DEPARTMENT:
DATE OF SELF-STUDY REPORT:
UNDERGRADUATE PROGRAM:
REPORTED BY:
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1)
EXECUTIVE SUMMARY
In this section, summarize the
accomplishments and strengths
of your program in achieving its
goals and targets. Reflect on
the challenges the department
continues to face in achieving
its goals. What resources or
assistance could the Dean and
administration provide to your
academic program? This is the
opportunity for you to make
your case to the administration
based on the evidence presented in the Self-Study Report.
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2) WHAT IS THE PROGRAM’S
MISSION STATEMENT?
Copy and paste Mission Statement
from WEAVEonline Detailed Assessment Report.
3) WHAT ARE THE PROGRAM’S
GOALS?
Program Goals:
 Program goals are broad, general
statements of what the program
intends to accomplish. They are
not specific and measurable.
4) WHAT ARE THE STUDENT
LEARNING AND PROGRAM
OUTCOMES AND HOW DO
THEY RELATE TO THE
PROGRAM’S GOALS?
Student Learning Outcomes:
 Specific outcomes which define
what graduates know, think, or
are able to do as a result of program completion.
 Knowledge gained, skills and
abilities acquired or demonstrated, and attitudes or values
changed
 This may include program specific
skills and general education skills
necessary for program success
(i.e. critical thinking, oral communication, written communication).
Program Outcomes:
 Program or process outcomes are
what a program or process is to
do, achieve or accomplish.
 These outcomes describe what
you want a program to do or accomplish rather than what you
want students to know, do or value.
 Metrics that evaluate the quality
and effectiveness of the degree
program, such as retention rates,
graduation rates, transfer rates,
course completion, faculty competencies, student satisfaction,
employer satisfaction, etc.
5) HOW DO THE MISSION,
GOALS AND OUTCOMES OF
THE PROGRAM SUPPORT
THAT OF THE UNIVERSITY?
(SACS 3.3.1)
Discuss how your program’s mission, goals, and outcomes reflect
the University’s mission statement
and current University strategic
plan.
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6) IF THE PROGRAM INCLUDES
OUTREACH, SERVICE, AND/
OR CONTINUING
EDUCATION, HOW DOES IT
RELATE TO/SUPPORT THE
INSTITUTION’S MISSION?
(SACS 3.4.2)
This question applies to noncredit
activities offered to the public by
your program. If your program
does not offer these activities, then
state that.
7) DOES THE PROGRAM HAVE
ADMISSIONS POLICIES THAT
DIFFER FROM THE
UNIVERSITY?
If your program does not have a
different admissions policy than the
university, state that and skip to
question 10).
8) IF YES TO 7, WHAT ARE
THEY?
State your program’s admissions
policy.
9) IF YES TO 7, WHAT
EVIDENCE EXISTS THAT THE
ADMISSIONS STANDARDS
TO THE PROGRAM ARE
CLEAR, REASONABLE, AND
CONSISTENTLY
IMPLEMENTED?
To prove that the standards for
admission are clear, describe how
the admissions policy is disseminated and communicated to
applicants. To justify that the
standards are reasonable, explain
what higher education standards
were used to develop the policy. To
support that the standards are
consistently implemented across all
categories of students (regular and
transfer, for instance), provide
examples of how the policy has
been used to admit students. Redact all personal information from
the examples.
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10) HOW DOES THE
PROGRAM ASSESS ACHIEVEMENT OF LEARNING
OUTCOMES
(MEASURES/TARGETS)?
Use your WEAVEonline Detailed
Assessment Report here. For each
outcome summarize the measures
and targets your program has used
to assess your outcomes over the
course of the six year period of the
Self-Report Study.
11) BASED ON PROGRAM
ASSESSMENT DATA, WHAT IS
THE EVIDENCE OF
STUDENT LEARNING (FINDINGS)?
Use your WEAVEonline Detailed
Assessment Report here. Summarize
the trends in the findings of student
learning over the course of the six
year period of the Self-Report Study.
12) HOW DOES THE
PROGRAM UTILIZE
ASSESSMENT DATA FOR
PROGRAM IMPROVEMENT
(ACTION PLAN)?
