College of Arts and Social Sciences
[Name of Department]
[Name of Program]
Self-Study Report
Review Period: [e.g. 2013-2014]
Submitted
Submitted: [Date]
Academic Program Self-Study Report
College of Arts and Social Sciences
PREFACE
A self-study report should be considered as a research report on the quality of the program under
review. It should be broad-based, reflective, forward-looking, and include critical analysis. It should
include sufficient information to inform a reader who is unfamiliar with the program all about the
process of quality assessment and evaluation and the evidence on which conclusions are based to
have reasonable confidence that those conclusions are sound. This report should include all the
necessary information for it to be read as a complete self-contained report on the quality of the
program.
To ensure that all of the issues included in the academic program review policy are addressed in the
self-study report, programs are required to submit the self-study report in the following template. This
template includes a number of sections and headings to assist in preparing the self-study report.
These sections and headings should be followed in the report. However additional information for
specific programs can be also included. Throughout the report evidence should be presented in
tables or graphs to support conclusions, with comparative data included where appropriate, and
reference made to other reports or surveys with more detailed information. Other supporting
documents should be available separately as appendix.
The report should be printed and provided as an A4 page document.
Note: This self-study report template was endorsed by the President of the American Academy for
Liberal Education in April, 2014.
Page i
Academic Program Self-Study Report
College of Arts and Social Sciences
TABLE OF CONTENTS
Acronyms ________________________________________________________________________________ vii
Chapter 1
General Information ................................................................................................................. 1
1.1
Department History and Organization ................................................................................................... 1
1.2
Organizational Structure......................................................................................................................... 1
1.3
General Program Description ................................................................................................................. 1
1.4
History of the program ........................................................................................................................... 2
1.5
Self-Study Process ................................................................................................................................... 2
1.6
Recommendations from Previous Review (if applicable) ........................................................................ 2
Chapter 2
Students.................................................................................................................................... 3
2.1
Admission Criteria ................................................................................................................................... 3
2.2
Evaluating Student Performance ............................................................................................................ 3
2.3
Transfer Students and Transfer Courses ................................................................................................. 3
2.4
Advising and Career Guidance ................................................................................................................ 3
2.5
Work in Lieu of Courses ........................................................................................................................... 3
2.6
Graduation Requirements ....................................................................................................................... 3
Chapter 3
Program Educational Objectives ............................................................................................... 4
3.1
Vision Statement ..................................................................................................................................... 4
3.2
Mission Statement .................................................................................................................................. 4
3.3
Program Educational Objectives ............................................................................................................. 4
3.4
Consistency of the Program Educational Objectives with the Mission of the Institution ....................... 4
3.5
Process for Revision of the Program Educational Objectives .................................................................. 4
Chapter 4
Student learning outcomes ....................................................................................................... 5
4.1
Student learning outcomes ....................................................................... Error! Bookmark not defined.
4.2
Relationship of Student learning outcomes to Program Educational Objectives ................................... 5
4.3
Key Performance Indicators .................................................................................................................... 5
Chapter 5
Curriculum ................................................................................................................................ 6
5.1
Curriculum Structure ............................................................................................................................... 6
5.2
Course Syllabi .......................................................................................................................................... 8
5.3
Mapping of Courses to Student learning outcomes ................................................................................ 8
Chapter 6
Program Development .............................................................................................................. 9
6.1
Apparent Program Completion Rate ...................................................................................................... 9
6.2
Year to Year Progression Rates ............................................................................................................... 9
6.3
Comparison of Planned and Actual Enrolments...................................................................................... 9
Page ii
Academic Program Self-Study Report
College of Arts and Social Sciences
6.4
Program Continuous Improvement Process .......................................................................................... 10
6.5
Recommended Actions ......................................................................................................................... 11
Chapter 7
Faculty .................................................................................................................................... 12
7.1
Personnel Information .......................................................................................................................... 12
7.2
Faculty Qualifications ........................................................................................................................... 12
7.3
Faculty Workload .................................................................................................................................. 12
7.4
Faculty Size ........................................................................................................................................... 12
7.5
Professional Development .................................................................................................................... 12
7.6
Authority and Responsibility of Faculty ................................................................................................ 12
Chapter 8
Facilities .................................................................................................................................... 1
8.1
Offices, Classrooms and Laboratories ..................................................................................................... 1
8.2
Computing Resources ............................................................................................................................. 1
8.3
Guidance ................................................................................................................................................. 1
8.4
Maintenance and Upgrading of Facilities ............................................................................................... 1
8.5
Library Services ....................................................................................................................................... 1
8.6
Overall Comments on Facilities ............................................................................................................... 1
Chapter 9
Institutional Support ................................................................................................................. 2
9.1
Leadership ............................................................................................................................................... 2
9.2
Program Budget and Financial Support .................................................................................................. 2
9.3
Staffing.................................................................................................................................................... 2
9.4
Faculty Hiring and Retention .................................................................................................................. 2
9.5
Support of Faculty Professional Development ........................................................................................ 2
Appendix A.
