Davenport University Program Review
Framework
Academic Program Review
Purpose & Rationale
To ensure the sustained quality of academic programs, Program Review is conducted every seven
years. The purpose of Program Review is to systematically evaluate every aspect of academic
programs, including program outcomes and curriculum, academic services, policies and resources, the
competitive and market environment, and stakeholder perceptions of the program in order to
ascertain strengths and weaknesses in these areas and propose changes and improvements as deemed
necessary. This process integrates internal evaluation needs, including formative program
development and strategic planning for academic programs, with the requirements for external
accrediting bodies such as the Higher Learning Commission. The seven-year program review rotation
can be seen in Appendix A.
The evaluation of academic programs and Program Review Self Study Reports are driven by the
following guiding questions:
1) How well does this program fit with the purpose of the College and the mission of the
University?
2) Is the current curriculum timely and relevant?
3) Is there a viable job market for the graduates of this program?
4) What is the competitive environment for this program offering (i.e., market share)? Which DU
Campuses should offer this program?
5) Is progress toward goals or benchmarks for Key Performance Indicators being met?
6) Are the program’s learning outcomes being met by students?
7) Does the program have adequate resources to ensure educational quality?
8) What improvements are recommended for continuous quality improvement? What resources
are required to implement these recommendations?
These questions will be addressed through the evaluation of the established criteria for Davenport
University academic programs, which are aligned the Higher Learning Commission standards. The
Program Review Team synthesizes the data and information associated with Program Review criteria
using recommended tactics and then assesses the quality of the program. The findings of the team are
addressed in the Program Review Self Study Report. Action plans are created to address areas that
need improving (curriculum and academic services).
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Davenport University Program Review
Framework
Process, Procedures & Timeline
Program Review is facilitated through the Office of the Provost, overseen by the Dean and carried out
by the Department Chair responsible for the program in each College and the team they appoint. This
work is supported by the department of Institutional Research and Assessment through the
development and administration of stakeholder surveys and compilation of institutional program
specific data. Each academic year the Program Review process is initiated in December and concludes
the following academic year in October. The specific activities of Program are outlined below and are
seen in the process flowchart in Appendix A.
DECEMBER- Provost verifies the programs to be reviewed with the Dean of each College.
JANUARY- The Program Review team is established for each program. The team members are
identified by the Department Chair and Associate Dean and may include program faculty, adjunct
faculty, external experts, Davenport University staff, or other individuals the Dean deem appropriate.
FEBRUARY- The Program Review team is oriented to the Program Review guidelines and associated
expectations. At this time data collection also begins. The Program Review team works with the
department of Institutional Research & Assessment to identify stakeholder groups for surveys and
other pertinent data needs.
MARCH- Data collection and compilation is in progress.
MAY- Institutional Research and Assessment publishes Key Performance Indicator data as well as
Program Review data. Student learning data from the current year is made available by the end of
May each year. The Executive Director of Market Analysis provides the necessary data for the
employment market and the competitive landscape. Review of data is initiated in May and continues
into June.
JUNE- Data analysis and synthesis continues.
JULY- The team compiles their initial draft of findings and recommendations into report format.
AUGUST- Initial Program Review findings and recommendations are presented to the Department at
the annual Teaching and Learning Institute. Department faculty make additional recommendations
and suggest changes based upon their expertise, as they deem necessary. Next, the Program Review
report is finalized. If curriculum changes are being suggested for the following academic year, the
changes are submitted to Curriculum Committee.
SEPTEMBER- Final changes and edits to the Program Review report are made based on the feedback
from the Curriculum Committee. The Program Review report is then submitted to the Provost. The
Provost either approves the report, including action plans, or makes additional suggestions for revision
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Davenport University Program Review
Framework
and returns the report to the team for subsequent action. Once the Provost has approved the report,
it is presented to the Executive Team.
OCTOBER- Provost presents findings to the Executive Team.
Conclusion of Program Review, Action Plans, Follow-Up
Once the Executive Team has approved the proposed action plans, the Dean takes responsibility for
the oversight of the implementation of the action plans, including creating any necessary proposals to
submit to the Budget and Priorities Committee. The Dean will work also with the Associate Dean and
Department Chair to create timelines to complete the recommend action plans and make sure that all
required work is completed in a timely fashion.
Areas, Criteria, & Tactics for Review
The following areas are emphasized in Program Review through a review of the established criteria,
using the listed tactics.
