NON-ACCREDITED PROGRAMS CPR SELF-STUDY REPORT FORMAT

Transcription

1 NON-ACCREDITED PROGRAMS CPR SELF-STUDY REPORT FORMAT The objectives of the comprehensive program review process at Kennesaw State University (KSU) are to provide a candid assessment of the quality of each academic degree program and to use that assessment to develop a 7 to 10-year plan and implementation strategies for program improvement. A key component of the process is the preparation of a self-study report that addresses both of these objectives. This document provides guidelines for completing the selfstudy report no later than 30 days prior to the scheduled review team visit. The narrative for the self-study report should be a maximum of 15 single-spaced pages of text using 12-point Times New Roman font and 1-inch margins. Write the report in 7 sections as described below. Supporting materials (as indicated below) may be included as hotlinks 1 in the document or in an appendix to the narrative. Begin the report by identifying the name of the academic degree program undergoing review. Also indicate the names and titles of the report writer(s) and the date the report was completed. Section 1. Mission and Goals for the academic degree program (and their connections to KSU s mission and strategic plan) Refer to the following sources, as appropriate, when writing the narrative for this section of the Up-to-date versions of the program s mission and goals statements (include these statements in an appendix to the report); KSU Strategic Plan : and Documents from discipline-specific professional associations, where appropriate, that include guidelines and standards for the program s mission and goals (provide references and/or links to those documents). provides a context for discussion in the following sections of program strengths, improvements since the last program review, and areas of the program most in need of improvement. discusses how the program advances specific goals and action steps of KSU s Strategic Plan; and refers, where appropriate, to the alignment of the program s mission and goals with discipline-specific guidelines or standards. Section 2. Curriculum, Student Learning Outcomes, and Assurance of Learning KSU s Undergraduate Catalog ( 1 To assist the reviewers, please provide the most direct link to the relevant resources. For lengthy URLs that may detract from your narrative, consider using tinyurl.com to condense the URL to a shorter version; see examples on the next page.

2 KSU s Graduate Catalog ( Course Profiles from KSU s Virtual Information Center 2 : tinyurl.com/ksu-courseprofile 3 ; Degree Profiles from KSU s Virtual Information Center: tinyurl.com/ksu-degreeprofile; Assurance of Learning reports and reviews ( Documents from discipline-specific professional associations, where appropriate, that include guidelines and standards for the program s curriculum, student learning outcomes, and assessment (provide references and/or links to those documents); and Relevant action plans and priorities from the program s most recent comprehensive program review (available at programs that are undergoing an initial review may refer to the original proposal for the degree program. Also refer to any documents that indicate progress towards achieving the actions plans and priorities from the previous review. discusses how the curriculum, student learning outcomes, and assessment processes align with goals and action steps in KSU s Strategic Plan ( such as: o Goal 1.2: Global Learning for Engaged Citizenship ( o Goal 1.10: elearning ( o Goal 4.2: Study Abroad ( o Goals 4.3, 5.9, and 6: Diversity in Education (tinyurl.com/diversityeducation); and o Goal 5.1: Assurance of Learning ( refers, where appropriate, to the alignment of the program s curriculum, student learning outcomes, and assessment processes with discipline-specific guidelines or standards; review in delivering its curriculum and documenting achievement of expected student learning outcomes; indicates areas of the curriculum, student learning outcomes, and assessment processes most in need of improvement or quality enhancement; and includes (in Section 7) a bulleted list of action steps to address areas of the curriculum, student learning outcomes, and assessment processes most in need of improvement or quality enhancement. Section 3. Student characteristics (e.g., enrollment, recruitment, progression through the curriculum, graduation rates, and placements in jobs or graduate schools) Student Profiles (in particular, Enrollment Profiles, Declared Majors Profile and Graduated Student Profile) from KSU s Virtual Information Center: tinyurl.com/ksu-studentprofile; 2 The Home Page for the Virtual Information Center is: 3 Here is an example of a shorter version of a URL that was generated via tinyurl.com. In your narrative, please provide the most direct link to the relevant data for your discussion of the degree program.

