger Schools will implement four or more. All programs will be captured in the five year cycle. Schools managing multiple reviews should consider staggering their start times to even out workload. Most new programs will operate for two years before undergoing a full program review, subject to the Dean s discretion. Long-range workload planning will need to be considered when organizing Program Review. It will take two semesters or approximately eight months to complete. Release time for Program Co-ordinators will be required, as well as the scheduling of regular program team meetings to ensure that all faculty and staff teaching in, and supporting, the program have the opportunity to participate. Chairs will need to communicate with each other in order to plan the participation of staff with cross appointments. 9.3 Guidelines and Templates for Program Review Templates to guide the Program Review process are attached in Appendix B. The Chair, with assistance from the Program Co-ordinator, will complete the report template, file it in the directory, and submit it to the Dean. At the end of the process, the Dean will convene a Program Review Panel to evaluate and approve the program long term plan. The Panel is charged with the responsibility of making recommendations concerning program viability as well as suggesting program / curriculum revisions. The Dean will forward an annual summary report to the Vice President Academic (VPA). 8

9 1. Step One: Getting Started on Program Review Key players The Chair, in collaboration with the Program Co-ordinator, will be responsible for coordinating and guiding Program Review (see 9.5: Key Players Roles and Responsibilities). Support and guidance from CLT Consultants will be provided as needed. The most successful review process will be one that engages all faculty and staff associated with the program. Student focus groups must be held to contribute to the discussions and provide input into recommendations. Organization All programs will use the same reporting format and storage process to promote uniform management of data. A directory has been set up for each program and folders containing some of the key background material can be found there: S:\shared data\clt\school Name\Program Name This directory can be used to store all working documents and final reports (see Appendix D for directory format). Hard copy resources can be stored in the Program Co-ordinator s office. Resources A list of resources considered useful in promoting and informing discussion can be found in Appendix B. Fleming Data Research will file provide updated College reports and KPI data as they are released via their internal website on the College portal. Additional data can be added by program staff. Note: Auditors from the PQAPA will request hard copy evidence of a few program reviews as well as reports on whether recommendations have been implemented. 2. Step Two: Self Study and Action Plan for Program Review Program Review aligns with Curriculum Renewal, but it goes further by examining program issues of greater complexity, as well as depth and breadth. Using the resources available, the team will review, discuss, and summarize program characteristics, affirm the strengths of its design and delivery, and identify areas for improvement. These activities can be conducted during regularly scheduled program faculty meetings and Program Advisory Committee meetings. Student focus groups are required and will need to be scheduled as part of the process. The ideas and recommendations that emerge from these discussions will form a long-term program action plan that will be reviewed annually in the Curriculum Renewal process. 9

10 The Self Study and Action Plan template for Program Review (see Appendix B) is divided as follows: A) Self Study: Program strengths and challenges will be reviewed, discussed, and summarized across the following eight indicators: industry / sector trends, curriculum development and framework, student and graduate satisfaction, employment trends, strategic positioning, enrolment trends, external relations, and program resources. A range of indicators are included in each section to guide the review. Specific program attributes that are not identified in the template can be noted for future reference. Written responses to the self study are required in point or note form. Program performance in relation to the benchmarked Key Performance Indicator (KPI) scores will be reviewed and interpreted. Based on that assessment, new benchmarks will be set for the following five years (see Appendix C for use and interpretation of provincial KPI scores and setting benchmarks for ongoing improvement). The existing, as well as the new benchmarks should be submitted as an attachment to the plan. B) Action Plan: The review team will establish key recommendations, priority actions and a program plan to guide activity over the next five years. Plans are to be realistic and achievable and will be re-examined annually during Curriculum Renewal. The Self Study and Action Plan template is to be completed in sufficient detail as to demonstrate the quality attributes of the program. During the development of the Self Study, periodic updates should be provided to the Dean and the final report will be reviewed by the Dean prior to convening the Program Review Panel. 3. Step Three: Program Review Panel The Dean will convene a Review Panel to assess the final report. This panel will include the Dean, Program Co-ordinator, Chair, CLT Consultant as well as additional internal and external members as stipulated below: Internal program-specific members, to a maximum of four, and in addition to the Dean, Program Co-ordinator and Chair, may include faculty from the program, faculty from the School of General Arts and Sciences (GAS), program technician / technologists, and student representatives. External members may include faculty from another School external to the college (not more than one), program alumnae, Program Advisory Committee members, and / or other industry or sector experts. At least three (3) external members must be included on the panel. The Panel s responsibility will be the evaluation and approval of the program s Self Study and Action Plan. The panel will be assessing overall program viability, as well as making recommendations for program revisions. The Dean will forward summary reports to the Vice President Academic (VPA). 10

11 9.4 Deliverables Program Review will culminate in a report demonstrating the following attributes: Assessment of current and changing trends / issues that have an impact on the program, and the intended response to them An analysis of the progress made towards planned curriculum revisions and the responses to past recommendations, and / or an assessment of the effectiveness of changes that have been implemented An evaluation of the effectiveness and currency of the program of study including program outcomes, alignments, teaching and learning strategies, student assessment activities, and evaluative processes A plan for program revisions and revitalization that supports student learning and community engagement. 9.5 Key Players - Roles and Responsibilities The following list identifies the key players and their roles and responsibilities in, and contributions to, Curriculum Renewal and Program Review. Dean: Promotes the need for, and benefits of, program quality assurance processes Oversees process, ensuring timelines are met and appropriate resources allocated Supports Program Co-ordinators in engaging program faculty and staff, Program Advisory Committees, and program stakeholders Ensures participation of cross appointed faculty through consultation with other Deans Monitors and tracks progress of renewal and review initiatives within the School Provides guidance and counsel, as required Assesses curriculum patterns, themes, and new clusters that emerge at the School level Ensures that Renewal and Review updates are regular agenda items at School meetings Convenes final Program Review Panel meetings to assess Program Review reports and recommendations Submits findings and reports for discussion with the VPA Chair: Brokers curriculum and other resources among faculty and staff Facilitates discussions at School, program, and Program Advisory Committee meetings Monitors progress and supports Curriculum Renewal and Program Review initiatives for all programs within the School Aligns resources and integrates activities across programs, where possible Helps co-ordinate faculty / staff participation within, and between, Schools Tracks curriculum patterns, themes, and new clusters that may emerge Prepares and submits Program Review: Self Study and Action Plan report in collaboration with the Program Co-ordinator 11