Program Content & Development
CRITERIA: Program purpose/mission statement is aligned with the Vision, Mission, and Purpose of both
the College and University.
TACTICS:
 Review of program purpose statement to verify alignment with DU Mission and clear
emphasis for high academic standards and learning to be achieved by students.
 Identify whether revision of purpose statement is warranted.
 Identify whether revision of catalog description is warranted.
CRITERIA: The program is structured appropriately given the target student population (traditional,
transfer, and/or adult learners)
TACTICS:
 Identify target population(s).
 Evaluate effectiveness of the structure of the curriculum, recruiting efforts, and job
placement given the target population(s).
 Evaluate the program composition (demographics) to identify whether they are aligned
with the target population(s).
CRITERIA: The program is accredited by an external accrediting body, when possible.
TACTICS:
 Identify potential accrediting bodies for program.
 Evaluate whether the current accrediting body is satisfactory (when applicable).
 Evaluate whether new or additional program accreditation is necessary.
CRITERIA: The program is engaged in collaborative ventures.
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TACTICS:
 Review existing articulation agreements and assess whether additional articulation
agreements are warranted.
 Review role of Program Advisory Board in program development.
 Review formal collaborations with regard to internships, practicum, and service learning
opportunities to identify whether these opportunities are sufficient or further development
is needed in this area.
 Identify potential for additional collaboration with external partners.
CRITERIA: Faculty teaching in the program are appropriately credentialed.
TACTICS:
 Identify the appropriate credentials for faculty teaching in this program (ensure alignment
with accreditation standards).
 Review credentials of all full-time and adjunct faculty who have taught in the program in the
last year to ensure standards are being met.
CRITERIA: Targets for Program Key Performance Indicators are appropriate and reflect the goals and
plans for the program over the subsequent seven years.
TACTICS:
 Review the targets for the Key Performance Indicators for the program and update them to
reflect the goals for the next seven years.
 Identify targets for each campus at which the program is offered (as necessary).
Program Key Performance Indicator Assessment
CRITERIA: Annual program enrollment will be at a level which ensures program sustainability (KPI:
Program Enrollment).
TACTICS:
 Review the enrollment trends for this program as a whole and by campus.
 Establish whether enrollment targets are being met.
 Determine whether program expansion is warranted.
 Review enrollment in specialties and assess viability of specialties.
 Identify whether additional resources/action are necessary to increase enrollment.
CRITERIA: The program will consistently attract and enroll new students annually (KPI: New Program
Enrollment).
TACTICS:
 Review the new student enrollment trends for this program as a whole and by campus.
 Establish whether new student enrollment targets are being met.
 Determine whether program expansion is warranted.
 Review new student enrollment in specialties and assess viability of specialties.
 Identify whether additional resources/action are necessary to increase new student
enrollment.
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CRITERIA: Program composition will be diverse with regard to race/ethnicity, gender, and age (KPI:
Demographics).
TACTICS:
 Review the demographic profile (age, gender, and ethnicity) for this program as a whole
and by campus.
 Identify whether additional resources/action are necessary to increase/maintain diversity of
student body.
CRITERIA: Students in the program will be satisfied with their experiences at DU (KPI: Student
Satisfaction).
TACTICS:
 Review the student satisfaction rate trends for this program.
 Establish whether student satisfaction targets are being met.
 Identify areas in which students are least satisfied and determine whether action is
warranted in these areas.
 Identify whether additional resources/action are necessary to increase student satisfaction
rates.
CRITERIA: Students will be retained in the program (KPI: Retention Rate).
TACTICS:
 Review the student retention rate trends for this program.
 Establish whether student retention targets are being met.
 Identify areas in which students are least satisfied and determine whether action is
warranted in these areas.
 Identify whether additional resources/action are necessary to increase student satisfaction
rates.
CRITERIA: Upon graduation, students would be willing to recommend their program to a friend
seeking the same degree (KPI: Student Recommendation).
TACTICS:
 Review the graduate recommendation trends for this program.
 Establish whether graduate recommendation targets are being met.
 Assess reasons for increases or decreases in graduate willingness to recommend their
program
CRITERIA: Students will successfully complete the program and graduate each academic year (KPI:
Number of Graduates).
TACTICS:
 Review how many students are successfully completing the program each year.
CRITERIA: Program graduates will be employed within 6 months of graduation (KPI: Employment
Rate).
