DEPARTMENT:
DATE OF SELF-STUDY REPORT:
UNDERGRADUATE PROGRAM:
REPORTED BY:
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SECTION OF SELF-STUDY:
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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SECTION OF SELF-STUDY:
I. PROGRAM:
A.
FOCUS
1.
MISSION, GOALS, AND OUTCOMES
a.
PROGRAM’S MISSION, GOALS, AND OUTCOMES
i. WHAT IS THE PROGRAM’S
MISSION STATEMENT?
Copy and paste Mission
Statement from WEAVEonline
Detailed Assessment Report.
ii. WHAT ARE THE
PROGRAM’S GOALS AND
OUTCOMES?
Include both program and student
learning 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.
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SECTION OF SELF-STUDY:
I. PROGRAM:
A. FOCUS
1. MISSION, GOALS, AND OUTCOMES
b. RELATES TO INSTITUTION’S MISSION
i. HOW DO THE MISSION,
GOALS AND OUTOMES 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.
ii. 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.
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SECTION OF SELF-STUDY:
I. PROGRAM:
A. FOCUS
2. SPECIFIC PROGRAM ADMISSIONS POLICY (SACS 3.4.3)
i. 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 I.B on Program Effectiveness.
ii. IF SO: WHAT ARE THEY?
State your program’s admissions
policy.
iii. IF SO: WHAT EVIDENCE
EXISTS THAT THE
STANDARDS FOR
ADMISSIONS 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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SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
2. GRADUATE
c. TECHNOLOGY (SACS 3.4.12)
i. 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.
ii. 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.
iii. HOW DOES THE
PROGRAM ENSURE
STUDENT ACCESS TO
TECHNOLOGY AND
TRAINING?
Does the program monitor
whether computer labs and up-todate software programs are
satisfying student technology
needs? Does the program provide
instruction about technology in
any of its courses?
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SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
2. GRADUATE
b. EVIDENCE OF OUTCOMES AND CONTINUOUS IMPROVEMENT (SACS 3.3.1)
i. 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.
ii. 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.
iii. 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.
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SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
2. GRADUATE
c. TECHNOLOGY (SACS 3.4.12)
i. 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.
ii. 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.
iii. HOW DOES THE
PROGRAM ENSURE
STUDENT ACCESS TO
TECHNOLOGY AND
TRAINING?
Does the program monitor
whether computer labs and up-todate software programs are
satisfying student technology
needs? Does the program provide
instruction about technology in
any of its courses?
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SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
2. GRADUATE
d. CONSORTIAL RELATIONSHIPS (SACS 3.4.7)
i. 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.
ii. HOW DOES THE PROGRAM’S
CONTRACT OR AGREEMENT
PROVIDE FOR THE
FOLLOWING: (1) A CLEAR
INDICATION OF THE
RESPONSIBILITIES OF ALL
PARTIES TO THE
AGREEMENT; (2) PROVISION
FOR ENSURING THE QUALITY
OF THE PROGRAM AND
COURSES OFFERED THROUGH
THE AGREEMENT; AND (3)
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.
iii. 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?
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SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
3. CURRICULUM
a. FACULTY RESPONSIBILITY (SACS 3.4.10)
i. 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.
ii. 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 documentationusage of indirect measures such
as exit surveys (i.e., internship,
student learning experience);
alumni surveys-questions relative
to content knowledge, skills,
abilities, career preparation.
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iv. WHEN REVIEWING THE
QUALITY OF THE
CURRICULUM, HOW DOES
THE PROGRAM CONSIDER:
(1) THE CURRENCY AND
RELEVANCY OF THE
THEORIES AND PRACTICES
IN THE FIELD OR
DISCIPLINE; (2)
INTELLECTUAL RIGOR
APPROPRIATE TO THE
LEVEL OF THE DEGREE
PROGRAM; (3) THE
“CONNECTIVITY” AMONG
THE COMPONENTS OF T HE
CURRICULUM?
For (1) and (2), are there
discipline specific professional
organizations that have
established standards for the
undergraduate curriculum? In
what ways has your program
considered these standards?
For (3), “connectivity” may be
demonstrated through
methods such as curriculum
mapping: demonstrated
outcomes – key concepts –
course sequence & level of
instruction (introduced,
reinforced, emphasized) –
assessments.
Page 11
SECTION OF SELF-STUDY:
I. PROGRAM:
B. EFFECTIVENESS
3. CURRICULUM
b. PROGRAM COORDINATION (SACS 3.4.11)
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.