Course Syllabi ........................................................................................................................ 3
Appendix B.
Faculty Curricula Vitae .......................................................................................................... 4
Appendix C.
Equipment............................................................................................................................. 5
Page iii
Academic Program Self-Study Report
College of Arts and Social Sciences
LIST OF FIGURES
Figure ‎1-1: Department Administrative Structure
1
Page iv
Academic Program Self-Study Report
College of Arts and Social Sciences
LIST OF TABLES
Table ‎4-1: Mapping of student learning outcomes to program educational objectives ......................................... 5
Table ‎5-1: Curriculum.............................................................................................................................................. 6
Table ‎5-2: Mapping of courses to student learning outcomes ............................................................................... 8
Table ‎6-1: Program completion rate during the past 4 years ................................................................................. 9
Table ‎6-2: Proportion of students who commenced each year level in the previous year who passed and
continued to a higher year level the current year................................................................................................... 9
Table ‎6-3: Comparison of planned and actual enrolments during the past 4 years ............................................... 9
Table ‎6-4: Recommended actions ......................................................................................................................... 11
1
Table ‎7-1: Personnel Information ........................................................................................................................ 12
Table ‎7-2: Faculty Qualifications ............................................................................................................................ 1
Table ‎7-3: Faculty Workload Summary ................................................................................................................... 2
Page v
Academic Program Self-Study Report
College of Arts and Social Sciences
ACRONYMS
Delete unused acronyms and add new ones when used in this report. Make sure to sort them by
alphabetic ascending order.
Abbreviation
AC
ADRI
AVP-PSR
CAMS
CASS
CCE
CCG
CCSCE
CEDU
CEMB
CENG
CESAR
CET
CIRC
CIS
CLAW
CMHS
CNUR
CQIP
CRC
CSCI
CSD
DAR
DPS
DPSR
DSA
DVC
DVC-AACS
DVC-AFA
DVC-PSR
EMC
FSP
GPA
HE
HEAC
HEI
HM
HoD
IP
LC
LoA
LoI
LoU
MoU
MSc
NFP
OAAA
OGRC
OIA
OSC
PAR
PEO
Actual Name
Academic Council
Approach, Deployment, Results and Improvement
Assistant Vice-President for Postgraduate Studies and Research
College of Agricultural and Marine Sciences
College of Arts and Social Sciences
College of Commerce and Economics
Centre for Career Guidance
Centre for Community Service and Continuing Education
College of Education
Centre of Excellence in Marine Biotechnology
College of Engineering
Centre for Environmental Studies and Research
Centre for Educational Technology
Communication and Information Research Centre
Centre for Information Systems
College of Law
College of Medicine and Health Sciences
College of Nursing
Continuous Quality Improvement Process
College Research Committee
College of Science
Centre for Staff Development
Deanship of Admissions and Registration
Deanship of Postgraduate Studies
Deanship of Postgraduate Studies and Research
Deanship for Student Affairs
Deputy Vice-Chancellor
Deputy Vice-Chancellor for Academic Affairs and Community Service
Deputy Vice-Chancellor for Administrative and Financial Affairs
Deputy Vice-Chancellor for Postgraduate Studies and Research
Earthquakes Monitoring Centre
Failure with Supplemental Privilege
Grade Point Average
His Excellency
Higher Education Admission Centre
Higher Education Institution
His Majesty
Head of Department
Intellectual Property
Language Centre
Letter of Agreement
Letter of Intent
Letter of Understanding
Memorandum of Understanding
Masters' Program
National Foundation Program
Oman Academic Accreditation Authority
Oil and Gas Research Centre
Office of Innovation Affairs
Omani Studies Centre
Postgraduate Academic Regulations
Program Educational Objectives
Page vi
Academic Program Self-Study Report
PhD
PRI
PSC
PSR
QA
QAC
QAO
QAP
Qarar
RIAD
RSGISC
SCC
SIS
SP
SO
SQU
UAEU
UAR
UC
UER
VC
WRC
College of Arts and Social Sciences
Doctor of Philosophy
Public Relation and Information
Postgraduate Studies Committee
Postgraduate Studies and Research
Quality Assurance
Quality Audit Committee
Quality Assurance Office
Quality Audit Portfolio
Administrative Order
Research and Innovation Affairs Department
Remote Sensing and GIS Centre
Student Counseling Centre
Student Information System
Strategic Plan
Student learning outcomes
Sultan Qaboos University
United Arab Emirates University
Undergraduate Academic Regulations
University Council
University Executive Regulations
Vice-Chancellor
Water Research Centre
Page vii
‎Chapter 1
Academic Program Self-Study Report
Chapter 1 GENERAL INFORMATION
1.1
Department History and Organization
Brief history of the Department.