12 Attends the final review meeting to assess program report and recommendations Participates in the Program Review Panel Program Co-ordinator: Organizes and distributes key documents generated from previous Renewal and Review activities with assistance from School Operations Liaison (SOL), FDR, Academic Lead, and CLT consultant Schedules regular meeting times that will enable participation of all faculty and staff involved in the program Promotes the participation of ALL faculty and staff engaged in the program (e.g. vocational, non-vocational, general education, technicians / technologists) Schedules Program Advisory Committee meetings and ensures appropriate stakeholder representation (including that of students) Reviews Program Curriculum Maps with faculty / staff, and updates them as required Prepares Curriculum Renewal: Analysis and Action Plan in collaboration with program faculty and staff and submits to the Dean for discussion Assists the Chair in preparing and submitting the Program Review: Self Study and Action Plan and establishing new benchmarks Consults with the Dean on report outcomes and participates in the Program Review Panel Program-affiliated Faculty (all faculty teaching any course in the program): Maintains an active involvement in the renewal and review processes Prepares for meetings, contributes to the process and reviews documents, as required Identifies course-specific issues and contributes to their resolution Contributes to the development of program plans Participates in the review and update of the Program Curriculum Map Centre for Learning & Teaching (CLT) Consultant: Provides support for Deans, Chairs, and Program Co-ordinators Provides guidance and / or continuous learning opportunities on all aspects of program quality assurance and curriculum, to individuals and / or teams Assists in the identification, organization and dissemination of key documents and resources Monitors and tracks progress and supports initiatives for all programs Identifies and tracks curriculum patterns, themes, and issues that emerge within Schools and across Schools School Operations Liaison (SOL): Assists in gathering and organizing required documents Provides support as needed for each of the programs Program Advisory Committee: Identifies and provides context for recent industry / sector related trends or issues of significance to the program 12

13 Provides feedback and makes recommendations concerning curriculum relevance and overall program quality Participates as a member of the Review team and in the Program Review Panel Program students and graduates: Attend Program Advisory Committee meetings Participates in focus groups and contributes feedback concerning curriculum Participate as members of the Program Review Panel Fleming Data Research (FDR): Provides statistical data and relevant analysis, as required Collaborates with CLT and Schools in the systematic collation and storage of program data Clarifies data, as required Budget Services: Provides program financial data and relevant analysis, as required Assists in gathering and organizing required documents Provides support as needed for each of the programs Learning Support Services (LSS): Provides an annual departmental report regarding the support required and provided for specific programs or courses 13

14 Appendix A Curriculum Renewal Guide The following is a step-by-step guide to the Curriculum Renewal process: Step One: Getting Started A. Key Players The Program Co-ordinator in consultation with the Dean will identify the appropriate time for project implementation and the people who need to be involved (see 9.5 Key Players: Roles and Responsibilities) The most successful Curriculum Renewal process will be one that engages all faculty and staff aligned with the program, as well as students. Important: Communicate often regarding the importance of the process and schedule meetings early to ensure maximum participation and engagement. B. Organization All programs will use the same, uniform format for reporting and storage of data. A directory has been set up for each program and folders containing some of the key background materials can be found there: S:\shared data\clt\school Name\Program Name All working documents and final reports will be stored in this directory (S:\shared data\clt\school Name\Program Name) under folders named Curriculum Renewal Reports and the map under Program Curriculum Map. Contributors such as CLT, Co-ordinators, and Chairs have full read / write access; others have read only rights. C. Resources A list of documents and data sources of relevance to Curriculum Renewal is included here. KPI data is available via the FDR website. Additional data can be added by program staff. Relevant Resources for Curriculum Renewal Indicates data filed in directory by CLT 1. Industry Trends: Advisory Committee Minutes Faculty observations and industry networking Recent sectoral or labour market reports 2. Curriculum Development and Framework: 14

15 Previous Curriculum Renewal initiatives Credentials Framework Program Standards Program / faculty meeting minutes Program Curriculum Map (current version) Field placement manuals Other curriculum changes made within the past year (such as calendar descriptions) High school articulations / pathways Program laddering options and university or college transfer options New competitor programs 3. Student and Graduate Satisfaction: KPI Program Data Testimonials from graduates where available Classroom feedback Class representatives feedback Focus groups Program awards 4. Employment Trends: Focus groups Current labour market reports Feedback re graduate readiness for entry-level positions Step Two: Curriculum Analysis and Development of Action Plan The program team will examine the curriculum, affirm the strengths of its design and delivery, and identify areas for improvement in response to the key findings. These discussions may occur during program faculty meetings, Program Advisory Committee meetings, and student feedback. The ideas and recommendations that emerge will form the program action plan for the upcoming academic year. The Analysis and Action Plan template includes four sections to guide the program team in its discussions: A) Analysis of indicators: Curriculum indicators include: industry / sector trends, curriculum development and framework, student and graduate satisfaction, and employment trends. The team will reflect on each of these as they examine aspects of curriculum quality. No detailed recording of outcomes is required in the template, but discussion notes will be useful for future reference. B) Curriculum strengths and challenges: 15

16 Curriculum strengths, and any areas requiring improvement, will be identified, outlined, and recorded in this section based on the team s analysis of the indicators. Outcomes are to be recorded in point or note form with a rationale for their inclusion. C) Priority actions: Based on their findings, the program team will develop an action plan for the following year. Recommendations should have a clear rationale and be both realistic and achievable within a one-year timeframe. Action items should include a designated lead and projected timelines for completion. The plan is to be recorded in point or note form. D) Deferred actions: Some curriculum issues may need to be addressed at a later date. Briefly describe those that need to be monitored, researched, or deferred for future action, and the reason for the deferment. Use the Analysis and Action Plan template to document results - maximum two-to-three pages. Program Co-coordinators will submit plans to their respective Deans for discussion and review. The final version will be submitted to the Vice President Academic. 16

17 Curriculum Renewal: Analysis and Action Plan Template 2013/14 Program Coordinator: School: Program Code: Date Completed: Program Name: A. Analysis of Indicators Note: data is not recorded in this section of the template. Reflect on, and discuss, the following indicators in the context of the curriculum and program: 1. Industry / Sector Trends a. Are there new or emergent industry or sector related issues and trends identified over the past year and their potential impact on the program? b. What are the Advisory Committee recommendations from the past year that will affect the positioning, nature, or scope of the program? c. What information / observations have been generated via faculty and staff professional development, engagement in sectoral and profession associations, and involvement in community and employer networks connected to the field? d. Are there new or changing employment trends in the industry or sector? e. What are the curriculum issues / strengths that have been identified by employers pertaining to graduate job readiness? 2. Curriculum Development 2.1 Have there been any curriculum changes in the last year such as changes in course content and course materials, course / program outcomes, innovative delivery approaches, assessment practices, applied learning experiences, e-learning / blended learning? If yes, please provide details. 2.2 Does the current curriculum align with the college s e-learning strategy which strives to have all Fleming graduates experience e-learning in each semester of their program? 2.3 Are there any recent or anticipated initiatives that promote student pathways including dual credits, partnerships with high schools, program laddering, and university transfer / articulations, continuing education? 2.4 Are there any new competitor programs and/or re-positioning of existing programs? 2.5 Are there any new or changing provincial standards, standards for accreditation, credentials, and / or industry or sector certifications over the past year? 2.6 What is the progress made from the last curriculum renewal initiative? 3. Applied Learning 17

