ACADEMIC DEPARTMENT ANNUAL REPORT OUTLINE ( )

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1 ACADEMIC DEPARTMENT ANNUAL REPORT OUTLINE ( ) GENERAL DIRECTIONS: The Academic Department Annual Report: Completed by the person who was Chair in a given department during that period. Respond as completely as possible to this outline. May use a bulleted, short response format, except where you are being asked to provide reflection and analysis. There should be a concise, meaningful narrative response in those areas. Due to the Dean of Faculties on September 15, 2015; Submitted in an electronic format using Word. These reports will be shared with: The Provost, the Chancellor, the Academic Program Review Council, the Planning and Budgetary Council, the Strategic Planning Core Team, and governance groups as requested by them. The final accepted report with Dean s comments will be posted on the same password protected shared drive where the data will be posted (see below) and may accessed by any interested faculty and instructional staff. Report Review: The Dean of Faculties will provide commentary and feedback to each department in writing. Any incomplete report will be returned to the author(s) for additional reworking until the report is sufficient. The report is the foundational precursor to the zero-based budget request that each department will submit in October as part of the Integrated Planning and Budgetary Review Cycle. Departmental Data Sets for Each department is being provided with data to use in developing this annual report, supporting any potential position requests, supporting October s budget requests, and informing review processes related to academic program review and/or program prioritization reviews. The data will be made available to you in the shared drive. Data includes: o The updated traditional data set you have received before with your suggested improvements o The updated retention data set. o A cost-per-credit analysis by major entitlement. o Five year course enrollments for all courses by program in your department, o A credit summary of content areas used in IDS/IDMs. In each section of the report there are specific data analysis questions to guide and aid you in thinking through how to use the data provided. Much of the data offers you a multiple year perspective, so you can examine your department s progress/changes/trends/patterns over time Annual Report Format Page 1

2 Before you go to work on your annual report, carefully examine the data sets for your department and its programs. Please bring any questions or discrepancies to Emily Zobel s attention; she will correct it, remove any inaccurate data and repost the corrected data. If analyzing this data seems daunting, make an appointment with the Dean or with Emily Zobel and ask questions, and get feedback. SECTION I: DEPARTMENT AND PROGRAM AREA DATA ANALYSIS: A. Executive Summary for the Annual Report for : (Write this after writing the rest of the report so you can draw conclusions from what you put together in the report.) B. Analysis of Departmental Data by Program 1. Examine the data for your departmental programs and include meaningful analysis and discussion of it, by program, noting strengths, trends, concerns that you discover in your examination. 2. How will you use this data within departmental programs to: o Revise and strengthen curriculum, o Ensure your campus and Distance Learning curriculum is right-sized and fits your instructional resources, o Increase enrollments and increase graduation and completion rates, and o More effectively and efficiently utilize campus resources within the department and its programs? C. Departmental Contribution to Campus Retention Efforts: 1. Discuss how each of your department s programs have improved coordination of recruitment efforts with the Admissions Office this past year. How will your programs improve on these efforts in the coming academic year? 2. Discuss how each of your department s programs have improved coordination of retention efforts with the Advisement Office, Student Support, Student Life, the HIPs, CETL, and/or the First Year Experience Offices in the past academic year. How will these efforts be improved upon in the coming academic year? 3. UW System says that a program must field an average of five graduates per year over five years to remain viable. Using the tables provided in section three of the traditional data set, identify whether each of your programs meets, does not meet, or exceeds this average number of graduates in the past five years. Discuss what you believe, or even actually know, is affecting this. 4. Below are the current goals set in the Strategic Enrollment Management plan for retention of freshmen and transfer students. Using the retention goals provided, please discuss how your department s programs compare. In other words, discuss the trends in your year-to-year freshman and transfer retention data and six year graduation rates. You have an excel spreadsheet in your online folder that is called RET-GRAD DATA This is the comparison data for programs in your department. If the differences between the goals set and your program retention rates are great, please discuss for each program what specific plans are being established to support enrollment growth? Annual Report Format Page 2

3 Strategic Management Enrollment Goals Category Goal Goal Retention from 1st to 2nd Year All students 72% 74% Retention from 2nd to 3rd Year All students 56.4% 70% Retention from 3rd to 4th Year All students 49.1% 65.1% Six-year Graduation Rate All students 47.0% 56.0% D. Demand Analysis: How will your departmental programs determine demand for your programming? Please provide the demand analysis, as you conceptualize it, and discuss how you will use it to shape programming? For example: 1. You might use aspects of the Burning Glass Program Demand Analysis and Report. 2. You could use the Occupational Outlook Handbook. 3. You could use ONET Once you click on the link, select any knowledge category, which will open up all occupations requiring that knowledge. Each occupation will also have a market outlook demand analysis on a national level. Inside each occupation is a detailed description of occupational tasks, technology, skills, abilities, etc. If you scroll down within an occupation to wages and employment trends, further geographic customization can be made (data on national wages compared to WI wages, etc). This data is free and allows to look at national and state level demand for occupations. 4. You could use Georgetown University Center on Education and the Workforce UC San Diego Extension Bureau of Labor Statistics: Economic and Employment Projections Michigan State University Career Services & Collegiate Employee Research Institute Job Outlook for the College Class of 2014, National Association of Colleges and Employers Wisconsin Department of Workforce Development College Board 5. You could use information from advisory and community groups. 6. You could use your own measures that you have devised or sources you know. Contributions to General Education and Service to Other Departments: Using the data provided on general education contributions by your departmental programs (tables in section five of your traditional data set), the course catalog, and the five year course enrollment data set, please answer these questions using these grids for, in the first grid, general education offerings and, in the second, for the service course offerings: Annual Report Format Page 3

