California State University, Chico
BS in Architecture Program
Self-study
2010-2015
Contact Person:
Frank L. Wright, Jr.
Vice Provost for Architectural Planning and Evaluation
California State University, Chico
Chico, California 95929-0110
Phone: 530-898-0000
Fax: 530-898-0000
xxxxx@csuchico.edu
TABLE OF CONTENTS
Page
Certification ....................................................................................................................
iii
Acknowledgments (Optional) .......................................................................................
Quick Program Facts. ....................................................................................................
iv
Executive Summary .......................................................................................................
v
List of Exhibits ................................................................................................................
vi
Articulating a Collective Vision
I. Mission and Program Goals ..................................................................................
1-1
1.1 Mission Statement ........................................................................................
1.2 Appropriateness of Mission Statement..........................................................
1.3 Program Goals .............................................................................................
1.4 Performance Indicators and Evidence ..........................................................
1.5 Diversity .......................................................................................................
Articulating a Collective Vision Summary ..............................................................
1-1
1-2
1-3
1-4
1-5
1-6
Organizing for Learning
II. Curriculum .............................................................................................................
2.1
2.2
2.3
2.4
2.5
2-1
Program Student Learning Outcomes ...........................................................
Program Curriculum......................................................................................
Assessment of Program Effectiveness..........................................................
Faculty Development ....................................................................................
Student Involvement ....................................................................................
2-1
2-2
2-3
2-4
2-5
III. Faculty Resources.................................................................................................
3-1
3.1
3.2
3.3
3.4
3.5
Sufficiency of Faculty Resources ..................................................................
Deployment of Faculty Resources ................................................................
Faculty Development Activities ....................................................................
Faculty Scholarship and Creative Activity Profile .........................................
Faculty Planning Process .............................................................................
3-1
3-2
3-3
3-4
3-5
IV. Students as Partners in Learning .........................................................................
4-1
4.1
4.2
4.3
4.4
4.5
Student Characteristics .................................................................................
Student Understanding of Requirements ......................................................
Student Retention .........................................................................................
Student Engagement in Scholarship – Creative Activity ................................
Extra-curricular Activities ..............................................................................
Revised Spring 2016
4-1
4-2
4-3
4-4
4-5
V. Other Learning-Enabling Resources .....................................................................
5.1
5.2
5.3
5.4
5.5
5-1
Fiscal Resources Sufficiency and Alignment.................................................
Staff Personnel Sufficiency and Professional Qualifications ..........................
Sufficiency of Student Support Resources ....................................................
Sufficiency of Information Resources ............................................................
Sufficiency of Academic Technology Resources...........................................
5-1
5-2
5-3
5-4
5-5
Organizing for Learning Summary. ........................................................................
5-7
Becoming a Learning Organization
VI. Commitment to Learning and Strategic Improvement ............................................
6-1
6.1
Mission Statement Review Process .............................................................
6-1
6.2
6.3
Program Effectiveness Monitoring and Improvement Processes ..................
Leadership Commitment to Improvement .....................................................
6-2
6-3
Becoming a Learning Organization Summary. ......................................................
6-5
VII. Appendices ...........................................................................................................
1.0
2.0
Required Data Elements
Evidence Templates
Revised Spring 2016
CERTIFICATION
We, the chair and faculty coordinator respectively of the Department of Architecture, do certify
that the information contained in this Five-Year Self Study Report presents a fair and accurate
description of the BS in Architecture at the California State University, Chico.