18 3.1. Does the current program contain a discrete Applied Learning opportunity for students? If yes, which category of Applied Learning is fulfilled? Field Work (Indirect Supervision) Field Work (Direct Supervision) Co-op Applied Project / Applied Research Project 3.2. In the 2013/14 academic year, Fleming College will ask all programs with Applied Learning opportunities to align to an agreed upon framework. To confirm program alignment, please complete the appropriate Applied Learning Framework Checklist and attach it to this document. After completing the checklist, please answer the following: Is the program in alignment with the Applied Learning Framework? If no, what are the strategies in place to bring the program into alignment? 3.3. If the answer to 3.1 is no, are there plans to create a discrete Applied Learning opportunity for students within this program? Why or why not? 3. Student and Graduate Satisfaction 3.1 Key performance indicators # 4, 8, 9, and 11 (see Appendix of Curriculum Guide for a description of these). 3.2 Review and discuss student retention on a semester by semester basis over the past year. B. Curriculum Strengths and Challenges Summarize the curriculum strengths and challenges identified by the team. C. Action Plan Identify priority actions for the next year and the rationale for their inclusion. For each, indicate the project lead, and the proposed timelines for completion. What resources are required to complete the action plan, i.e., software, equipment, and training? D. Deferred Actions Record any issues that will need to be monitored, researched, or deferred for future action. 18

19 E. Attach an updated Program Curriculum Map to your report Please file an updated Program Curriculum Map in folder named Program Curriculum Map.: S:\shared data\clt\school Name\Program Name\Program Curriculum Map Program Review Guide The following is a step-by-step guide to conducting the Program Review process. 1. Step One: Getting Started on Program Review A. Key Players The Chair, in collaboration with the Program Coordinator, will be responsible for coordinating and guiding Program Review (see 9.5: Key Players Roles and Responsibilities) in the main document located at: Support and guidance from CLT Consultants will be provided as needed. The most successful review process will be one that engages all faculty and staff associated with the program. Students must be invited to contribute to the discussions and formulation of recommendations. Important: Communicate often regarding the importance of the process and schedule meetings early through the fall and winter to ensure maximum participation and engagement. Final deliberations can then occur in the May/August period in preparation for next planning cycle. B. Organization All programs will use the same reporting format and storage process to promote uniform management of data. A directory has been set up for each program and folders containing some of the key background materials can be found there: 19

20 S:\shared data\clt\school Name\Program Name All working documents and final reports will be stored in this directory (S:\shared data\clt\school Name\Program Name) under folders named Program Review Reports and Program Curriculum Map (save copy of updated Program Curriculum Map here). Hard copy resources can be stored in the Program Coordinator s office. C. Resources A list of documents and data sources of relevance to Program Review is included here. FDR will file updated KPI data on their website as they are released. Additional data can be added by program staff. Relevant Material for Curriculum Renewal Indicates data filed in directory by CLT 1. Industry Trends: Advisory Committee minutes Faculty observations and industry networking Key sector / labour market reports 2. Curriculum Development and Framework: Previous Curriculum Renewal initiatives Credentials Framework and Program Standards Industry related standards Program / faculty meeting minutes Outcomes from library research Faculty observations Program Curriculum Map (current version) Program course outlines Field placement manuals Other descriptions of curriculum changes made within the past six years High school articulations Program laddering options and university or college transfer options New competitor programs 3. Student and Graduate Satisfaction: KPI Program Data (FDR website) Testimonials from graduates where available Classroom feedback Class representatives feedback Course evaluation summaries 4. Employment Trends: Outcomes from Focus groups Current labour market reports Feedback re graduate readiness for entry level position 20

21 KPI graduate placement trends (FDR website) 5. Strategic Positioning: College Strategic Plan Academic Business Plan School Business Plan Program Advisory Committee minutes, program meeting minutes Provincial co-ordinator meeting minutes Program Curriculum Map Sectoral and labour market reports, other relevant documents 6. Enrolment Trends: Competitor programs KPI application and registration trends (FDR website) 7. External Relations: Alumnae and Bursary office information Outcomes from Focus groups Program awards 8. Program Resources: Program revenue, expenses, and capital requirements Faculty and staff profiles 2. Step Two: Self Study and Action Plan for Program Review Program Review aligns with Curriculum Renewal, but it goes further by examining program issues of greater complexity as well as depth, and breadth. Using the resources available, the team will review, discuss, and summarize program characteristics, affirm the strengths of its design and delivery, and identify desired improvements. These activities can be conducted during program faculty meetings, Program Advisory Committee meetings, and student focus groups. The ideas and recommendations that emerge from these discussions will form a long-term program action plan that will be reviewed annually in the Curriculum Renewal process. The Self Study and Action Plan template is divided as follows: A) Self Study: Program strengths and challenges will be reviewed, discussed, and summarized across the eight indicators listed in the template. Specific program attributes that are not identified in the template can be noted for future reference. Written responses to the self study are required in point or note form. 21

22 Program performance in relation to the benchmarked Key Performance Indicator (KPI) scores will be reviewed and interpreted. Based on that assessment, new benchmarks will be set for the following five years. (See attached Appendix for use and interpretation of provincial KPI scores and setting benchmarks for ongoing improvement). The existing, as well as the new benchmarks should be submitted as an attachment to the plan. B) Action Plan: The review team will establish key recommendations, priority actions and a program plan to guide activity over the next five years. Plans are to be realistic and achievable and will be re-examined annually during Curriculum Renewal. During the development of the Self Study, periodic updates should be provided to the Dean and the final report will be reviewed by the Dean prior to convening the Program Review Panel. The Self Study and Action Plan template is to be completed in sufficient detail as to demonstrate the quality attributes of the program. An updated Program Curriculum Map should accompany the report. 22

23 3. Step Three: Program Review Panel The Dean will convene a Review Panel to assess the final report. This panel will consist of both internal and external members. Internal program-specific members, to a maximum of four, and in addition to the Dean, Chair, Program Co-ordinator, CLT Consultant and may include faculty from the program, faculty from the School of General Arts and Science (GAS), program technician / technologists, and student representatives. External members may include faculty from another School (not more than one), program alumnae, Program Advisory Committee members, and / or industry or sector experts. At least three external members will be included on the panel. The Panel s responsibility will be the evaluation and approval of the program s Self Study and Action Plan. The panel will be assessing overall program viability, as well making recommendations for program revisions. The Dean will forward summary reports to the Vice President Academic (VPA). 3.1 Indicators of Quality Programming The following indicators of quality programming will be used by the Program Review Panel in order to assess the program and provide feedback: Program responsive to changes and trends in industry Program Advisory Committee engaged Curriculum renewal plans enacted Curriculum relevant in present market Pathways for students identified Assessment aligns with program outcomes Students and graduates satisfied with learning experiences Graduates are job-ready Program aligns with both College and School priorities Students interested and enrolled in program Students successfully progress and graduate from program or ladder into other programs Evidence of community support Faculty aligned with program have expertise in their field and the teaching profession Program resources are current Program is financially healthy 23

24 Instructions for use of Program Review template: The attached template is designed to guide the self study. Reference to background documents may be required. The first column Indicator provides a list of key program indicators to guide the team s thinking and discussion. The second column Summary of Key Findings provides space to capture the outcomes of the discussion, which should be summarized in point or note form. If supporting documentation is required, it should be referenced in the template and included as a separate attachment. 24