TACTICS:
 Review the employment rate trends for this program.
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Davenport University Program Review
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Framework
Establish whether employment rate targets are being met.
Assess whether graduates are employed in their field.
Review and understand the employers and titles of graduates from this program to identify
themes.
Identify whether additional resources are necessary to increase employment rate.
CRITERIA: Licensure/Exam pass rates are above national averages (KPI: Licensure/Exam Pass Rates)
TACTICS:


Review the Licensure/Exam trends for this program overall and by campus.
Establish whether Licensure/Exam targets are being met.
Program Market Analysis
CRITERIA: The curriculum is current and relevant, and prepares students for a career in fields that are
in demand.
TACTICS:
 Review the industry(s) and fields that the program prepares graduates to work in and assess
the potential for student to obtain employment in the field over the next seven years (in
Michigan and United States).
 Identify the occupational title(s) for which this program prepares students and assess the
job market forecast for these positions over the next 7 years (in Michigan and United
States).
 Identify the starting wages for graduates in this field and assess the viability of students
graduating from this program and securing a livable wage.
 Review the level of educational preparation needed for entry-level employment in the field
and assess the adequacy of the level of the degree offering and the potential to offer
advanced degrees in this area.
CRITERIA: The program is competitive in the educational market.
TACTICS:



Review number of peer institutions/competitors currently offering a program similar to the
program(s).
Identify these institutions compare to DU relative to the total number of students enrolled,
tuition and fees, and number of program graduates (completers).
If the occupational titles associated with the program (CIP code) are NOT “In Demand”,
compare the total number of graduates completing a similar program(s), as indicated on the
IPEDS report, to the total number of annual openings projected for Michigan and/or Indiana
(from O*Net data). Is supply (program graduates) sufficient to meet demand (annual
openings)?
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Davenport University Program Review
Framework
Program Curriculum & Assessment
Note: The criteria in this section should be assessed sequentially.
CRITERIA: The program curriculum is aligned with external professional standards (Industry, State, or
National)
TACTICS:
 Identify the relevant external professional standards associated with this program.
 Assess which standards the program should be aligned with.
CRITERIA: The program integrates general education into all of its undergraduate degree programs.
TACTICS:
 Review the relevancy of the general education offerings.
 Identify whether changes to the general education offerings are warranted.
CRITERIA: The program student learning outcomes are appropriate, clearly stated and measurable.
TACTICS:
 Review the current program student learning outcomes to assess relevancy based on
knowledge of industry, field, and external standards.
 Assess the language of the outcomes to ensure it reflects the preparation that is needed for
entry-level employment.
 Establish whether revision to current outcomes is needed in order to ensure relevancy for
the next 7 years.
CRITERIA: The course sequence requires increasing application of higher-order thinking skills as
students progress through the program and is aligned in such a way the program student learning
outcomes are mastered by the end of the program.
TACTICS:
 Assess adequacy of pre- and co-requisites requirements
 Create curriculum map
CRITERIA: Evidence suggests that students are progressing through the curriculum in a timely fashion.
TACTICS:
 Review the average credit load per student.
 Assess whether students are taking the necessary number of credits to meet the “on-time”
graduation requirement (150% of normal time)?
CRITERIA: At least two direct and indirect measures have been identified for each program student
learning outcome and entered into WEAVEonline.
TACTICS:
 Review direct and indirect measures of student learning.
 Assess data collection methods.
 Identify changes that are needed to direct and indirect measures of student learning and/or
data collection methods
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CRITERIA: Evidence suggests that Program Student Learning Outcomes are being met.
TACTICS:


Assess whether student learning outcomes are being mastered and whether scores on
indirect and direct measures of student learning are increasing.
Identify how student learning in these areas could be improved.
CRITERIA: Evidence suggests that assessment findings are being used to drive curriculum
improvement.
 Review the assessment and curriculum development strategies for the department.
 Assess the extent to which assessment findings are being used to drive curriculum
improvement.
 Identify strategies to improve the integration of curriculum development and assessment
activities.
Program Resources
CRITERIA: The program resources are sufficient to meet program goals and ensure program quality.
TACTICS:
 Evaluate program budget and resources.
 Establish whether resources are sufficient to meet program goals.
CRITERIA: Faculty are engaged in ongoing professional development.
TACTICS:
 Evaluate the sufficiency of professional development opportunities for program faculty.