Use your WEAVEonline Detailed
Assessment Report here. Provide
examples of how your program has
used assessment findings to make
changes to improve your program
and further student learning during
the six year period of the Self-Report
Study. Looking at your action plans
and what has been accomplished
may be helpful.
13) HOW DOES THE PROGRAM
USE TECHNOLOGY TO ENHANCE STUDENT LEARNING?
This SACS standard focuses on how
technology helps to enrich student
learning in the discipline. For your
academic program, describe what
kinds of technology --examples of
software or hardware programs –
are useful for your discipline. Describe what technology Longwood
provides to its faculty and students
and provide specific examples of how
students and faculty use that technology. Is your program satisfied
with the existing level of technology
available to your students and faculty? If not, then explain why in the
next question.
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14) WHAT EVIDENCE EXISTS
THAT TECHNOLOGY IS
APPROPRIATE FOR MEETING
THE OUTCOMES OF THE
PROGRAM?
For your discipline, are there national recommendations or standards for
technology use by undergraduates?
If not, then what other disciplinary
standards might determine whether
technology is adequate to meet the
needs of our faculty and students? If
pertinent, describe how Longwood’s
technology is not appropriate for
meeting the needs of our students.
15) HOW DOES THE
PROGRAM ENSURE STUDENT
ACCESS TO TECHNOLOGY
AND TRAINING?
Does the program monitor whether
computer labs and up-to-date software programs are satisfying
student technology needs? Does the
program provide instruction about
technology in any of its courses?
16) DOES THE PROGRAM
INVOLVE CONSORTIAL
RELATIONSHIPS OR CONTRACTUAL AGREEMENTS?
According to SACS, consortial relationships or contractual agreements
include joint degrees, dual degrees,
and contracts supporting educational programs. This does not include
agreements involving clinical training, internships, study abroad
programs, and transfer/articulation
agreements.
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17) HOW DOES THE
PROGRAM’S CONTRACT OR
AGREEMENT PROVIDE FOR
THE FOLLOWING: (a) A CLEAR
INDICATION OF THE
RESPONSIBILITIES OF ALL
PARTIES TO THE AGREEMENT; (b) PROVISION FOR
ENSURING THE QUALITY OF
THE PROGRAM AND
COURSES OFFERED THROUGH
THE AGREEMENT; AND (c)
PROVISION FOR EVALUATING
THE AGREEMENT IN
RELATION TO PURPOSES OF
THE INSTITUTION?
Using the consortial agreement or
contract as evidence, address the
above questions.
Attach a copy of the consortial
agreement to the WEAVEonline
supporting documents section.
18) WHAT IS THE PROGRAM’S
PROCESS FOR ENSURING THE
QUALITY OF THE COURSES
OFFERED THROUGH
CONTRACT OR CONSORTIAL
AGREEMENT?
Are there other documents or does
the agreement stipulate when and
how the program will be reviewed
for compliance with the standards/requirements of the courses
being offered? What Is the evidence
that an evaluation has taken place?
19) WHAT IS THE PROCESS OF
FACULTY INVOLVEMENT FOR
THE DEVELOPMENT,
APPROVAL, EVALUATION,
AND IMPROVEMENT OF THE
CURRICULUM?
The University-wide process of curriculum development is well known.
What is less well known is how curriculum development is done within
the academic program. Describe
how your program organizes curriculum review and revision before you
send a proposal to the dean or college curriculum committee.
As evidence, cite department meeting minutes and other
communications where curriculum
review and revision is discussed.
Upload these minutes to the
WEAVEonline documents
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20) HOW OFTEN DOES
FACULTY REEVALUATE THE
EFFECTIVENESS AND
QUALITY OF THE
CURRICULUM?
Does your program stipulate a regular review of the curriculum or are
reviews done on an ad-hoc basis?
Documentation could include program/departmental policies that
stipulate curricular review; or examples in meeting minutes of when
faculty have discussed the effectiveness of the curriculum and proposed
and implemented revisions.
Supplemental documentation-usage
of indirect measures such as exit
surveys (i.e., internship, student
learning experience); alumni surveysquestions relative to content
knowledge, skills, abilities, career
preparation.