25 Program Review Self Study Template Program Coordinator: School: Program Code: Date Completed: Program Name: Indicator 1.0 Industry Trends Summary of Key Findings 1.1 Sectoral Standards and Industry Trends Review / discuss: New or emergent industry / sector themes or issues that may have a potential impact on program positioning Industry / sector issues identified by the Program Advisory Committee Recent labour market data or sector reports Recent or anticipated changes in occupational standards, level of entry and credential and / or standards of accreditation Program alignment to labour market and sectoral trends Trends identified by the Program Advisory Committee 1.2 Industry Liaison Review / discuss: Program initiatives to maintain involvement with the industry / sector such as field placement supervisions, clinical, faculty renewal, professional learning, other professional affiliations, or communitybased projects 25

26 Program Coordinator: School: Program Code: Date Completed: Program Name: 2.0 Curriculum Development and Framework Summary of Key Findings 2.1 Curriculum Framework Review / discuss: Describe how your program demonstrates a learner centered approach and addresses our core promise to students concerning personalized learning and support. 2.2 Outcomes from Curriculum Renewal Review / discuss: Key outcomes from the Curriculum Renewal processes of the past few years Progress to date in implementing the recommendations arising from Curriculum Renewal Success of the changes implemented and the means by which they are being evaluated 2.3 Curriculum Sequencing and Alignment with Standards Review / discuss: The Ontario College Credentials Framework and the extent to which the program aligns with the provincial standards. The program s current admission requirements and their suitability in relation to program rigour and student preparedness. The extent to which course content, levels of learning, and assessment methodology are successfully sequenced and aligned between courses and across semesters. 26

27 Program Coordinator: School: Program Code: Date Completed: Program Name: 2.4 a) Curriculum Map Review the Program Curriculum Map and discuss the extent to which there is alignment of vocational and course outcomes. Review / discuss the distribution and progression of Vocational Learning Outcomes, Essential Employability Skills, and General Education themes across the curriculum. 2.4 b) Curriculum Map Submit an updated curriculum map as an attachment to the Program Review Report. 2.5 Delivery Mode Review / discuss: The primary modes used to deliver curriculum such as lecture, seminar, lab, applied project, field camp and web based courses. The rationale for, and appropriateness of, these delivery modes in relation to program learning outcomes. The degree and depth to which the program is providing work integrated learning experiences. The degree and depth to which the learning experiences are enhanced by the use of educational technology. 27

28 Program Coordinator: School: Program Code: Date Completed: Program Name: 2.6 Assessment and Evaluation Methods Review / discuss: The program approach to learning assessment. The balance and frequency of assessment types across the curriculum and their appropriateness to course / vocational outcomes. Reflect and comment upon the variety of methods used to demonstrate outcomes. Are learner centered principles part of the assessment approaches? 2.7 Curriculum and Diversity Review / discuss: Program strategies that support student diversity and promote understanding of diversity, including program culture / climate, curriculum content and approaches to teaching and learning. 2.8 Learning Pathways Review / discuss: Recent or anticipated initiatives that promote student pathways including high school articulations, dual credit, program laddering, dual diplomas, and university transfer, articulations, and partnerships. 28

29 Program Coordinator: School: Program Code: Date Completed: Program Name: 3.0 Student and Graduate Satisfaction Summary of Key Findings 3.1 Formal Measures of Student and / or Graduate Satisfaction Review / discuss: Key Performance Indicator results for the program with a focus on #s 4, 8, 9, and 11. Program status and positioning in relation to the KPIs of other programs of a similar type (where applicable). Feedback and summary report from Learning Support Services (LSS) summary. Themes or issues emerging from a review of course evaluation summaries (Chair/Dean response here). 3.2 Other Measures of Student and Graduate Satisfaction Review / discuss outcomes from: Student focus groups (mandatory component). Student Advisor observations / reports. Formal or informal discussions with students and graduates such as class councils, class representatives, individuals or delegations. Debriefing sessions following a field placement, clinical placement, or practicum. 29

30 Program Coordinator: School: Program Code: Date Completed: Program Name: 4.0 Employment Trends Summary of Key Findings 4.1 Employment Review / discuss: Graduate employment statistics over the last few years, including those of students employed in the field, in a related field, outside the field, or unemployed, and any emerging patterns in this data. Student preparedness for entry-level positions. Emergent employment trends such as new types of positions, changing job market, regional distinctions, changing employer profile, or emerging skill shortages. 4.2 Other Graduate Destinations Review / discuss: Alternative graduate destinations such as further education, international opportunities, volunteer service, or other experiences. 5.0 Strategic Positioning Summary of Key Findings 5.1 College Alignment Review / discuss: Program alignment with college priorities such as vision, mission, values, strategic plan, academic framework, and the educational mandate, and / or academic priorities of the School. 30

31 Program Coordinator: School: Program Code: Date Completed: Program Name: Opportunities for new program initiatives based on Program, School, or community strengths and alliances. 5.2 Competitor Programs Review / discuss: Key parallels and differences between this program and those of its closest competitors, where applicable. Value-added program distinctions and their attractiveness to prospective students. 6.0 Enrolment Trends Summary of Key Findings 6.1 Demand for the Program Review / discuss: Patterns in the number of program applicants, qualified applicants, and actual registrants over the past 6 years. Changes, if any, in the student demographic profile, including level of maturity, diversity, prior knowledge, technological literacy, work experience, and expectations. Impact, if any, of this changing student profile on program curriculum. 31

32 Program Coordinator: School: Program Code: Date Completed: Program Name: 6.2 Student Progression Review / discuss: Patterns of student success and retention on a semester by semester basis over the last six years. The effectiveness of any strategies adopted to improve student success and retention. 7.0 External Relations Summary of Key Findings 7.1 Alumnae Review / discuss: The type and range of alumnae involvement in the program. Current and future strategies to engage alumnae in the program. 7.2 Community Relations Review / discuss: Significant partnerships, relationships, connections, or offers of support from the community that help to enrich the program and the student experience. Faculty, staff, and student involvement in volunteer projects and events. Contributions to the not for profit sector such as committee or board service by program-associated faculty and staff. 32

33 Program Coordinator: School: Program Code: Date Completed: Program Name: Community recognition in the form of student bursaries, awards and scholarships. 7.3 Program Advisory Committee Review / discuss: The distribution of Committee membership by constituency, sector, and / or region. The vitality of the Committee such as the frequency of meetings, and members level of participation, engagement, and turnover The extent to which Committee operations are aligned with the Fleming College Advisory Committee Orientation Manual and Advisory Committee policy. 8.0 Program Resources Summary of Key Findings 8.1 Human Resources Review / discuss: The number and distribution of all faculty, technicians, and technologists associated with the program including full-time, parttime, sessional, and cross-appointments. Profile of the Dean, faculty, and staff associated with the program including cumulative credentials, scholarship, work-related and teaching experience, and expertise in education. Significant faculty or staff accomplishments such as professional recognition and awards, achievement of credentials, and appointments. 33

The Communications Handbook

The Communications Handbook The Communications Handbook Table of Contents The Purpose of Communications in the College Curriculum... 3 Georgian College Communications Courses... 3 Essential Skills and Communications Courses... 4

More information

Humber College Institute of Technology & Advanced Learning. Program Advisory Committee. Procedure Manual