3 Documents internal to the University, College, or department that pertain to student characteristics (e.g., enrollment trends, recruiting strategies and resources, alumni surveys, data on placement of graduates), with links to those documents; and provide a context for discussion of student characteristics (e.g., white papers, articles in professional journals or newsletters, accreditation standards or guidelines), with links to those documents. review in student characteristics; indicates those student characteristics most in need of improvement or quality enhancement, with an emphasis on issues of progression through the curriculum (e.g., bottlenecks) and graduation rates; and includes a bulleted list of action steps to address those student characteristics most in need of improvement or quality enhancement. Section 4. Faculty characteristics (e.g., expertise; number; scholarship; and roles in teaching, research/creative activity, and service) Faculty Profiles from KSU s Virtual Information Center: tinyurl.com/ksu-facultyprofile Documents internal to the University, College, or department that pertain to faculty characteristics (e.g., curriculum vitae, lists of scholarly presentations/publications, recent trends in departmental hiring/promotion/tenure/resignations/retirements), with links to those documents; and provide a context for discussion of faculty characteristics (e.g., white papers, articles in professional journals or newsletters, accreditation standards or guidelines), with links to those documents. review in faculty characteristics; indicates those faculty characteristics most in need of improvement or quality enhancement; and includes (in Section 7) a bulleted list of action steps to address those faculty characteristics most in need of improvement or quality enhancement. Section 5. Diversity of Curriculum, Students, and Faculty KSU s Diversity and Equity Assessment Initiative ( Goal 6 of KSU s Strategic Plan (in development; contact Dr. Jennifer Wade-Berg);

4 Documents internal to the University, College, or department that pertain to diversity within the curriculum, students, and faculty, with links to those documents; and provide a context for discussion of diversity (e.g., white papers, articles in professional journals or newsletters, accreditation standards or guidelines), with links to those documents. review in the diversity of its curriculum, students, and faculty; indicates those diversity characteristics most in need of improvement or quality enhancement; and includes (in Section 7) a bulleted list of action steps to address those diversity characteristics most in need of improvement or quality enhancement. Section 6. Resources (e.g., administrative support, staff, physical facilities, budget) Documents internal to the University, College, or department that pertain to resources (e.g., support staff, space allocation and utilization, equipment inventory, repair and maintenance records), with links to those documents; and provide a context for discussion of resources (e.g., white papers, articles in professional journals or newsletters, accreditation standards or guidelines), with links to those documents. review in resources; indicates those resources most in need of improvement or quality enhancement; and includes (in Section 7) a bulleted list of action steps to address those resources most in need of improvement or quality enhancement. Section 7. Seven- to Ten-Year Strategic Plan, Priorities, and Budget Requests Complete the chart below and copy it into your report. This chart will serve as the Strategic Plan for the academic degree program for the time period between this CPR review and the next scheduled review: Identify the name of the academic degree program, the name(s) and title(s) of the individual(s) who submitted the plan, and the date of the submission. Include a list of action steps pertaining to those areas most in need of improvement (as discussed in previous sections of the report); Identify and provide a rationale for the top priorities among the action steps (i.e., immediate needs where additional funding in the next 2 years would enhance dramatically the quality of the program); Provide a cost estimate for addressing each of the top priorities; and Identify, where appropriate, any action steps that are not immediate needs in the next 3 years but that may have implications for the quality of the program if not addressed before the next scheduled CPR review.

5 Add rows if you have more Action Steps. Delete rows if you have fewer Action Steps. Keep the columns for the 4 th Year Progress Report blank. You will complete these in the future. Strategic Plan for the Name of Academic Degree Program Completed by: Name(s) and title(s) Submission Date: Date of submission Completed by: Name(s) and title(s) Submission Date: Date of submission Top Priorities (Immediate needs for the next 2 4 th Year Progress Report years) Action Steps Cost Status Brief narrative of status (Include a brief rationale for each step) Estimates Other Action Steps (before the next CPR review) Status Brief narrative of status