21) WHEN REVIEWING THE
QUALITY OF THE
CURRICULUM, HOW DOES
THE PROGRAM CONSIDER:
(a) THE CURRENCY AND
RELEVANCY OF THE
THEORIES AND PRACTICES IN
THE FIELD OR
DISCIPLINE; (b) INTELLECTUAL
RIGOR APPROPRIATE TO THE
LEVEL OF THE
DEGREE PROGRAM; (c) THE
“CONNECTIVITY” AMONG
THE COMPONENTS OF THE
CURRICULUM?
For (a) and (b), are there discipline specific professional
organizations that have established standards for the
undergraduate curriculum? In
what ways has your program
considered these standards?
For (c), “connectivity” may be
demonstrated through methods
such as curriculum mapping:
demonstrated outcomes – key
concepts – course sequence &
level of instruction (introduced,
reinforced, emphasized) – assessments.
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22) WHAT EVIDENCE EXISTS
THAT THE PROGRAM
COORDINATOR HAS THE
QUALIFICATIONS,
CREDENTIALS, AND
COMPETENCIES FOR LEADERSHIP IN THE DEVELOPMENT
AND REVIEW OF THE
CURRICULUM?
Using evidence from the program coordinator’s curriculum
vita, describe the coordinator’s qualifications,
credentials, and experiences
in a leadership position.
23) NUMBER OF DEGREES
AWARDED OVER THE MOST
RECENT SIX YEARS include
narrative analysis of data for
Program Review period.
Documentation: Calculations for
Productivity formulas (Appendix
1) will be done by the Asst/Assoc
Deans and provided to the program for narrative analysis
24) NUMBER OF MAJORS
OVER THE MOST RECENT SIX
YEARS include narrative analysis
of data for Program Review period.
Documentation: Calculations for
Productivity formulas (Appendix
1) will be done by the Asst/Assoc
Deans and provided to the program for narrative analysis
25) NUMBER OF STUDENTS
SERVED FOR THE MOST
RECENT SIX YEARS include
narrative analysis of data for
Program Review period.
Documentation: Calculations for
Productivity formulas (Appendix
1) will be done by the Asst/Assoc
Deans and provided to the program for narrative analysis
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26) WHAT IS THE DEPARTMENTAL PROCESS FOR
DETERMINING THE QUALIFICATION AND COMPETENCIES
OF ITS FACULTY IN
ACCORDANCE TO THE
MISSION OF THE DEPARTMENT AND INSTITUTION AND
THE SPECIFIC NEEDS OF THE
PROGRAM?
Describe the process within the
department for determining what
qualifications are needed to teach
a course required within the program and deciding who is or is not
qualified to teach a course.
27) WHAT IS THE DEPARTMENTAL PROCESS FOR
DETERMINING THE QUALIFICATION AND COMPETENCIES
OF ITS FACULTY IN
ACCORDANCE TO THE
MISSION OF THE DEPARTMENT AND INSTITUTION AND
THE SPECIFIC NEEDS OF THE
PROGRAM?
Describe the process within the
department for determining what
qualifications are needed to teach
a course required within the program and deciding who is or is not
qualified to teach a course.
28) HOW DOES THE
DEPARTMENT DOCUMENT
THE QUALIFICATIONS OF ITS
FACUTLY?
29) FROM THE EVIDENCE
COLLECTED AND ENTERED IN
THE FACULTY ROSTER FORM
(APPENDIX 2), HOW DOES
FACULTY QUALIFICATIONS
COMPARE TO THE SACS
GUIDELINES FOR FACULTY
CREDITIONALS FOR TEACHING GENERAL EDUCATION
AND OTHER UNDERGRADUATE COURSES:
DOCTORATE OR MASTER’S IN
THE TEACHING DISCIPLINE,
OR MASTER’S WITH A CONCENTRATION IN THE
TEACHING DISCIPLINE
(MINIMUM 18 GRADUATE
SEMESTER HOURS)?
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30) PROVIDE A COPY OF THE
FACULTY ROSTER FORM AND
SUMMARIZE (SEE APPENDIX
2).
31) HOW DO FULL-TIME
FACULTY CONSTITUTE A
SUFFICIENT RESOURCE FOR
CARRYING OUT BASIC
FACULTY RESPONSIBILITIES
FOR THE PROGRAM?