Page 12
SECTION OF SELF-STUDY:
I. PROGRAM:
C. PRODUCTIVITY (SCHEV)
For each item (a., b., c.), include
narrative analysis of data for
Program Review period.
a. NUMBER OF DEGREES AWARDED OVER THE MOST RECENT SIX YEARS
Documentation: Calculations for
Productivity formulas (Appendix
1) will be done by the Asst/Assoc
Deans and provided to the
program for narrative analysis.
b. NUMBER OF MAJORS OVER THE MOST RECENT SIX YEARS
c. NUMBER OF STUDENTS SERVED FOR THE MOST RECENT SIX YEARS
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SECTION OF SELF-STUDY:
II. FACULTY:
A. TERMINAL DEGREES OF
FACULTY AND FACULTY
COMPETENCE (SACS
3.7.1)
The terminal degree for faculty in all departments shall be an earned doctorate from an institution accredited by
a recognized regional accreditation body. The degree shall be in the area of specialization taught, or the Ed. D.
for those teaching education methods courses or supervising student teachers. The M. F. A. shall be the
recognized terminal degree for faculty teaching creative or performance courses in art, music, writing, and
technical or performance areas of theatre. (FPPM)
1. 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.
2. HOW DOES THE
DEPARTMENT DOCUMENT
THE QUALIFICATIONS OF ITS
FACUTLY?
3. FROM THE EVIDENCE
COLLECTED AND ENTERED IN
THE FACULTY ROSTER FORM
(APPENDIX 2), HOW DOES
FACULTY QUALIFICATIONS
COMPARE TO THE SACS
GUIDELINGES FOR FACULTY
CREDITIONALS FOR
TEACHING GRADUATE
COURSES: EARNED
DOCTORATE/ TERMINAL
DEGREE IN THE TEACHING OR
A RELATED DISCIPLINE?
4. PROVIDE A COPY OF THE
FACULTY ROSTER FORM AND
SUMMARIZE (SEE APPENDIX
2).
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SECTION OF SELF-STUDY:
II. FACULTY:
B. FULL-TIME FACULTY
(SACS 2.8)
1. HOW DO FULL-TIME
FACULTY CONSTITUTE A
SUFFICIENT RESOURCE FOR
CARRYING OUT BASIC
FACULTY RESONSIBILITIES
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.)
2. 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?
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SECTION OF SELF-STUDY:
II. FACULTY:
C. FACULTY EVALUATION
(SACS 3.7.2)
1. 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.
2. HOW DOES THE PROGRAM
UTILIZE FACULTY
EVALUATIONS TO ENSURE
EFFECTIVE STUDENT
LEARNING?
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SECTION OF SELF-STUDY:
II. FACULTY:
D. FACULTY
DEVELOPMENT
(SACS 3.7.3)
1. 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.
2. WHAT ARE THE PROGRAM
STANDARDS FOR
PROFESSIONAL
DEVELOPMENT?
Describe the program
expectations, as explained in the
FPPM, for professional
development for the faculty.
3. 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.
Page 17
SECTION OF SELF-STUDY:
III. RESOURCES:
A. FACULTY RESOURCES
1. ARE FACULTY PROVIDED
WITH APPROPRIATE
SUPPLES, WELL-EQUIPPED
OFFICE, AND UPDATED
TECHNOLOGY TO ENABLE
THEM TO TEACH
EFFECTIVELY? IF NOT, WHAT
IS THE NEED AND
JUSTIFICATION(S)?
2. IS ADMINISTRATIVE STAFF
ADEQUATE TO SUPPORT THE
PROGRAM? IF NOT, WHAT IS
THE NEED AND
JUSTIFICATION(S)?
3. 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)?
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SECTION OF SELF-STUDY:
III. RESOURCES:
B. OBTAINING AND USING
RESOURCES
1. DOES YOUR PROGRAM
RECEIVE ADEQUATE
FUNDING/BUDGET? IF NOT,
HOW DOES YOUR PROGRAM
OBTAIN TECHNOLOGY,
SUPPLIES, PROFESSIONAL
DEVELOPMENT, AND OTHER
NECESSARY RESOURCES?
2. DOCUMENT HOW
PROGRAM RESOURCES
(SUCH AS TECHNOLOGY,
SUPPLIES, PROFESSIONAL
DEVELOPMENT, ETC.) HAVE
BEEN UTILIZED BY THE
PROGRAM.
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