1.2
Organizational Structure
Using text and/or organizational charts (see Figure ‎1-1), describe the administrative structure of the
Department.
Department
Board
Head of the
Department
Department
Coordinator(s)
Committees
Chief
Technician
Assistant Head of
the Department
Technical Staff
Academic Staff
Figure ‎1-1: Department Administrative Structure
1.3
General Program Description
Table ‎1-1: Program Description
1.
Program title and code
2.
Credit hours
3.
Award (s) granted on completion of the program
4.
Major tracks/pathways within the program
5.
Name of program coordinator/manager.
6.
Name and position of person responsible for
leadership/management of the self-study.
7.
Date of approval of program specification within
the institution
8.
Date of most recent self-study (if any)
Page 1
‎Chapter 1
1.4
Academic Program Self-Study Report
History of the program
Provide a brief listing of the program including how long they have been in existence. Include the year
implemented and the date of the last general review.
Summarize major changes made in the program in the period since the previous self-study or since
the program was introduced. This should include such things as courses added or deleted or
significant changes in their content, changes in approaches to teaching or student assessment, or
program evaluation processes etc.
Provide the URL of the program website.
1.5
Self-Study Process
Provide a brief description of the method used for the self-study and preparation of the self-study
report, including faculty and student input and involvement.
1.6
Recommendations from Previous Review (if applicable)
Describe and comment on concerns and recommendations raised in the previous program review,
including actions taken.
Page 2
‎Chapter 2
Academic Program Self-Study Report
Chapter 2 STUDENTS
2.1
Admission Criteria
Summarize the requirements and process for accepting new students into the program.
2.2
Evaluating Student Performance
Summarize the process by which student performance is evaluated and student progress is
monitored. Include information on how the program ensures and documents that students are
meeting prerequisites and how it handles the situation when a prerequisite has not been met.
2.3
Transfer Students and Transfer Courses
Summarize the requirements and process for accepting transfer students and transfer credit.
2.4
Advising and Career Guidance
Summarize the process for advising and providing career guidance to students. Include information
on how often students are advised, who provides the advising.
2.5
Work in Lieu of Courses
Summarize the requirements and process for awarding credit for work in lieu of courses.
2.6
Graduation Requirements
Summarize the graduation requirements for the program and the process for ensuring and
documenting that each graduate completes all graduation requirements for the program. State the
name of the degree awarded.
Page 3
‎Chapter 3
Academic Program Self-Study Report
Chapter 3 PROGRAM EDUCATIONAL OBJECTIVES
3.1
Vision Statement
Write the vision of the Department/Program.
3.2
Mission Statement
Provide the mission of the Department/Program.
3.3
Program Educational Objectives
List the educational objectives of the program and describe how and when they were defined. State
where these can be found by the general public.
3.4
Consistency of the Program Educational Objectives with the Mission of
the Institution
Describe how the program educational objectives are consistent with the missions of the College and
the University.
3.5
Process for Revision of the Program Educational Objectives
Describe the process that periodically reviews and revises, as necessary, the program educational
objectives including how the program’s various constituencies are involved in this process. Include
the results of this process and provide a description of any changes that were made to the program
educational objectives and the timeline associated with those changes since the last general review.
Page 4
‎Chapter 4
Academic Program Self-Study Report
Chapter 4 STUDENT LEARNING OUTCOMES
4.1
Student learning outcomes
List the student learning outcomes, describe how and when they were defined and indicate where the
student learning outcomes are documented.