4 General Education Courses for _Program General Education General Is this general How often is this Enrollment cap for Courses Offered by education education offering course offered? this course? Program (# /title / category in filling to capacity? Rationale for Explanation if credits) which this Are you offering too frequency. course has cap of course fits. many seats/sections less than 25. or too few? Service Courses for Program Service Courses Offered by Program (# /title / credits) For what programs is this a service course? Is this course offering filling to capacity? Are you offering too many seats/sections or too few? How often is this course offered? Rationale for frequency. Enrollment cap for this course? Explanation if course has cap of less than 25. SECTION II: DEPARTMENT AND PROGRAM INSTRUCTIONAL CONTRIBUTIONS A. Faculty and Staff Statistics 1. Please list any retirements, resignations, sabbaticals, new faculty or other staff, tenure decisions, and promotions which occurred in ? 2. Did your department or its programs conduct any search and screens for new faculty/instructional staff during ? Which were successful and which did not result in a hire? If there was no hire made at the end of a search process, can you describe specifically why not? Annual Report Format Page 4

5 B. Departmental Contribution to Inclusive Excellence 1. Using the tables in the traditional data set in section one on FT and PT faculty by gender and position and FT and PT faculty by ethnicity and position, discuss the trends in the data; discuss the efforts your department is making to attract and retain faculty persons from underrepresented groups. 2. Using the tables in the traditional data in sections eleven through fourteen on international students by major, study away by major, average age by major, and ethnicity and gender by major, please discuss the trends in the data and discuss the efforts your department is making to attract and retain students from diverse and underrepresented groups. 3. Please offer a reflective discussion about how, specifically, each departmental program is currently integrating Inclusive Excellence into its curricular offerings. C. Departmental Participation in the Liberal Arts High Impact Practices: 1. Please for each departmental program, discuss each of the six High Impact Practices (Writing Across the Curriculum, FYE/FYS, Academic Service-Learning, Global Awareness, URSCA, and Senior Year Experience) answering these three questions for each HIP; I am providing the grid below to show you that all three questions are to be addressed for each High Impact Practice; use one such grid for each departmental program (Note: FYS student credit hours located in Section 6 and FYS Faculty Credits Hours located in Section 8 of traditional data set): High Impact Practices in the Program High Impact Practice Did the departmental program participate in the HIP in ? If any department programs and/or faculty received a mini-grant from this HIP in , please briefly describe what grant, to whom, duration of the grant, and dollars received. In what manner do departmental programs plan to maintain or increase involvement in this HIP? If you are not planning to do this, please explain why not. Global Awareness Senior Year Experience First Year Seminar and Experience Writing Across the Curriculum Undergraduate Research and Scholarly and Creative Activity Academic Service Learning Annual Report Format Page 5

6 SECTION III: DEPARTMENT/PROGRAM DEVELOPMENT A. Changes: Please note by Departmental Program: 1. Any major curricular changes/proposals that have gone forward in Any new initiatives under discussion 3. New course(s) approved in Course(s) discontinued in Outside grants received in B. What curricular decisions is each Program in the department making to reduce reliance upon adjuncts and/or overloads? C. Using the faculty credit hour production (table in section eight), and the advisee load by faculty data (table in section seven) please discuss: 1. How is each program in the department addressing credit hour production equity? 2. How is each program in the department addressing advising equity? SECTION IV: ASSESSMENT FYI: I HAVE ATTACHED THE RUBRIC THE ASSESSMENT COMMITTEE WILL BE USING TO GIVE FEEDBACK ON ASSESSMENT REPORTS FOR AND FOR ASSESSMENT PLANS FOR PLEASE READ IT BEFORE YOU DO THIS WORK. A. What are the current student learning outcomes, by program, within your department? B. How is each department program thinking about how to connect its student learning outcomes to those set by the University? C. Please attach an appendix (electronic and Word document) of the departmental (by program) Assessment of Student Learning Report. Include any student learning outcome assessment in which each program participated. The report template is available at D. Please attach an appendix of the departmental (by program) assessment plan for The plan template is available at Academic-Program.docx PLEASE SUBMIT THE PLANS AND REPORTS AS ATTACHMENTS SUBMITTED ALONG WITH THE ANNUAL REPORT. PLEASE DO NOT EMBED THEM IN THE BODY OF THE ANNUAL REPORT. E. Please attach a Senior Year Experience Assessment Report (Format attached to Annual report Template ) for each program in the department with an SYE. SECTION V: DEPARTMENTAL ACCOMPLISHMENTS A. Notable Departmental Teaching and Advisement, Scholarship and Service Activities and Awards (Notable means remarkable, distinguished, outstanding, important, and/or significant) : 1. Notable Teaching and Advisement Activities o Notable faculty and staff teaching activities Annual Report Format Page 6

7 o Notable faculty/staff advisement activities 2. Notable Scholarship or Creative Activities o Faculty and staff presentations, performances, or exhibits o Faculty and staff publications 3. Notable Service Activities o Notable faculty and staff service activities to program and department, o Notable faculty and staff service activities to the campus, o Notable faculty and staff service to the larger community. B. Notable Student Accomplishments 1. Notable student awards 2. Student presentation of research at state or national conferences 3. Other notable off campus student presentations. C. Other (Optional): This is material, defined by you as Chair, which you deem important to understanding the experience of your department in the past year Annual Report Format Page 7

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