ACADEMIC PROGRAM REVIEW – Template
Title of Program
Degree
Department
College
I. SELF-STUDY QUESTIONS
Please answer questions succinctly and provide evidence. The Higher Learning Commission’s Criteria for
Accreditation are referenced to specific questions when applicable.
A. Program Framework
1.
Describe the program, including its overarching purpose/goals and its preparation of students for future
activities, for example, graduate/professional schools or workforce. Include a brief organizational chart which
outlines the program’s administrative structure.
2.
Does the program take place at any additional locations? If so, provide name and address of each location and
when it was approved.
3.
Does the program have any consortial agreements with other institutions? If so, provide name(s) of other
institutions and when the agreement was approved.
4.
How many online courses does the program offer?
5.
Provide evidence that the program’s courses and offerings are current and require levels of performance by
students appropriate to the degree or certificate awarded. (HLC 3.A.1)
6.
How are educational offerings with students and other constituencies communicated? How does the program
ensure that its quality and learning outcomes are consistent across all modes of delivery and all locations?
(HLC 3.A.3)
7.
If applicable, provide evidence that instructors in any dual credit, contractual, and consortial programs are
appropriately credentialed. (HLC 3.C.2)
8.
If applicable, please describe how courses in your program contribute to the university’s General Education
program. (HLC 3.B.1)
9.
How does the program’s offerings engage students in the following:
 Collecting, analyzing, and communicating information?
 Mastering modes of inquiry or creative work?
 Developing skills adaptable to changing environments?
(HLC 3.B.3)
10. How do the program’s educational offerings recognize the human and cultural diversity in which students live
and work? (HLC 3.B.4)
11. Describe any co-curricular or community engagement opportunities offered by the program that contribute to
the educational experience of its students. (HLC 3.E.1)
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12. Describe which courses are considered service to other programs (include program name and college).
Describe the methods of planning so that needs of other programs are met. (E.g., courses offered within
general education.)
B. Faculty and Staff
13. Provide numbers of the following in each academic year:
2014/15
Full-time tenured faculty
Full-time tenure track faculty
Visiting associate professors
Lecturers
Clinical faculty (e.g., practitioner track,
non-tenure eligible practitioners)
Affiliated faculty
Instructors (HSC)
Part-time instructors (MC)
Teaching assistants
Other (provide title)
2013/14
2012/13
14. Provide information about program faculty contributions to scholarship, creative work and the discovery of
knowledge, to the extent appropriate. (HLC 3.B.5)
# of Sections
FT tenured faculty
FT tenure-track
faculty
Visiting Associate
Professors
Lecturers
Clinical Faculty
Affiliated Faculty
Instructors (HSC)
PT Instructors
(MC)
Teaching
Assistants
Other
(provide title)
# of Sections
FT tenured faculty
FT tenure-track
faculty
Visiting Associate
Professors
Lecturers
Clinical Faculty
Affiliated Faculty
Instructors (HSC)
PT Instructors
(MC)
Teaching
Assistants
Other
(provide title)
Courses provided
by the program
15. Fill in the table below to identify types of instructors teaching all levels of courses provided by the program.
2014/15
1000-level
2000-level
3000-level
4000-level
5000-level
6000-level
7000-level
8000-level
Courses provided
by the program
2013/14
1000-level
2000-level
3000-level
4000-level
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5000-level
6000-level
7000-level
8000-level
Other
(provide title)
Teaching
Assistants
PT Instructors
(MC)
Instructors (HSC)
Affiliated Faculty
Clinical Faculty
Lecturers
Visiting Associate
Professors
FT tenure-track
faculty
FT tenured faculty
# of Sections
Courses provided
by the program
2012/13
1000-level
2000-level
3000-level
4000-level
5000-level
6000-level
7000-level
8000-level
16. What are the program’s processes and resources for assuring that instructors are current in their disciplines
and adept in their teaching roles? How does the program support their professional development? (HLC
3.C.4)
17. How does the program ensure that all staff are appropriately qualified, trained and supported in their
professional development? (HLC 3.C.6)