4.2
Relationship of Student learning outcomes to Program Educational
Objectives
Describe how the student learning outcomes prepare graduates to attain the program educational
objectives. Use the matrix in Table ‎5-2 to map the student learning outcomes to the program
educational objectives.
Table ‎4-1: Mapping of student learning outcomes to program educational objectives
Objective
Objective 1
Objective 2
Objective 3
Objective 4
Outcome
Outcome 1
X
Outcome 2
X
X
Outcome 3
Outcome 4
Outcome 5
4.3
X
X
X
X
Key Performance Indicators
If you are using Key Performance Indicators (KPIs) for assessing and evaluating the student learning
outcomes, then list them and provide a table mapping KPIs to Student learning outcomes.
Page 5
‎Chapter 5
Academic Program Self-Study Report
Chapter 5 CURRICULUM
5.1
Curriculum Structure
1. Complete Table ‎5-1 that describes the plan of study for students in this program including
information on course offerings in the required curriculum in the form of a recommended
schedule by year and term along with maximum section enrollments for all courses in the
program over the two years immediately preceding the self-review. If there is more than one
curricular path, Table ‎5-1 should be provided for each path. Complete a separate table for
each option in the program.
Table ‎5-1: Curriculum
Credit
Hours/
Contact
Hours
4
3
2
1
Semester
Course
1
(Code Number, Title)
Page 6
Indicate
Type of
2
Course
(UR, UE,
CR, CE, DR,
DE, PR, or
PE)
Last Two
Semesters
the Course
was
Offered:
Semester
and Year
Maximum
Section
Enrollment
for the Last
Two
Semesters
the Course
was
3
Offered
‎Chapter 5
8
7
6
5
Academic Program Self-Study Report
1
List all courses in the program by semester starting with first semester of first year and ending with the last semester of the
final year.
2
Indicate whether it is University Requirement (UR), University Elective (UE), College Requirement (CR), College Elective
(CE), Department Requirement (DR), Department Elective (DE), Program Requirement (PR) or Program Elective (PE).
3
For courses that include multiple elements (lecture, laboratory, recitation, etc.), indicate the maximum enrollment in each
element.
Page 7
‎Chapter 5
Academic Program Self-Study Report
2. Describe how the curriculum aligns with the program educational objectives.
3. Demonstrate that program courses collectively work as one cohesive integrated program not
an aggregation of separate courses.
4. Discuss how students’ needs are accommodated through optional modules and
interdisciplinary pathways.
5. Attach a flowchart or worksheet that illustrates the prerequisite structure of the program’s
required courses.
5.2
Course Syllabi
In ‎Appendix A, provide a syllabus for each course offered in support of the program, including the
course code, the credit value, and the course description. Where and as appropriate, this listing may
be organized to reflect the manner in which the courses count towards the program requirements (e.g.
required versus elective; required from a list of specified courses; specific to certain concentrations,
streams within the program, etc.)
5.3
Mapping of Courses to Student learning outcomes
1. Describe how the curriculum and its associated prerequisite structure support the attainment
of the student learning outcomes. Provide a table mapping all courses to the student learning
outcomes.
Table ‎5-2: Mapping of courses to student learning outcomes
Outcome
Outcome 1
Outcome 2
Outcome 3
Outcome 4
Outcome 5
Course Code
Course 1
X
Course 2
Course 3
X
X
:
X
Course n
X
2. Discuss how knowledge, skills and competencies are made more demanding and challenging
with progression in the program.
3. Discuss how current research and work practice applications to learning are embedded in
curricula and/or informing teaching. How are these clearly communicated to students?
Page 8
‎Chapter 6
Academic Program Self-Study Report
Chapter 6 PROGRAM DEVELOPMENT
6.1
Apparent Program Completion Rate
Show the number of students successfully completing the program in each of the last four years, and
the number of students per cohort who started the program ---- years previously (e.g. If 120 students
finished a four year program in 2012 and 200 students started it in 2008 and the apparent completion
rate would be 60%.
Table ‎6-1: Program completion rate during the past 4 years
Number of Students
Number of Students per
Apparent Completion
Completing the Program
cohort
Rate *
Year
Year 1
Year 2
Year 3
Year 4
* Apparent completion rate is the number of students completing the program as a percentage of the number in that student
cohort commencing the program ---years previously.