Humber College Institute of Technology & Advanced Learning. Program Advisory Committee. Procedure Manual Humber College Institute of Technology & Advanced Learning Program Advisory Committee Procedure Manual Message from the President On behalf of Humber College Institute of Technology & Advanced Learning,

More information

Strategic Planning and Institutional Effectiveness Guide

Strategic Planning and Institutional Effectiveness Guide Strategic Planning and Institutional Effectiveness Guide Revised May 2012 Approved by HCTC Leadership Team, June 2012 Approved by HCTC Senior Leadership, June 2012 Implementation Date July 2012 Table of

More information

PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE

PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE PROGRAM QUALITY ASSURANCE PROCESS AUDIT 18-MONTH FOLLOW- UP REPORT FANSHAWE COLLEGE DATE: 03/03/2015 INTRODUCTION: Who we are Fanshawe College has 48 years of success and is very proud of our alumni located

More information

PROGRAM RENEWAL REPORT

PROGRAM RENEWAL REPORT PROGRAM RENEWAL REPORT Program Name (Program Code) MTCU Code XXXXX (Credential: Ontario College Certificate/Diploma/Advanced Diploma/Graduate Certificate) April 2012 Table of Contents After completing

More information

HILLCROSS BUSINESS COLLEGE (PTY) LTD

HILLCROSS BUSINESS COLLEGE (PTY) LTD HILLCROSS BUSINESS COLLEGE (PTY) LTD COURSE DELIVERY POLICY AND PROCEDURE PROCEDURE STATEMENT: Hillcross Business College programs will be delivered with a focus on students successful achievement of program

More information

Niagara College of Applied Arts and Technology. Program Quality Assurance Process Audit. 18 Month Follow-up Report. Submitted by: Niagara College

Niagara College of Applied Arts and Technology. Program Quality Assurance Process Audit. 18 Month Follow-up Report. Submitted by: Niagara College Niagara College of Applied Arts and Technology Program Quality Assurance Process Audit 18 Month Follow-up Report Submitted by: Niagara College Report Submitted September 2013 INTRODUCTION Niagara College

More information

2006 05 11 and revokes 1.6.3.1 Academic Program Reviews

2006 05 11 and revokes 1.6.3.1 Academic Program Reviews POLICY AND PROCEDURE MANUAL Policy Title: Policy Section: Effective Date: ACADEMIC PROGRAM QUALITY ASSURANCE REVIEWS ACADEMIC 2013 11 26 Area of Responsibility: SENIOR VICE PRESIDENT, COLLEGE OPERATIONS

More information

QUALITY ASSURANCE HANDBOOK. Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT

QUALITY ASSURANCE HANDBOOK. Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT QUALITY ASSURANCE HANDBOOK Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT UOIT Academic Council June 15, 2010, revised June 9, 2011 QUALITY

More information

Strategic Plan 2012-2014 2012-2014. San Luis Obispo County Community College District

Strategic Plan 2012-2014 2012-2014. San Luis Obispo County Community College District Strategic Plan 2012-2014 2012-2014 S Strategic Plan 2012-2014 San Luis Obispo County Community College District San Luis Obispo County Community College District STRATEGIC PLAN 2012-2014 San Luis Obispo

More information

Quality Assurance at Fanshawe College. Lane D. Trotter, Ed.D. Senior Vice President Academic Fanshawe College

Quality Assurance at Fanshawe College. Lane D. Trotter, Ed.D. Senior Vice President Academic Fanshawe College Quality Assurance at Fanshawe College Lane D. Trotter, Ed.D. Senior Vice President Academic Fanshawe College Presentation Outline Overview of Fanshawe College Definition of Quality Assurance Policy Framework

More information

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013

Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3, 2011, May 7, 2013 RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

INSTITUTIONAL QUALITY ASSURANCE POLICY

INSTITUTIONAL QUALITY ASSURANCE POLICY INSTITUTIONAL QUALITY ASSURANCE POLICY Approval: Responsibility: Contact Office: University Senate; Ontario Universities Council on Quality Assurance (Quality Council) Provost and Vice President Academic

More information

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base.

Standard 2: The program shall have an explicit philosophical statement and clearly defined knowledge base. Council for Standards in Human Service Education National Standards MASTER S DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 2009) I. GENERALPROGRAM CHARACTERISTICS A. Institutional Requirements

More information

Refers to Program Chair, Course Chair, or Academic Manager

Refers to Program Chair, Course Chair, or Academic Manager AA 38 Program Quality Assurance Classification: Academic Affairs Responsible Authority: Dean, Academic Development Executive Sponsor: Vice President, Academic Approval Authority: President s Executive

More information

ISBN Approval Review Process: Registered Nurse Re-Entry Programs February 2016 (2/21)

ISBN Approval Review Process: Registered Nurse Re-Entry Programs February 2016 (2/21) The Nurses Association of New Brunswick is a professional regulatory organization that exists to protect the public and to support nurses by promoting and maintaining standards of nursing education and

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

Institutional Quality Assurance Process. University of Ottawa

Institutional Quality Assurance Process. University of Ottawa Institutional Quality Assurance Process University of Ottawa June 27, 2011 Table of Contents 1. INTRODUCTION...1 1.1 Authorities...1 1.2 Contact person...1 1.3 Definitions...1 1.4 Evaluation of programs...2

More information

Approval Review Process: Baccalaureate Nursing Programs in New Brunswick

Approval Review Process: Baccalaureate Nursing Programs in New Brunswick Baccalaureate Nursing Programs in New Brunswick Mission The Nurses Association of New Brunswick is a professional regulatory organization that exists to protect the public and to support nurses by promoting

More information

Interim Follow-up Report to the Program Quality Assurance Process Audit. Ontario College Quality Assurance Service

Interim Follow-up Report to the Program Quality Assurance Process Audit. Ontario College Quality Assurance Service Interim Follow-up Report to the Program Quality Assurance Process Audit Submitted to: Submitted by: Ontario College Quality Assurance Service Northern College Date: January 28, 2010 Office of the President

More information

Institutional Quality Assurance Process. University of Ottawa

Institutional Quality Assurance Process. University of Ottawa Institutional Quality Assurance Process University of Ottawa June 28, 2011 Table of Contents 1. INTRODUCTION... 1 1.1 Authorities... 1 1.2 Contact person... 1 1.3 Definitions... 1 1.4 Evaluation of programs...

More information

NIAGARA COLLEGE EXECUTIVE SUMMARY OF FINAL AUDIT REPORT

NIAGARA COLLEGE EXECUTIVE SUMMARY OF FINAL AUDIT REPORT ProgramQualityAssurance ProcessAudit NIAGARACOLLEGE EXECUTIVESUMMARYOF FINALAUDIT REPORT MARCH,2012 EXECUTIVE SUMMARY: A. CONCLUSIONS The Panel thanks the college for a collegial and transparent audit

More information

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005

Policy Abstract. for the. Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Policy Abstract for the Handbook for Program Review: Cleveland State University s Self-Study Process for Growth and Change Spring 2005 Significant institutional resources are devoted to academic program

More information

Responsibilities for quality assurance in teaching and learning

Responsibilities for quality assurance in teaching and learning Responsibilities for quality assurance in teaching and learning This section is intended to provide an overview of the responsibilities of both university staff and students for quality assurance in teaching

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.