 Identify additional needs for faculty development.
CRITERIA: The facilities and equipment are adequate and facilitate teaching and learning.
TACTICS:
 Assess adequacy of current facilities and equipment.
 Identify needs for facilities and equipment.
CRITERIA: The number of program faculty and staff are sufficient to meet the program goals and
ensure quality.
TACTICS:
 Review credits taught by full-time faculty. Is the number of full-time faculty sufficient?
 Review average class size data for courses in the major overall and at each campus.
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Davenport University Program Review
Framework
Appendix A
Dec
Jan
Feb
Feb - Apr
May
MayJune
Jul
Verify
Program for
Review (PO)
1
Team Developed
(AD)
2
Train & Orient
Team; Set Data
Parameters
(PO)
3
Data Collection
(PO w/ IRA)
4
Data Reports
Available
(PO w/ IRA)
5
Analysis of Data
(Team)
7
Info
Complete?
(Team)
Yes
8
Draft
Recommendations
& generate Report
(Team)
A
No
Aug
Curriculum
Committee
A
9
Present Findings &
Recommendations to
Division and/or College
(AD/DC/Team)
10
Changes/
Additions
(Team)
20
Revise
Recommendations
(Team)
Yes
No
Sep
Sep
Oct
11
Present Findings &
Rec to Provost
(Dean/Team)
13
Present to
Executive
Leadership Team
(Provost)
15
Hand-off for
Implementation/
Recommendations
for budget &
priorities (Dean)
12
Provost
Approves?
Yes
14
Exec Team
Approve?
No
No
16
Team Evaluates
Feedback from
Provost
(Team)
18
Team Evaluates
Feedback from
Exec. Team
(Team)
Yes
REQUIREMENTS:
17
Major
Revision?
No
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Yes
To
Step
#3
No
Yes
19
Major
Revision?
Report:
Accurate/reliable
Meaningful
Inspiring
Current/timely
Forward thinking
Evidence based
Relevant
- YLS
- Budget
Priorities
- Marketing
- Advising/
Admissions
Training
Done
M: Output
(Customers)
TLI Aug
KEY
DC = Division char
AD = Associate dean
PO = Provost’s office
M = Measure
Davenport University Program Review
Framework
Appendix B
Program Review
7-Year Rotation (07/08- 14/15)
Academic
Year
2007-2008
2007-2008
2007-2008
2008-2009
2009-2010
2009-2010
2009-2010
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2012-2013
2012-2013
2012-2013
2012-2013
2013-2014
2013-2014
2013-2014
2014-2015
2014-2015
Programs
Health Information Technology, Health Information Mgmt
Networking Technology, AAS/Network Technology, BBS
Accounting, ABA/Accounting Fraud Investigation, BBA/Accounting Information
Management, BBA/Professional Accountancy, BBA/MBA/Honors Professional
Accountancy, BBA/MBA/Forensic Accounting, PBC
Paralegal Studies, AS/Paralegal Studies, BBA/Paralegal Studies, PBC
Marketing, BBA
Finance, ABA/Finance, BBA
Health Services Admin, BS
Computer Information Systems, AAS/Computer Information Systems, BS
Nursing (NLNAC Self-Study)
Public Safety and Security, BBA
Sport Management, BBA (COSMA Self-Study AY 2011-2012?)
Business Administration, BBA (Possible program restructure, need status update)
Health Insurance Claims Mgmt, ABA/Medical Billing, DIPL
Strategic Human Resource Management, BBA/MBA
Strategic Management, BBA/MBA
MBA
Executive MBA
Management, BBA
MS Information Assurance (MSIA)
Medical Assisting,DIPL/Medical Assisting, AAS/Phlebotomy, DIPL
Security & Information Assurance, AAS/Security & Information Assurance, BS
International Business, BBA
Medical Case Mgmt, BS/Medical Case Management, PBC (AUPHA Application 13/14, Self Study
14/15)
Global Project Management, PBC (unless accreditation sought as currently in
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College
Health Professions
Technology
Business
Business
Business
Business
Health Professions
Technology
Health Professions
Business
Business
Business
Health Professions
Business
Business
Business
Business
Business
Technology
Health Professions
Technology
Business
Health Professions
Business
Davenport University Program Review
2014-2015
2014-2015
Framework
discussion)
Human Resource Management, BBA/Strategic Human Resource Management, PBC
Technology Management, BS
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Business
Technology