6.2
Year to Year Progression Rates
Fill in Table ‎6-2 with the proportion of students who commenced each year level in the previous year
who passed and continued to a higher year level the current year.
Table ‎6-2: Proportion of students who commenced each year level in the previous year who passed and
continued to a higher year level the current year
Year
Commenced in Year 1 and
continued to commence in
Year 2
Commenced in Year 2 and
continued to commence in
Year 3
Commenced in Year 3 and
continued to commence in
Year 4
(%)
(%)
(%)
Year 1
Year 2
Year 3
Year 4
Note: In programs where there are common first (or first and second) years the figures should include
numbers in the early years for the combined group and a note included to explain what has been
done)
Comment on trends in year to year progression rates (i.e. Increasing, decreasing, likely reasons for
change (if any), significance of trends).
6.3
Comparison of Planned and Actual Enrolments
Table ‎6-3: Comparison of planned and actual enrolments during the past 4 years
Year
Planned
Actual Enrolments
Enrolments
Year 1
Year 2
Year 3
Year 4
Write your comments and explanation if there are significant differences between planned and actual
numbers.
Page 9
‎Chapter 6
6.4
Academic Program Self-Study Report
Program Continuous Improvement Process
In this section you describe your program Continuous Improvement Process (CIP) and all
stakeholders who are involved in this process. Make use of flowcharts as possible to describe the
CIP. The section is an attempt to ensure that a program curriculum is systematically and appropriately
developed and reviewed in order to always meet standards and quality set for the program.


Show how the curriculum was designed and by who.
Discuss currently followed revision mechanism and its effectiveness.
You should document your processes for regularly assessing and evaluating the extent to which the
program educational objectives and student learning outcomes are being attained. This section
should also document the extent to which the program educational objectives and student learning
outcomes are being attained. It should also describe how the results of these processes are being
utilized to effect continuous improvement of the program.
Assessment is defined as one or more processes that identify, collect, and prepare the data
necessary for evaluation. Evaluation is defined as one or more processes for interpreting the data
acquired though the assessment processes in order to determine how well the program educational
objectives and student learning outcomes are being attained.
Although the program can report its processes as it chooses, the following is presented as a guide to
help you organize your self-study report. It is also recommended that you report the information
concerning your program educational objectives separately from the information concerning your
student learning outcomes.
6.4.1
Program Educational Objectives
It is recommended that this section include (a table may be used to present this information):
1. A listing and description of the assessment processes used to gather the data upon which the
evaluation of each the program educational objective is based. Examples of data collection
processes may include, but are not limited to, employer surveys, graduate surveys, focus
groups, external assessor reports, advisory committee meetings, or other processes that are
relevant and appropriate to the program.
2. The frequency with which these assessment processes are carried out.
3. The expected level of attainment for each of the program educational objectives.
4. Summaries of the results of the evaluation processes and an analysis illustrating the extent to
which each of the program educational objectives is being attained.
5. How the results are documented and maintained .
6.4.2
Student learning outcomes
It is recommended that this section include (a table may be used to present this information):
1. A listing and description of the assessment processes used to gather the data upon which the
evaluation of each student outcome is based. Examples of data collection processes may
include, but are not limited to, specific exam questions, student portfolios, internally
developed assessment exams, senior project presentations, nationally-normed exams, oral
exams, focus groups, advisory committee meetings, or other processes that are relevant and
appropriate to the program.
2. The frequency with which these assessment processes are carried out.
3. The expected level of attainment for each of the student learning outcomes.
4. Summaries of the results of the evaluation process and an analysis illustrating the extent to
which each of the student learning outcomes is being attained.
5. How the results are documented and maintained.
6.4.3
Continuous Improvement
Describe how the results of evaluation processes for the program educational objectives and the
student learning outcomes and any other available information have been used as input in the
continuous improvement of the program. Indicate any significant future program improvement plans
based upon recent evaluations. Provide a brief rationale for each of these planned changes.
Page 10
‎Chapter 6
Academic Program Self-Study Report
6.5
Recommended Actions
Recommendations should be made for actions to be taken for further improvements or to overcome
problems, shortcomings or weaknesses identified. The actions recommended should be expressed in
specific terms rather than as general statements. Each action recommendations should indicate who
should be responsible for the action, timelines, and any necessary resources.
Table ‎6-4: Recommended actions
#
Recommended Action
Person(s)
responsible
1.
2.
3.
4.
5.