More information

Strategic Planning Procedure Manual

Strategic Planning Procedure Manual Strategic Planning Procedure Manual Adopted by the Strategic Planning Committee January 2003; revised December 2007, revised November 2011; revised September 2012; revised October 2014; revised June 2015

More information

GUIDE TO EVALUATING INSTITUTIONS

GUIDE TO EVALUATING INSTITUTIONS GUIDE TO EVALUATING INSTITUTIONS A Publication of the Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges JULY 2013 Edition ACCJC/WASC 10 Commercial Blvd.

More information

Program Development, Revision and Approval Procedures

Program Development, Revision and Approval Procedures Parent Policy: Academic Programs Effective Date: November 1, 2014 Last Reviewed Date: November 1, 2014 Policy Sponsor: Vice President Academic Chief Operating Officer Administrative Associate Vice President

More information

January 28, 2014. May 2015 (or sooner at the request of the Provost and Vice President Academic or Senate)

January 28, 2014. May 2015 (or sooner at the request of the Provost and Vice President Academic or Senate) RYERSON UNIVERSITY POLICY OF SENATE DEVELOPMENT OF NEW GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 1 : 112 Previous Approval Dates for Policy 112 February 7, 1995 (original policy), May 9, 2002,

More information

ABHE Commission on Accreditation Manual

ABHE Commission on Accreditation Manual 2012 ABHE Commission on Accreditation Manual 2012, Ed.1 EXCERPT All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information

More information

PROGRAM REVIEW Southern West Virginia Community and Technical College Programs Without Specialized Accreditation. Summary of Findings 2011-2012

PROGRAM REVIEW Southern West Virginia Community and Technical College Programs Without Specialized Accreditation. Summary of Findings 2011-2012 PROGRAM REVIEW Southern West Virginia Community and Technical College Programs Without Specialized Accreditation Summary of Findings 2011-2012 Program Name: Technical Studies, Certificate Program Hours

More information

Approval Review Process: Nurse Practitioner Programs in New Brunswick

Approval Review Process: Nurse Practitioner Programs in New Brunswick Nurse Practitioner Programs in New Brunswick Mission The Nurses Association of New Brunswick is a professional regulatory organization that exists to protect the public and to support nurses by promoting

More information

Course Outline Mapping and Management Systeme

Course Outline Mapping and Management Systeme AA38 Program Quality Assurance Classification: Responsible Authority: Executive Sponsor: Approval Authority: Academic Affairs Date First Approved: 1998.01.30 Date Last Reviewed: 2016.04.13 Mandatory Review

More information

UNIVERSITY COUNCIL Academic Programs Committee REQUEST FOR DECISION. Roy Dobson; Chair, Academic Programs Committee

UNIVERSITY COUNCIL Academic Programs Committee REQUEST FOR DECISION. Roy Dobson; Chair, Academic Programs Committee AGENDA ITEM NO: UNIVERSITY COUNCIL Academic Programs Committee REQUEST FOR DECISION PRESENTED BY: Roy Dobson; Chair, Academic Programs Committee DATE OF MEETING: May 21, 2015 SUBJECT: Certificate of Leadership

More information

COLLEGE OF THE ALBEMARLE. Annual Program Review Summary (Associate in General Education) (A 10 30 0)

COLLEGE OF THE ALBEMARLE. Annual Program Review Summary (Associate in General Education) (A 10 30 0) COLLEGE OF THE ALBEMARLE Annual Program Review Summary (Associate in General Education) (A 10 30 0) December 2004 ABSTRACT ASSOCIATE IN GENERAL EDUCATION: PROGRAM REVIEW PURPOSE Program/unit review supports

More information

Student and Academic Support Services Assessment Information Packet

Student and Academic Support Services Assessment Information Packet Student and Academic Support Services Assessment Information Packet Assessment Plan and Status Report Format for Student and Academic Support Services Review Schedule Examples of Assessment Activities

More information

2011 Outcomes Assessment Accreditation Handbook

2011 Outcomes Assessment Accreditation Handbook 2011 Outcomes Assessment Accreditation Handbook Associate Degree Programs Baccalaureate Degree Programs Master Degree Programs Accreditation Policies can be found in a separate document on the ATMAE website

More information

Laney Graduate School Curricular Revision Guidelines. Updated September 2012

Laney Graduate School Curricular Revision Guidelines. Updated September 2012 Laney Graduate School Curricular Revision Guidelines Updated September 2012 Contents 1. Courses... 3 1.1. Credit Hour Determination... 3 1.2. Revisions to Existing Courses... 3 1.3. New Course Proposals...

More information

Submission Guidelines for Ontario Colleges

Submission Guidelines for Ontario Colleges 2015 Submission Guidelines for Ontario Colleges Applying for Renewal of Ministerial Consent under the Post-secondary Education Choice and Excellence Act, 2000 Postsecondary Education Quality Assessment

More information

POLICY. Academic. Provost and Vice-President Academic. Senate May 10, 2011 Quality Council March 31, 2011 Date of last revision: N/A

POLICY. Academic. Provost and Vice-President Academic. Senate May 10, 2011 Quality Council March 31, 2011 Date of last revision: N/A POLICY INSTITUTIONAL PROGRAM QUALITY ASSURANCE POLICY Category: Approval: Responsibility: Date: Academic Senate (internal); Ontario Universities Council on Quality Assurance (Quality Council) (external)

More information

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs

More information

Graduate Program Review Process Summary

Graduate Program Review Process Summary Graduate Program Review Process Summary Prepared By: Nathan Risling B.Comm, M.P.A. Coordinator, Graduate Program Review College of Graduate Studies & Research Ph: (306) 966-1606 nathan.risling@usask.ca

More information

Peralta Community College District

Peralta Community College District Peralta Community College District Berkeley City College College of Alameda Laney College Merritt College Counseling Program Review Handbook Fall 2015 Version 3. i ii Table of Contents Purpose and Goals

More information

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT

9. ACADEMIC QUALITY PLANNING PROCESS AND OUTCOME ASSESSMENT Page 1 of 32 STANDARDS AND CRITERIA FOR ACCREDITATION OF POSTSECONDARY CONSTRUCTION EDUCATION DEGREE PROGRAMS TABLE OF CONTENTS 1. INTRODUCTION 2. GOVERNANCE AND ADMINISTRATION 3. CURRICULUM 4. FACULTY

More information

Policy. Program Development and Change. Policy Statement. Purpose of Policy 1. Table of Contents

Policy. Program Development and Change. Policy Statement. Purpose of Policy 1. Table of Contents Program Development and Change No.: 5401 Category: Approving Body: Executive Division: Department Responsible: Council Current Approved Date: 2011 Nov 22 Statement As authorized by the BC College and Institute

More information

Bakersfield College Program Review Annual Update

Bakersfield College Program Review Annual Update Bakersfield College Program Review Annual Update I. Program Information: Program Name: Counseling and Advising Department Program Type: Instructional Non Instructional Program Mission Statement: Academic

More information

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Board of Governors for Higher Education Sec. 10a-34 page 1 (12-96) TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Introduction....

