In completing this report, please read carefully the following set of questions. Provide thorough, yet concise written responses to each question (identifying responses by question number). In general, 3 to 4 sentences will be adequate, except where otherwise noted. In the event a written response to a question is not possible, please provide a written explanation as to why a response cannot be provided. Respondents are welcome to submit appendices and supporting documentation, as deemed necessary. It is requested that respondents limit their response to no more than 10 to 15 numbered pages. It is also requested that respondents submit a one to two page executive summary in which the major aspects of the program’s report are highlighted. Reviewers would like to balance the need for a report that is sufficient in scope so that an accurate picture of the program is presented with the desire not to have volumes of paperwork.
To what extent has the program met its annual goals and objectives? Program quality.
Describe how the program has maintained currency (when necessary) with respect to curricular changes and course offerings in the field. Curricular quality.
Discuss the demand for the program from a student’s perspective. Program quality.
If the program is subject to voluntary accreditation, has it sought accreditation? If so, what were the outcomes? If the program has not sought accreditation, why not? Program quality.
Indicate how relevant the program is to the University’s and/or College’s mission and academic plan. Program quality and viability.
Please describe the unique and/or diverse aspect(s) of the program. Program quality.
In what ways does the program serve other academic programs, including GE? Program centrality and complementariness.
Teaching and Learning
Identify and describe any strategies that have been employed over the past three years to improve the quality of instruction in the program. Curricular quality.
Program SFR is x.xx [Academic Planning Data Base]. Explain how the SFR has an impact on program effectiveness. Program quality.
Program average class size [Academic Planning Data Base]. Explain how average class size has an impact on program effectiveness. Program quality.
How well qualified are program faculty? For example, discuss the overall reputation of the program in the field locally/regionally, statewide, nationally, and internationally. Faculty quality.
Describe the program’s progress achieved in the use of student learning outcome indicators that reflect program quality and effectiveness (See Appendix A for a more detailed explanation). Program quality.
The average GPA [ERSS] of students taking courses campus-wide is x.xx and in the program is x.xx. Please discuss any differences. Student quality.
The average pass rate (credit/no credit) of students taking courses campus wide is x.xx% and in the program is x.xx%. Please discuss any differences. Student quality.
Provide information regarding program graduates’ (2 years out) success in: Program quality.
Enrolling in graduate, post-baccalaureate or credential/certificate program
Student learning outcomes focus on what students learn, most often addressing two questions: What does the University want students to know by the time they finish a course or degree? What does it want students to be able to do with what they know by the time they finish a course or degree? Faculty members design outcomes at the program and course levels by discussing what they believe is essential to student learning in their disciplines. CSUDH has determined a set of 10 essential elements of learning outcome assessment to provide evidence of student learning outcomes achievement.
Program and University mission relationship clearly stated and relative.
Program-level, student centered and measurable objectives/outcomes.
Linkage clear between course and program outcomes; course level outcomes are student centered and measurable.
Program level assessment description clear; evidence present of measurement of achievement of program level outcomes.