Page 11
Timelines
Resources
Required
‎Chapter 7
Academic Program Self-Study Report
Chapter 7 FACULTY
7.1
Personnel Information
Table ‎7-1: Personnel Information
1
HEAD COUNT
2
FTE
Full Time
Administrative
Part Time
3
Faculty (PhD Holders)
Other Faculty (excluding student Assistants)
Student Teaching Assistants
Student Research Assistants
Technicians/Specialists
Office/Clerical Employees
Others
4
1
Data on this table should be for the fall term immediately preceding the visit. Updated tables for the fall
term when the AALE team is visiting are to be prepared and presented to the team when they arrive.
2
For student teaching assistants, 1 FTE equals 20 hours per week of work (or service). For undergraduate
and graduate students, 1 FTE equals 15 semester credit-hours per term of institutional course work,
meaning all courses — science, humanities and social sciences, etc. For faculty members, 1 FTE equals
what SQU defines as a full-time load.
3
Persons holding joint administrative/faculty positions or other combined assignments should be allocated
to each category according to the fraction of the appointment assigned to that category.
4
7.2
Specify any other category considered appropriate, or leave blank.
Faculty Qualifications
Describe the qualifications of the faculty and how they are adequate to cover all the curricular areas of
the program. This description should include the composition, size, credentials, and experience of the
faculty. Complete Table ‎7-2. Include faculty resumes in ‎Appendix B.
7.3
Faculty Workload
Complete Table ‎7-3, Faculty Workload Summary, and describe this information in terms of workload
expectations or requirements.
7.4
Faculty Size
Discuss the adequacy of the size of the faculty and describe the extent and quality of faculty
involvement in interactions with students, student advising and counseling, university service
activities, professional development, and interactions with professional practitioners including
employers of students.
7.5
Professional Development
Describe the professional development activities that are available to faculty members.
7.6
Authority and Responsibility of Faculty
Describe the role played by the faculty with respect to their guidance of the program, and in the
development and implementation of the processes for the evaluation, assessment, and continuing
improvement of the program, including its program educational objectives and student learning
outcomes. Describe the roles of others on campus, e.g., Dean or DVC, with respect to these areas.
Page 12
‎Chapter 7
Academic Program Self-Study Report
Consulting/summer work
Professional Development
Level of Activity4
H, M, or L
Professional Organizations
Institution
Teaching
Years of Experience
Govt./Ind. Practice
Highest Degree EarnedField and Year
Type of Academic Appointment
FT, VI or PT2
Faculty Name
Rank 1
Table ‎7-2: Faculty Qualifications
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if necessary. Updated information is to be
provided at the time of the visit.
1. Code: P = Professor
ASC = Associate Professor AST = Assistant Professor L = Lecturer D = Demonstrator O = Other
3. Code: FT = Full-time
VI= Visiting Instructor
PT = Part-time
Appointment at the institution.
4. The level of activity (high, medium or low) should reflect an average over the previous 3 years.
Page 1
‎Chapter 7
Academic Program Self-Study Report
Table ‎7-3: Faculty Workload Summary
Faculty Member (name)
PT, VF or
1
FT
Program Activity Distribution
Classes Taught (Course No./Credit Hrs.)
Term and Year
2
Teaching
Research or
Scholarship
1.
2.
3.
4.
5.
3
FT = Full Time Faculty, VF=Visiting Faculty or PT = Part Time Faculty, at the institution
For the academic year for which the self-study is being prepared.
Program activity distribution should be in percent of effort in the program and should total 100%.
Indicate sabbatical leave, etc., under "Other."
Out of the total time employed at the institution.
Page 2
Other
4
% of Time
Devoted
5
to the Program
‎Chapter 8
Academic Program Self-Study Report
Chapter 8 FACILITIES
8.1
Offices, Classrooms and Laboratories
Summarize each of the program’s facilities in terms of their ability to support the attainment of the
program educational objectives and student learning outcomes and to provide an atmosphere
conducive to learning.
1. Offices (such as administrative, faculty, clerical, and teaching assistants) and any associated
equipment that is typically available there.
2. Classrooms and associated equipment that is typically available where the program courses
are taught.
3. Laboratory facilities including those containing computers (describe available hardware and
software) and the associated tools and equipment that support instruction. Include those
facilities used by students in the program even if they are not dedicated to the program, and
state the times they are available to students. Complete Appendix C containing a listing the
major pieces of equipment used by the program in support of instruction.
