WRITING THE PROGRAM ANALYSIS REPORT PAR

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1 Name of Presenter: Name of Institution: Contact Information: Lynn M. Jones, ASID,IDEC, LEED AP Brenau University Work: WRITING THE PROGRAM ANALYSIS REPORT PAR The PAR must clearly and concisely explain to the Visiting Team how the program meets (or does not meet) the required Standards. As designers we are trained to meet the physical and psychological needs of the end-user, including varying abilities, cultural backgrounds, and social norms. Prepare for and write the PAR for the end-user the CIDA Site Visitor. Forms The various sections of the PAR are created from the CIDA supplied PAR template and various forms and related instructions. These include the following: PAR Instructions PAR Template Institutional and Program Data Form (Part of the PAR) Curriculum Matrix Curriculum Matrix Instructions Faculty Data Form Familiarity with the content and purpose of each section helps the institution seeking accreditation (or reaccreditation) understand the value of the information the order of PAR. Section 1: Institution and Program Data Form Section 2: Program Eligibility Section 3: Introduction Section 4: Overview of Program Goals and the Self-study Process Section 5: Analysis of the Program s Compliance with CIDA Standards Section 6: Conclusions Section 7: Curriculum Matrix Section 8: Faculty Data Forms CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 1

2 Information on this page includes excerpts from the CIDA PAR 2015 Instructions. It is not complete and should not be used as such. Section 1: Institutional and Program Data Recommended page limit: 8 Institutional and program data provides CIDA with basic information about the program, the institution that houses the program, and the resources available to the program. For the purposes of an accreditation review, this information serves as a tool to help CIDA understand the context of the institution and program. Institutional and program data also serve as an evaluation tool for program compliance with CIDA Standards, particularly those related to program resources. 1) Administrator information to whom CIDA should send copies of the final Accreditation Report. 2) An organizational chart Section 2: Program Eligibility Insert documentation demonstrating the program meets the following program/institutional eligibility requirements: Section 3: Introduction Recommended page limit: 3 Similar to the preceding section on Institutional and Program Data, the Introduction provides important background and context for reviewing the program. The Introduction provides the program with an opportunity to describe how institutional or program characteristics differentiate or significantly impact the teaching and learning environment for the interior design program. Section 4: Overview of the Program Goals and the Self-study - Recommended page limit: 4 This section of the Program Analysis Report focuses on your program goals, the self-study process, and the results of the self-study. Section 5: Analysis of the Program s Compliance with CIDA Standards Recommended page limit: 20 pages This section presents the findings of your self-study in relation to meeting CIDA Standards. CIDA is most interested in the program s in-depth analysis of its compliance with each Standard. The analysis should discuss strengths and gaps in relation to the program s ability to achieve compliance with the Standard. The program should also identify key projects, assignments, learning experiences, etc. that will provide the CIDA visiting team with evidence for the student learning and program expectations under each Standard. The standards are as follows: Mission, Goals and Curriculum Standard 1. Mission, Goals, and Curriculum Critical Thinking, Professional Values and Processes. Framework of interior design practice. Standard 2. Global Perspective for Design Standard 3. Human-centered Design Standard 4. Design Process Standard 5. Collaboration Standard 6. Communication Standard 7. Professionalism and Business Practice Core Design and Technical Knowledge Standard 8. History Standard 9. Space and Form. Standard 10. Color Standard 11. Furniture, Fixtures, Equipment, and Finish Materials Standard 12. Environmental Systems Standard 13. Building Systems and Interior Construction Standard 14. Regulations and Guidelines Program Administration Standard 15. Assessment and Accountability Standard 16. Support and Resources CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 2