FOR THE DEPARTMENT:
_________________________________________________
Dr. Frank L. Wright, Chair
Date: ______________________________
FOR THE DEPARTMENT FACULTY:
_________________________________________________
Dr. Christopher Wren, Faculty Coordinator
Date: ______________________________
Revised Spring 2016
Quick Program Facts
Samples:
https://www.csuchico.edu/catalog/cat07/01Front/03ChicoToday_Traditions.pdf
https://www.csuchico.edu/catalog/cat07/01Front/02Today_Traditions.html
http://www.csuchico.edu/pub/facts/
Revised Spring 2016
Executive Summary

The BS Program in Architecture was established …
Revised Spring 2016
List of Exhibits
Revised Spring 2016
Articulating a Collective Vision: Mission and Program Goals
Criteria for Review
1.1 The program has a clear and published mission statement.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
1- 1
Articulating a Collective Vision: Mission and Program Goals
Criteria for Review
1.2 The program mission is appropriate for higher education and consonant with the mission, values and
strategic priorities of the department, college and university.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
1- 2
Articulating a Collective Vision: Mission and Program Goals
Criteria for Review
1.3 The program has developed and widely disseminated its program goals.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
1- 3
Articulating a Collective Vision: Mission and Program Goals
Criteria for Review
1.4 The program has developed and begun to use key indicators and sources of evidence to ascertain
the level of achievement of its mission and goals.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
1- 4
Articulating a Collective Vision: Mission and Program Goals
Criteria for Review
1.5 Consistent with its purpose and character, the program demonstrates an appropriate response to the
increasing diversity of society and the student body in its curriculum, co-curriculum, and hiring.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
1- 5
Articulating a Collective Vision (Summary)
Content Area 1: Articulating a Collective Vision
This content area centers on the degree to which the program sets goals and obtains results in student learning at
both the program and course levels that are: a) clearly stated and widely understood by students, faculty, and other
stakeholders; b) appropriate for the type and level of program offered; c) adequately assessed; and, d) continuously
improved based on assessment results.
Overall Program Performance
Reflective Thoughts on Overall Program Performance in Content Area 1
Five-Year Program Self-Study Report Format
1- 6
Organizing for Learning: Curriculum
Criteria for Review
2.1 The program has specified its expected learning outcomes and they have been widely shared among
its members, including faculty, students, staff, and – where appropriate – external stakeholders.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
2- 1
Organizing for Learning: Curriculum
Criteria for Review
2.2 The program’s curriculum content and standards address program goals and learning outcomes.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
2- 2
Organizing for Learning: Curriculum
Criteria for Review
2.3 The program has established processes for assessing student learning outcomes, has established
benchmarks for student performance, documented levels of student learning, and provides examples
of the use of assessment results for program improvement.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
2- 3
Organizing for Learning: Curriculum
Criteria for Review
2.4 The program actively supports faculty development aimed at strengthening pedagogical practice and
innovation.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
2- 4
Organizing for Learning: Curriculum
Criteria for Review
2.5 The program actively involves students in learning and provides them with appropriate feedback
about their performance and how it can be improved.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
2- 5
Organizing for Learning: Faculty Resources
Criteria for Review
3.1 The program maintains faculty sufficient to provide stability and integrity of the curriculum and ongoing quality improvement for program offerings. Faculty workload is aligned with program mission.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
3- 1
Organizing for Learning: Faculty Resources
Criteria for Review
3.2 The deployment of faculty resources reflects the mission and program goals. Students in the
program and/or its subunits have the opportunity to receive instruction from appropriately qualified
faculty.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
3- 2
Organizing for Learning: Faculty Resources
Criteria for Review
3.3 The program maintains appropriate and sufficiently supported faculty development activities
designed to improve teaching and learning consistent with program mission and goals.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
3- 3
Organizing for Learning: Faculty Resources
Criteria for Review
3.4 Faculty members make scholarly/creative contributions and service to the community on a
continuing basis appropriate to the program’s mission.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
3- 4
Organizing for Learning: Faculty Resources
Criteria for Review
3.5 Faculty size, composition, qualifications, and development activities result from a comprehensive
faculty planning process.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
3- 5
Organizing for Learning: Students as Partners in Learning
Criteria for Review
4.1 The program recruits, enrolls, supports, and graduates a diverse and high-quality student population.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
4- 1
Organizing for Learning: Students as Partners in Learning
Criteria for Review
4.2 Students understand the requirements of the program and receive timely, useful, and regular
information and advising about program requirements.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
4- 2
Organizing for Learning: Students as Partners in Learning
Criteria for Review
4.3 Retention policies for the students are consistent with the objective of producing high quality
graduates.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
4- 3
Organizing for Learning: Students as Partners in Learning
Criteria for Review
4.4 The program engages students directly in scholarship/creative activity and service to the community,
consonant with program purpose and character.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
4- 4
Organizing for Learning: Students as Partners in Learning
Criteria for Review
4.5 The program’s extra-curricular activities are appropriate in content and standards to the
mission/goals of the program.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 1
Organizing for Learning: Other Learning-Enabling Resources
Criteria for Review
5.1 Fiscal resources are effectively aligned with the mission and objectives, are appropriately diversified,
and are sufficiently developed to support and maintain the level and kind of program offerings both
now and in the foreseeable future.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 2
Organizing for Learning: Other Learning-Enabling Resources
Criteria for Review
5.2 The program employs staff personnel sufficient in number and professional qualifications to maintain
its operations and to support its mission and program goals.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 3
Organizing for Learning: Other Learning-Enabling Resources
Criteria for Review
5.3 The program’s student support services resources are sufficiently coordinated and supported to fulfill
its mission and educational purposes.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 4
Organizing for Learning: Other Learning-Enabling Resources
Criteria for Review
5.4 The program holds, or provides access to, information resources sufficient in scope, quality,
currency, and kind to support its academic offerings and the scholarship of its members.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 5
Organizing for Learning: Other Learning-Enabling Resources
Criteria for Review
5.5 The program’s academic technology resources are sufficiently coordinated and supported to fulfill its
educational purposes and provide key academic and administrative functions.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
5- 6
Organizing for Learning (Summary)
Content Area 2: Organizing for Learning
This content area centers on the alignment of program assets and characteristics with the goal
of producing high levels of student learning. This requires a review of curriculum, pedagogy,
mode of delivery, faculty recruitment and development, scholarship in support of improved
teaching and learning, information resources, student services and co-curricular activities, and
resources and facilities.