More information

ACCREDITATION STANDARDS AND CRITERIA FOR ACADEMIC QUALITY OF POST-SECONDARY AND HIGHER DEGREE PROGRAMS IN NURSING

ACCREDITATION STANDARDS AND CRITERIA FOR ACADEMIC QUALITY OF POST-SECONDARY AND HIGHER DEGREE PROGRAMS IN NURSING III. ACCREDITATION STANDARDS AND CRITERIA FOR ACADEMIC QUALITY OF POST-SECONDARY AND HIGHER DEGREE PROGRAMS IN NURSING A. NLNAC Definition of Quality The core values of accreditation emphasize learning,

More information

NCNSP Design Principle 1: Ready for College

NCNSP Design Principle 1: Ready for College College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All

More information

BUILDING A HIGH PERFORMING SYSTEM. A business improvement plan for the Department for Education and Child Development

BUILDING A HIGH PERFORMING SYSTEM. A business improvement plan for the Department for Education and Child Development BUILDING A HIGH PERFORMING SYSTEM A business improvement plan for the Department for Education and Child Development BUILDING A HIGH PERFORMING SYSTEM 1 Contents Executive summary 3 Increasing local decision-making

More information

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University

GRADUATE PROGRAM REVIEW POLICY. Texas Southern University GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the

More information

SJSU WSCUC COMPLIANCE CHECKLIST 2014

SJSU WSCUC COMPLIANCE CHECKLIST 2014 SJSU WSCUC COMPLIANCE CHECKLIST 2014 CFRs CFR Wording Documents Required SJSU Source 1.1 1.2 1.3 1.4 1.5 1.6. The institution s formally approved statements of purpose are appropriate for an institution

More information

MEMORANDUM. Accreditation Report for Baccalaureate Program in Social Work, University of Northern Iowa

MEMORANDUM. Accreditation Report for Baccalaureate Program in Social Work, University of Northern Iowa MEMORANDUM To: From: Subject: Board of Regents Board Office Accreditation Report for Baccalaureate Program in Social Work, University of Northern Iowa Date: March 6, 2000 Recommended Action: Receive the

More information

Quality Assurance Initiatives in Literacy and Essential Skills: A Pan-Canadian Perspective

Quality Assurance Initiatives in Literacy and Essential Skills: A Pan-Canadian Perspective Quality Assurance Initiatives in Literacy and Essential Skills: A Pan-Canadian Perspective Summary of Key Informant Interviews Final Report November 2014 Acknowledgments Thank you to the following organizations

More information

Academic Program Review

Academic Program Review Academic Program Review UCSF Graduate Council and Graduate Division May 2014 Table of Contents ACADEMIC PROGRAM REVIEW: AN OVERVIEW OF THE PROCESS... 2 ACADEMIC PROGRAM REVIEW: PREPARING THE SELF- STUDY...

More information

PROCEDURES Doctoral Academic Program Review California State University, Stanislaus

PROCEDURES Doctoral Academic Program Review California State University, Stanislaus PROCEDURES Doctoral Academic Program Review California State University, Stanislaus Self Study Elements for Academic Program Review for Doctoral Programs Program Improvement from Last Academic Program

More information

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management HIM 2008 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management Who We Are The Commission on Accreditation for Health Informatics and

More information

Appendix A Components for the Review of Institutions of Higher Education

Appendix A Components for the Review of Institutions of Higher Education Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized

More information

NAAS - inacol Standards for Quality Online Programs

NAAS - inacol Standards for Quality Online Programs NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define

More information

Academic Program Review Handbook

Academic Program Review Handbook Handbook Continuously Improving Programs and Student Learning Revised July 2014 Original Issue: December 6, 2010 Approved: Derry Connolly, President Current Issue: July 3, 2014 Effective: July 3, 2014

More information

The Midwives Council of Hong Kong. Handbook for Accreditation of Midwives Education Programs/ Training Institutes for Midwives Registration

The Midwives Council of Hong Kong. Handbook for Accreditation of Midwives Education Programs/ Training Institutes for Midwives Registration The Midwives Council of Hong Kong Handbook for Accreditation of Midwives Education Programs/ Training Institutes for Midwives Registration January 2012 Revised in November 2013 Contents Page I Preamble

More information

COLLEGE OF THE ALBEMARLE. Annual Program Review Summary (Business Administration Technology) (A 25 12 0)

COLLEGE OF THE ALBEMARLE. Annual Program Review Summary (Business Administration Technology) (A 25 12 0) COLLEGE OF THE ALBEMARLE Annual Program Review Summary (Business Administration Technology) (A 25 12 0) December 2004 ABSTRACT BUSINESS ADMINISTRATION TECHNOLOGY: PROGRAM REVIEW PURPOSE Program/unit review

More information

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic)

Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Template for Departmental Report for Northwest Commission on Colleges and Universities Self Study (The most critical information is in Italic) Standard One: Mission and Goals, Planning and Effectiveness

More information

CURRICULUM DEVELOPMENT & REVISION

CURRICULUM DEVELOPMENT & REVISION CURRICULUM DEVELOPMENT & REVISION Developmental Studies Reading / Writing, Math College Success = 1 representative = 1 representative = 1 representative Curriculum and Program Review Committee Purpose

More information

INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION

INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION Degree granting institutions in New York State may designate the New York State Board of Regents and the Commissioner of Education as their nationally

More information

Standards for Accreditation (revised 2010)

Standards for Accreditation (revised 2010) Standards for Accreditation (revised 2010) The five Standards for Accreditation are best understood within the context of the seven-year accreditation cycle. The Standards are interconnected and build

More information

ADMISSIONS COMMITTEE 2013-2014. In addition, specifically for the 2013-2014 academic year, the committee is asked to:

ADMISSIONS COMMITTEE 2013-2014. In addition, specifically for the 2013-2014 academic year, the committee is asked to: ADMISSIONS COMMITTEE This committee will establish and implement criteria for admission to the professional pharmacy program according to the University and College Council regulations and will identify

More information

Senate Policy on the Review of Undergraduate Programs at Saint Mary's University Policy Number: 8-1006 University Senate Approved: March 12, 2010

Senate Policy on the Review of Undergraduate Programs at Saint Mary's University Policy Number: 8-1006 University Senate Approved: March 12, 2010 Name: Senate Policy on the Review of Undergraduate Programs at Saint Mary's University Policy Number: 8-1006 Origin: University Senate Approved: March 12, 2010 Issuing Authority: Responsibility: University

More information

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE CLINICAL DOCTORATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The

More information

Accreditation Standards

Accreditation Standards ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards (Adopted June 2002; Revised June 2012; Edited November 2012) Introduction: Shaping

More information

Staff Analysis Checklist Request to Offer a New Degree Program. Board of Governors, State University System of Florida

Staff Analysis Checklist Request to Offer a New Degree Program. Board of Governors, State University System of Florida Staff Analysis Checklist Request to Offer a New Degree Program Board of Governors, State University System of Florida University Submitting Proposal Initial Review Date Proposed Implementation Term Last

More information

University of Richmond

University of Richmond University of Richmond http://facultyhandbook.richmond.edu/ch_iii/index.html#discontinuance E. Procedures for the Discontinuance of an Academic Department or Program of Instruction Involving Possible Dismissal