3 Information on this page includes excerpts from the CIDA PAR 2015 Instructions. It is not complete and should not be used as such. Section 6: Conclusions Recommended page limit: 2 In analyzing evidence to determine program success in achieving CIDA Standards and program goals, the program will have likely reached some overarching conclusions about educational quality and achievement. This process may have also assisted the program in producing plans for future program development. Sharing your plans for future program development signals a commitment to continuous improvement, and helps assure CIDA that the program is prepared to meet future challenges and is taking steps to improve gaps identified in the educational program. Section 7: Curriculum Matrix Recommended page limit: 13 The Curriculum Matrix is a graphic way to illustrate how the student learning and program expectations within CIDA s Standards 2-14 are addressed in your curriculum. A detailed outline of the curriculum structure, including liberal arts and prerequisites, should accompany the Curriculum Matrix. The visiting team uses the Matrix extensively as a roadmap for reviewing student work during a site visit. Therefore, it is critical to accurately represent curriculum content on this chart. Section 8: Faculty Data Forms Page limit: 2 pages per Faculty Data Form for each faculty member teaching interior design or support courses. Do not include Faculty Data Forms for faculty members teaching liberal arts or general education courses. CIDA uses faculty data to evaluate compliance with Standard 16. Support and Resources. Faculty data also help guide the visiting team during interviews on site. Participants At Brenau University, all interior design faculty, many staff offices, students, and administration are involved in the content of the PAR. The following describes their responsibilities in the development of the PAR and related assessment activities: The Interior Design Faculty. All faculty fulltime, part time, and adjuncts are involved in gathering the data for the PAR. Fulltime faculty assume the responsibility as lead instructor for courses that they teach most often or are most closely related to their area of expertise. The fulltime faculty member is responsible for overseeing that CIDA expectations related to the course (as indicted by the CIDA matrix and also included in all syllabi) are addressed in student submittals and/or faculty input. The fulltime faculty member develops a list of projects that addresses each expectation and selects the projects that most thoroughly meet the expectation. The fulltime faculty member feeds the name of the project, the course name, and semester it was taught to the chair for inclusion in the PAR. Furthermore, the fulltime faculty member is responsible for ensuring that examples of said projects are included in the Student Work display with an assignment sheet attached. CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 3

4 The fulltime faculty member is also responsible for ensuring that the course materials for their assigned courses are included in the Student Work display. This includes, but is not limited to, the course syllabus, lecture notes, examples of tests, textbooks, graded projects, and assignments. Additionally, the faculty member works with adjuncts who also teach these courses to ensure continuity throughout the curriculum. The Interior Design Department Chair. The Chair is responsible for the final writing and oversight of the PAR as well as the timeline of completion. The chair also serves as the lead instructor on courses related to her area of expertise. The chair calls on the assistance of the Offices of Alumni, Assessment, Facilities, and Institution Research, as well as the Library, as needed to accurately complete the PAR. In order to keep the assessment process ongoing, the chair continuously reviews the CIDA matrix as the curriculum changes and/or CIDA updates their Standards. Suggested changes in the curriculum to address an expectation are discussed with the faculty in the department faculty meetings. The CIDA matrix is updated based on these discussion; the office manager also updates a Word document that identifies the CIDA expectations that are to be addressed in each course. This Word document is cut and pasted into each syllabus. When faculty submit their syllabus to the chair at the beginning of each term, they identify which project, assignment, etc. is used to meet the CIDA expectations for the course. Lead faculty guide the adjuncts in this process. The Students: Students read the Introduction, Conclusions, and the Standards that are more theoretical in nature. Graduate students and student assistants read the entire PAR. Student questions are addressed and where necessary their feedback alters the content of the PAR. Reviewers outside the Department. The Dean of the College of Fine Arts and Humanities reviews the final draft of the document for consistency and accuracy. The Provost and the President are also allotted time to review prior to submission to the visiting team. What does not work. One person writing the entire report in a vacuum. It is obvious during the subsequent Site Visit when content in the report is not understood by all. Content in the report that is not available for the team s review. CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 4