Using the data provided in Appendix I for FTEF, along with any
other relevant information as
evidence of sufficiency, discuss to
what extent faculty provide a
sufficient resource to fulfill basic
faculty functions of curriculum
design, development, and evaluation; teaching; identification and
assessment of appropriate student learning outcomes; student
advising; research and creative
activity; and institutional and
professional service. (*Sufficiency
in accordance to SACS guidelines.)
32) WHAT PERCENTAGE OF
COURSE AND GENERATED
CREDIT HOURS ARE TAUGHT
BY FULL-TIME FACULTY?
FOR EACH ACADEMIC YEAR (FALL
& SPRING SEMESTERS), USE FULLTIME, TENURE TRACK (FT) AND
FULL-TIME, LECTURER (FL) DATA
FROM APPENDIX 1 TO CALCULATE
THIS PERCENTAGE. IF LESS THAN
75% OF COURSE OR GENERATED
CREDIT HOURS ARE TAUGHT BY
FULL-TIME FACUTLY, WHAT IS
THE JUSTIFICATION FOR THE USE
OF PART-TIME FACULTY?
33) HOW DOES THE
PROGRAM FOLLOW THE
UNIVERSITY POLICY AND
PROCEDURES THAT GOVERN
FACULTY EVALUATION
ACCORDING TO THE FPPM?
Describe the process within your
program for the department chair
and the P&T Committee to ensure
the FPPM guidelines for faculty
evaluation are followed. For example, describe how an Assistant
Professor in year 4 of a 6 year
probationary period would go
through the evaluation process.
34) HOW DOES THE
PROGRAM UTILIZE FACULTY
EVALUATIONS TO ENSURE
EFFECTIVE STUDENT LEARNING?
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35) HOW DOES THE
PROGRAM SUPPORT
FACULTY PROFESSIONAL
DEVELOPMENT?
Describe the ways in which the
program supports, either through
funding or mentoring, professional development activities for
faculty as teachers, scholars,
and/or practitioners.
36) WHAT ARE THE
PROGRAM STANDARDS FOR
PROFESSIONAL DEVELOPMENT?
Describe the program expectations, as explained in the FPPM,
for professional development for
the faculty.
37) WHAT EVIDENCE
SUGGESTS THAT FACULTY IS
ENGAGING IN EFFECTIVE
PROFESSIONAL DEVELOPMENT ACTIVITIES?
Using the curriculum vita of the
faculty, summarize the faculty’s
professional development activities as teachers, scholars, and
practitioners for the program
review period. Activities for inclusion include: (1) professional
publications; (2) faculty grants
and research support (both internal and external); (3) sabbatical
leave program (research, writing,
curriculum development, advanced study, faculty connections
program, or other creative endeavor ); (4) training workshops
(both internal and external), (5)
symposium and colloquium
presentation; (6) presentations at
professional meeting; (7), attendance at professional meetings.
38) ARE FACULTY PROVIDED
WITH APPROPRIATE
SUPPLIES, WELL-EQUIPPED
OFFICE, AND UPDATED
TECHNOLOGY TO ENABLE
THEM TO TEACH
EFFECTIVELY? IF NOT, WHAT
IS THE NEED AND
JUSTIFICATION(S)?
39) IS ADMINISTRATIVE
STAFF ADEQUATE TO
SUPPORT THE PROGRAM? IF
NOT, WHAT IS THE NEED AND
JUSTIFICATION(S)?
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40) ARE THE CLASSROOMS
THAT ARE USED BY THE
PROGRAM CONDUCIVE TO
STUDENT LEARNING WITH
THE LATEST TECHNOLOGIES?
IF NOT, WHAT IS THE NEED
AND JUSTIFICATION(S)?
41) DOES YOUR PROGRAM
RECEIVE ADEQUATE FUNDING/BUDGET? IF NOT, HOW
DOES YOUR PROGRAM
OBTAIN TECHNOLOGY,
SUPPLIES, PROFESSIONAL
DEVELOPMENT, AND OTHER
NECESSARY RESOURCES?
42) DOCUMENT HOW
PROGRAM RESOURCES
(SUCH AS TECHNOLOGY,
SUPPLIES, PROFESSIONAL
DEVELOPMENT, ETC.) HAVE
BEEN UTILIZED BY THE PROGRAM.
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