18. Complete the table below for all faculty in the program:
2014/15
Gender
Total Tenured
Male
Female
Ethnicity
American Indian/Alaskan Native
Asian/Pacific Islander
Black, Non Hispanic
Hispanic
Nonresident Alien
Unknown
White, Non Hispanic
2013/14
Gender
Male
Female
Ethnicity
American Indian/Alaskan Native
Asian/Pacific Islander
Black, Non Hispanic
Hispanic
Nonresident Alien
Total
Tenured
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Tenure-Track
Non-Tenured
Part-time
Tenure-Track
Non-Tenured
Part-time
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Unknown
White, Non Hispanic
2012/13
Gender
Male
Female
Ethnicity
American Indian/Alaskan Native
Asian/Pacific Islander
Black, Non Hispanic
Hispanic
Nonresident Alien
Unknown
White, Non Hispanic
Total
Tenured
Tenure-Track
Non-Tenured
Part-time
19. How does the program ensure that its instructors are accessible for student inquiry? (HLC 3C.5)
20. Who advises students?
Number
Professional Staff
Faculty
Other
21. Please describe the advising process and include the student/advisor ratio. Provide evidence that advising is
adequate and suited to the needs of its students? (HLC 3.C.4)
C. Performance Measures
22. Is external accreditation available for the program’s degree(s)? If so, does the program maintain such
accreditation? If applicable, provide the name of the accreditation body, date of most recent review, and date
of the next scheduled review. (HLC 4.A.5)
23. List any other regulatory/oversight/approval bodies for the program. (E.g., state boards or national standards
organizations)
24. Do program graduates obtain licensure, certification or pass a qualifying exam upon graduation? If so, please
identify the licensure, certificate or qualifying exam and explain if this is required or optional. If required,
provide passage rates (include first-time pass rate, total pass rate, national average benchmark pass rate) for
the past three years.
25. Does the program evaluate the success of its graduates? Are graduates of the program prepared for advanced
study or employment? What are the indicators used to confirm this? (HLC 4.A.6)
26. What data is gathered about student retention, persistence and completion is gathered? Provide this data for
the last three years. How is this information used to make improvements as warranted by the data? Provide
examples. (HLC 4.C)
27. What procedures does the program employ to improve its own performance? (HLC 5.D)
D. Students
28. Provide evidence that the program’s students contribute to scholarship, creative work, and the discovery of
knowledge to the extent appropriate. (HLC 3.B.5)
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29. Please refer to the data provided in section III, letter E to provide an analysis of the data for trends in
admission of highly qualified applicants.
30. Is program enrollment capped by accreditation or other factor? If so, provide the enrollment cap number,
identify and explain the factor(s) determining the cap.
E. Ethical and Professional Practice
31. Provide evidence that the program operates with integrity, and establishes and follows fair and ethical policies
and procedures. (HLC 2.A)
32. Provide evidence that the program has established policies with respect to academic honesty and integrity.
(HLC 2.E.3)
33. How does the program offer support to ensure the integrity of research and scholarly practice conducted by
the program’s students? (HLC 2.E.1)
34. What guidance does the program offer in both the ethical and effective use of information resources? (HLC
2.E.2 and 3.D.5)
F. Current Resources
35. Has the institution provided the program, including its students and instructors, with the infrastructure and
resources necessary to support effective teaching and learning? Provide evidence to support this answer.
(HLC (3.D.4)
36. Does the program employ its resources efficiently and strategically? (HLC 3.D)
37. Does the program have sufficient numbers and continuity of faculty to carry out both the classroom and nonclassroom roles of faculty? (HLC 3.C.1)
38. Provide evidence that the program operates with integrity, and establishes and follows fair and ethical policies
and procedures. (HLC 2.A)
39. Provide evidence that the program has established policies with respect to academic honesty and integrity.
(HLC 2.E.3)
II. FUTURE RESOURCE ALLOCATION PLAN
Please attach a summary statement explaining:
a. How resources should be invested in the unit in the case of increased funding levels, including availing
enrollment growth potential;
b. What areas should be reduced/eliminated in the case of decreased funding levels;
III. REQUIRED ATTACHMENTS
A. Program Strategic Plan and Mission Statement
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The attached strategic plan and mission statement should include a description of how they align with
those of the College and University. If the program does not have a formal strategic plan or mission
statement, attach a description of the program’s mission.
B.
Plan of Study
With the attached plan of study (POS), explain any differences that may exist for part-time versus full-time
students, when the POS is developed and submitted, and how students are guided in the process of POS
development and revisions.
C.
Assessment Plan
Attach the program’s current assessment plan.
D. Assessment Report
Attach the program’s assessment reports for the past three years. (HLC 3.A.1 and 4.B)
E.
Program Data
Data provided by Institutional Research and College of Graduate Studies (if applicable). If the program
has alternative data that contradicts the data from IR or COGS, provide the alternative data and include
an explanation of the program’s source of alternative data and method of collection.
F.
Faculty Curriculum Vitae
Provide a CV of all faculty in the program. Summary form is acceptable. (HLC 3.B.5 and 3.C.2)
G. COGS/Graduate Council supplement (Graduate programs only)
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