5 Timeline Assessment is not episodic, but ongoing. The department evaluates Expected Learning Outcomes (ELOs) in each class, and annually via sophomore reviews and final portfolio reviews. Practicing professionals, including Advisory Board members, are included in these evaluations and help to ensure the ELOs are adequately addressed to meet the department s mission and goals. The ELOs are tied directly to the CIDA Standards. With this aggressive assessment process, the review of the department is ongoing and not limited to a twoyear timeline as suggested by CIDA. Rather, the department is consistently reviewing how projects, assignments, lectures, and the curriculum meet the needs of the students and address the ELOs. To that end the timeline as follows met our needs: Continuously: Review Department ELOs, CIDA Standards updates, and the professional marketplace to determine modifications needed to the curriculum. Annually review the CIDA matrix with faculty. Review faculty responsibilities to meet the required ELOs and CIDA expectation in each class. Conduct annual assessment of the above. (4 years prior to anticipated site visit: If this is your initial visit, review CIDA s information. Start the above processes. Ask for help!) 2 years prior to anticipated visit: Begin to amass projects that may be used in the CIDA work display and therefore also may be referred to in the written report. 1 year prior to visit: Request a date for the site-visit. Consider what else is happening at your institution. Will your dean be available? Is it the weekend of your archrival s football game? Secure lodging and physical resources. Complete and submit pre-visit questionnaire. Develop a nomenclature guide. (See below*) Have lead faculty begin to develop a list of projects that meet the CIDA expectations and write brief (three sentences or so) explanations of how the projects meet the expectations. Ensure faculty begin to collect said projects from students. Author should write Section 1: Institutional and Program Data and 2: Introduction of the PAR. Secure the information for Section 8: Faculty Data Forms for each faculty member. Keep these to two pages and keep the formatting consistent. If there are still questions about the CIDA Matrix, Section 7, clear those up immediately. All of these sections are critical to Visiting Team s understanding of the context of the program and its institution. Write Standards 15 Assessment and Accountability and 16 Support and Resources as these may require attention beyond the program s control. 6-8 months out: Write Section 5: Analysis of the Program s Compliance with CIDA Standards. Allowing three-four months to do this will alert you to gaps in submission from the faculty, lack of adequate work, and/or incomplete thought processes. Allow a month to write Section 3: Overview of Self-study Process, Section 4: Analyses of the Program s Success in Meeting its Goals, and Section 6: Conclusions. Remember to include an CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 5

6 alphabetical and/or numerical list of all the courses and a typical sequence of when students take each course. Allow two weeks for faculty and students to review and two weeks to fill in gaps. Allow another two weeks for administration to review and another two weeks to make corrections. You may also consider securing feedback from an editor. Allow at least one week to assemble, copy, and re-check. 2 months out: Ensure projects meeting CIDA expectations in the PAR are available for Visiting Team s review. Insights Content. When writing about each standard in Section 5: Analysis of the Program s Compliance with CIDA Standards, keep in a logical order that follows the related expectations. Start with a broad overview twoto-three sentences that describe how you meet the standard. Then for each expectation, define which course and project best meets the expectation and why. I have found that the funnel approach does not work on the PAR; rather, write like a news report. Include the most important project and/or assignment first and then perhaps a second. Where appropriate, indicate gaps and areas for improvement. *Nomenclature Guide. It is important to establish consistency in format when referring to the university, department, the program, the faculty, the course, etc. For instance, list the name for the course and then the number, or the number then the name; it makes little difference, just refer to it always in the same method. Establish this Guide early on in the writing process so that the sections the faculty prepare are already in the correct format. Make sure to use the same Guide for the matrix, faculty data form, list of courses, course sequencing, etc. Length. CIDA gives suggested lengths and overall length. While it is difficult to stick to the 20 pages for Section 5, it is possible to stay within the 60 page limit overall. What does not work. Lists that indicate where a standard is covered. The Matrix is for this use. Poor grammar. Inconsistent use of terminology. A missing list of courses. A missing list of course sequencing. Incomplete Faculty Data Forms. Matrices reduced to an unreadable size. Disregard for appropriate length. Lack of pagination. CIDA WORKSHOP MARCH 2015 LYNN M. JONES PAGE 6

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