Self-Study Template

 

The Self Study Report is divided into 3 Main Sections, and should be organized as follows:

  II.  Educational Effectiveness
            Degrees offered, Learning Outcomes and Curricula 
            Curriculum Map(s)
                  Syllabi:  Are program outcomes reflected in course syllabi and

                  course outcomes?
            Results of Credit Hour Audit (see Credit Hour Policy)

            Educational Effectiveness Evaluation Plan (Describes who, when and how 
                  assessment is conducted)
            Assessment
                  Description of improvements made to PROCESS since last review:
                          Learning Outcomes
                          Evidence of Learning (are multiple measures used?)
                          Expected Levels of Achievement (what are your standards?)
                          Means of Scoring (rubrics, standardized tests, papers, etc.?)
                          How information is disseminated and used to make improvements to  

                          student learning 
                  PROGRESS since last review
                         Analysis of learning outcomes assessment / annual reports since last

                         review
                         How have assessment findings been used to improve student learning?
                         How does the program compare to its competitors or other like programs

                         in terms of student learning?  What evidence or indicators do you use to

                         know if program is doing a good job, comparatively?  (standardized test

                         scores, professional accreditation, competitions, presentations, shared

                         criteria or rubrics, comparative data or rankings, etc.)

  III.  Contributions to University Mission and Strategic Plan 
            Provide data or evidence in support of your answers to the following:
                  How does the program support the mission of the University?
                  How does the academic unit support the general education program?

                  How has the program contributed to the Strategic Plan initiative for national
                  prominence?
                  How has the program contributed to the Strategic Plan themes of: 

                  globalization, graduate programs, niche programs, interdisciplinary programs,

                  and/or research? 
                  Within existing resources, what opportunities exist for making strides toward 
                  achieving/maintaining national recognition?
                  What are the program’s future plans for national recognition?

Department/School Documents/Information
o Course Catalog Descriptions and Learning Outcomes (Required)
o Faculty Vitae (Required)
o Learning Outcomes Assessment Reports, last 5 years (Required)
o Assessment Committee Responses

o Five-Year Strategic Plan (Recommended)

Faculty
o Faculty Evaluation Plan/Guidelines (Required)

o Academic Advising Guidelines for Students/Faculty (Recommended)

o Governance/Procedures Manual (Recommended)
o Other department/school documents/information

Institutional Data

o Enrollments/Course Offerings

1.1 Number of regular classes, enrollments, and average class size of undergraduate/graduate/total courses offered by department/school/college by semester/year for last five years

1.2 Number and percentage of classes by size of enrollment of undergraduate/graduate/total courses offered by department/school/college by semester/year for last five years

1.3 Number of sections of each course offered each semester for the last five years

1.4 List of courses with enrollments of 10 or less in last five years

1.5 List of courses not offered once in last four years

1.6 Current unit requirements in majors, minors, emphases of all degree programs

1.7 Current grade requirements in majors and minors of all degree programs

o Students- Enrollment, Graduation and Retention Data

2.1 Number of undergraduate/graduate students in majors and emphases in department/school/college in fall semester of each academic year for last five years

2.2 Retention and graduation rates of undergraduate/graduate students in department/school/college for last five years

2.3 Number of undergraduate/graduate degrees awarded in department/school/college each academic year for last five years

2.4 Placement rate of graduating seniors in graduate school by degree program in department/school one year after graduation for last three years and names of graduate schools

o Faculty

3.1 Number of FTEs full-time and tenured/tenure-track/non-tenure-track faculty by rank by department/school/college for last five years

3.2 Number/percentage of full-time faculty by race/ethnicity and gender by department/school/college for last three years

3.3 Number/percentage of courses taught by full-time/part-time faculty for last five years

3.4 Average number of courses/credit hours taught by full-time faculty per academic year for last five years

3.5 Average grade distribution in undergraduate/graduate degree programs of department/school/college by academic year for last five years

3.6 Average student evaluations of faculty in undergraduate/graduate programs of department/school/college by semester for last five years