More information

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION

TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 11 DEGREE DESIGNATION, GENERAL EDUCATION REQUIREMENTS, NEW PROGRAM APPROVAL, AND DISCONTINUANCE OF EXISTING

More information

Assessment. Show US The Learning. An Institution-Wide Process to Improve and Support Student Learning. College of DuPage

Assessment. Show US The Learning. An Institution-Wide Process to Improve and Support Student Learning. College of DuPage Student or participant learning or satisfaction Outcomes of the processes Reporting and feedback from the assessment measures Show US The Learning Delivery processes Planning processes An Institution-Wide

More information

James Madison University. Best Practices for Online Programs

James Madison University. Best Practices for Online Programs James Madison University Best Practices for Online Programs Updated December 2013 JMU Best Practices for Online Programs I. Introduction... 2 II. Institutional Context and Commitment... 2 III. Curriculum

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

Strategic Mandate Agreement (2014-17)

Strategic Mandate Agreement (2014-17) Strategic Mandate Agreement (2014-17) Between: The Ministry of Training, Colleges and Universities & Confederation College of Applied Arts and Technology ONTARIO S VISION FOR POSTSECONDARY EDUCATION Ontario

More information

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization

More information

ABHE Programmatic Accreditation Standards. Conditions of Eligibility

ABHE Programmatic Accreditation Standards. Conditions of Eligibility www.abhe.org ABHE Programmatic Accreditation Standards Adopted by the ABHE Delegate Assembly February 20, 2015 Conditions of Eligibility To be considered for programmatic accreditation, an institution

More information

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE COUNCIL ON PODIATRIC MEDICAL EDUCATION This document is concerned with ensuring the quality and improvement of colleges

More information

SCHOOL OF BUSINESS STATE UNIVERSITY OF NEW YORK AT NEW PALTZ

SCHOOL OF BUSINESS STATE UNIVERSITY OF NEW YORK AT NEW PALTZ SCHOOL OF BUSINESS STATE UNIVERSITY OF NEW YORK AT NEW PALTZ Five-Year Strategic Plan Revised June 1, 2008 by Chih-Yang Tsai, Associate Dean This strategic plan for the School of Business is the result

More information

THE UNIVERSITY OF BRITISH COLUMBIA. O-4: Governance of the College of Graduate Studies

THE UNIVERSITY OF BRITISH COLUMBIA. O-4: Governance of the College of Graduate Studies THE UNIVERSITY OF BRITISH COLUMBIA SENATE POLICY: O-4 OKANAGAN SENATE c/o Enrolment Services University Centre UBC Okanagan Campus Number & Title: O-4: Governance of the College of Graduate Studies Effective

More information

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning Note: These regulations are in effect while being revised to comply with Public Act 13-118. All references to the Board of Governors for Higher Education, Department of Higher Education and Commissioner

More information

ON-LINE NON-DEGREE PROGRAM REVIEW PROCESS Overview and Proposal Guidelines

ON-LINE NON-DEGREE PROGRAM REVIEW PROCESS Overview and Proposal Guidelines ON-LINE NON-DEGREE PROGRAM REVIEW PROCESS Overview and Proposal Guidelines Overview Prior to 2003, review of new non-degree proposals by public post-secondary institutions in British Columbia was directed

More information

The University of Akron Wayne College Administrative and Governance Models

The University of Akron Wayne College Administrative and Governance Models The University of Akron Wayne College has created structures and procedures through which it pursues the achievement of its mission and vision. The ADMINISTRATIVE MODEL is designed to facilitate the day-to-day

More information

Quality Assurance and Enhancement Documentation. 1.0 Introduction. 2.0 Standard Format. 3.0 Programme Approval Form. 4.0 Validation Documentation

Quality Assurance and Enhancement Documentation. 1.0 Introduction. 2.0 Standard Format. 3.0 Programme Approval Form. 4.0 Validation Documentation Quality Assurance and Enhancement Documentation 1.0 Introduction 2.0 Standard Format 3.0 Programme Approval Form 4.0 Validation Documentation 5.0 Response to Conditions 6.0 Definitive Document 7.0 Programme

More information

Hamilton Campus. Information Technology Strategic Project Plan

Hamilton Campus. Information Technology Strategic Project Plan Hamilton Campus Information Technology Strategic Project Plan July 2007 Revised: June 2009 C:\Users\lipnicje\Documents\Documents\MUH IT SP\MUHITSP_final.doc 12/19/12 Page: 1 Table of Contents Executive

More information

Repayment Resource Guide. Planning for Student Success

Repayment Resource Guide. Planning for Student Success Repayment Resource Guide Planning for Student Success 2013 Table of Contents Table of Contents... 1 Introduction... 3 Purpose of Document... 3 Role of Post Secondary Institutions... 3 Consequences of Student

More information

THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews

THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews I. The Department/Unit (or Program) II. Resources University at Buffalo Comprehensive Program Reviews The Graduate School THE SELF STUDY DOCUMENT For Undergraduate Only Departmental Reviews A. Mission

More information

A GUIDE TOWARD WASC ACCREDITATION

A GUIDE TOWARD WASC ACCREDITATION A GUIDE TOWARD WASC ACCREDITATION For Institutions Incorporated or Operating Primarily Outside of the United States Western Association of Schools and Colleges Accrediting Commission for Senior Colleges

More information

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Health Informatics 2010 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Who We Are The Commission on Accreditation for Health Informatics

More information

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 Guidelines are provided on developing proposals for the following: Guidelines on

More information

UNDERGRADUATE CURRICULUM DEVELOPMENT AND CHANGE POLICIES AND PROCEDURES MANUAL OFFICE OF ACADEMIC AFFAIRS

UNDERGRADUATE CURRICULUM DEVELOPMENT AND CHANGE POLICIES AND PROCEDURES MANUAL OFFICE OF ACADEMIC AFFAIRS UNDERGRADUATE CURRICULUM DEVELOPMENT AND CHANGE POLICIES AND PROCEDURES MANUAL OFFICE OF ACADEMIC AFFAIRS 2015 TABLE OF CONTENTS Introduction... 4 Program-Related Actions New and Spin-off Degree Program

More information

COLLEGE POLICY. POLICY TITLE: Program Quality Assurance Process

COLLEGE POLICY. POLICY TITLE: Program Quality Assurance Process COLLEGE POLICY POLICY TYPE: Academic POLICY TITLE: Program Quality Assurance Process POLICY NO.: ACAD-121 RESPONSIBILITY: Vice-president, Academic APPROVED BY: Durham College Leadership Team EFFECTIVE

More information

Policies, Procedures and Guidelines

Policies, Procedures and Guidelines Policies, Procedures and Guidelines Complete Policy Title: Academic Program Reviews Policy on Policy Number (if applicable): Approved by: Senate Date of Original Approval(s): May 11, 2011 (effective July

More information

Board of Governors, State University System of Florida

Board of Governors, State University System of Florida Board of Governors, State University System of Florida Request to Offer a New Degree Program (Please do not revise this proposal format without prior approval from Board staff) University Submitting Proposal

More information