Overall Program Performance
Reflective Thoughts on Overall Program Performance in Content 2
Five-Year Program Self-Study Report Format
5- 7
Commitment to Learning and Strategic Improvement
Criteria for Review
6.1 Describe anticipated changes in the mission statement and program goals.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
6-7
Commitment to Learning and Strategic Improvement
Criteria for Review
6.2 The program employs a deliberate set of processes to assess program effectiveness, track results
over time, and use the results of these assessments to revise and improve structures and processes,
curricula and pedagogy. (see CFR 2.3)
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
6-7
Commitment to Learning and Strategic Improvement
Criteria for Review
6.3 The program leadership is committed to improvement based on the results of processes of
assessment, inquiry, and evaluation.
Program Performance
Evidentiary Exhibit(s)
Reflective Comments
Five-Year Program Self-Study Report Format
6-7
Becoming a Learning Organization (Summary)
Content Area 3: Becoming a Learning Organization
This content area centers on the degree to which the program has developed systems—to assess its own
performance and to use the information to improve student learning over time—that reflect the input of stakeholders,
identify key dimensions of performance, and are based on standards of evidence that prominently feature educational
results. The general objective of this section of the Self-Study Report is to demonstrate that the program has clear,
well-established policies and practices for gathering and analyzing information that leads to a culture of evidence and
improvement.
Overall Program Performance
Reflective Thoughts on Overall Program Performance in Content 3
Five-Year Program Self-Study Report Format
6-7
Appendices
Content Area 1: Required Data Elements
Required Program Data Elements
Academic Program Review
Element
Descriptor
CFR
FTES Profile
Program FTES; UD, LD, Grad; Percent taught by TT and
PT;
5.0
Majors Profile
Primary majors, secondary majors; concentrations;
degrees awarded
4.1
FTEF Profile
Annualized FTEF by category; leaves and reimbursed
FTEF.
3.1
3.5
Faculty Profile
Faculty qualifications; appt date, current rank, year
tenured; date of last review
3.2
3.5
Teaching Loads
Teaching load in terms of number of courses, number of
students; number of SCH; number of preps; number of
new preps. Number of web courses.
3.2
Individual (Supervised) Instruction
Number of supervised students by category; number of
theses--undergraduate and graduate.
3.1
Service Load
Committee service at all levels; office hours; student
contact hours per week.
3.1
AWTU Profile
AWTUs granted by code; reimbursed vs. unreimbursed;
number and percent of faculty with AWTU; total AWTU.
3.3
Faculty Output of Scholarship /
Creative Activity
Faculty scholarly / creative output by category; use to
create totals
3.4
Scholarship and Creative Activity
Average productivity by category over time
3.4
FTE Staff Profile
Annualized True Full-Time Equivalent Staff devoted to
the Program
5.2
Budget Profile: Sources
Sources of Program Funding: General Fund; Lottery
Funding and Foundation Dollars (Grants and Contracts
and Fundraising)
5.1
Uses of Funds: Expenditures in major categories by
funding category
5.1
5.0
Budget Profile: Uses
Required Data Elements Spreadsheet
Five-Year Program Self-Study Report Format
A-1