8.2
Computing Resources
Describe any computing resources (workstations, servers, storage, networks including software) in
addition to those described in the laboratories in section ‎8.1, which are used by the students in the
program. Include a discussion of the accessibility of university-wide computing resources available to
all students via various locations such as student housing, library, student union, off-campus, etc.
State the hours the various computing facilities are open to students. Assess the adequacy of these
facilities to support the scholarly and professional activities of the students and faculty in the program.
8.3
Guidance
Describe how students in the program are provided appropriate guidance regarding the use of the
tools, equipment, computing resources, and laboratories.
8.4
Maintenance and Upgrading of Facilities
Describe the policies and procedures for maintaining and upgrading the tools, equipment, computing
resources, and laboratories used by students and faculty in the program.
8.5
Library Services
Describe and evaluate the capability of the library (or libraries) to serve the program including the
adequacy of the library’s technical collection relative to the needs of the program and the faculty, the
adequacy of the process by which faculty may request the library to order books or subscriptions, the
library’s systems for locating and obtaining electronic information, and any other library services
relevant to the needs of the program.
8.6
Overall Comments on Facilities
Describe how the program ensures the facilities, tools, and equipment used in the program are safe
for their intended purposes.
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Chapter 9 INSTITUTIONAL SUPPORT
9.1
Leadership
Describe the leadership of the program and discuss its adequacy to ensure the quality and continuity
of the program and how the leadership is involved in decisions that affect the program.
9.2
Program Budget and Financial Support
1. Describe the process used to establish the program’s budget and provide evidence of
continuity of institutional support for the program. Include the sources of financial support
including both permanent (recurring) and temporary (one-time) funds.
2. Describe how teaching is supported by the institution in terms of graders, teaching assistants,
teaching workshops, etc.
3. To the extent not described above, describe how resources are provided to acquire, maintain
and upgrade the infrastructures, facilities and equipment used in the program.
4. Assess the adequacy of the resources described in this section with respect to the students in
the program being able to attain the student learning outcomes.
9.3
Staffing
Describe the adequacy of the staff (administrative, instructional, and technical) and institutional
services provided to the program. Discuss methods used to retain and train staff.
9.4
Faculty Hiring and Retention
1. Describe the process for hiring of new faculty.
2. Describe strategies used to retain current qualified faculty.
9.5
Support of Faculty Professional Development
Describe the adequacy of support for faculty professional development and how such activities such
as sabbaticals, travel, workshops, seminars, etc., are planned and supported.
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Appendix A. Course Syllabi
Please use the following format for the course syllabi (2 pages maximum in Arial 10 point font).
1. Course code and name
2. Credits and contact hours
3. Instructor’s or course coordinator’s name
4. Text book, title, author, and year
a. other supplemental materials
5. Specific course information
a. brief description of the content of the course (catalog description)
b. prerequisites or co-requisites
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course in
the program
6. Specific goals for the course
a. specific outcomes of instruction, ex. The student will be able to explain the
significance of current research about a particular topic.
b. explicitly indicate which of the student learning outcomes listed in Criterion 3 or any
other outcomes are addressed by the course.
7. Brief list of topics to be covered
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Appendix B. Faculty Curricula Vitae
Please use the following format for the faculty vitae (2 pages maximum in Arial 10 point type)
1. Name
2. Education – degree, discipline, institution, year
3. Academic experience – institution, rank, title (chair, coordinator, etc. if appropriate), when (ex.
1990-1995), full time or part time
4. Non-academic experience – company or entity, title, brief description of position, when (ex.
1993-1999), full time or part time
5. Current membership in professional organizations
6. Honors and awards
7. Service activities (within and outside of the institution)
8. Briefly list the most important publications and presentations from the past five years – title,
co-authors if any, where published and/or presented, date of publication or presentation
9. Briefly list the most recent professional development activities
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Appendix C. Equipment
Please list the major pieces of equipment used by the program in support of instruction.
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Academic Program Self-Study Report
SIGNATURE ATTESTING
INFORMATION
TO
ACCURACY
OF
By signing below, we attest to the following:
That _______________________ (Name of the program(s)) has conducted an honest self-review and
has provided a complete and accurate disclosure of timely information.
________________________________
HoD’s Name
________________________________
_______________________
Signature
Date
________________________________
Dean’s Name
________________________________
_______________________
Signature
Date
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