ACADEMIC PROGRAM REVIEW GUIDELINES
OFFICE OF THE VICE PROVOST FOR ACADEMIC AFFAIRS
Revised December 2014
Table of Contents
VPAA Academic Program Review Personnel ......................................................................... 3
Introduction to the Academic Program Review Process ....................................................... 4
APR – The Process in Detail.................................................................................................... 5
APR Timeline at a Glance ....................................................................................................... 8
The Self-Study Report ................................................................................................................. 9
Characteristics of a Useful Self-Study Report ...................................................................... 9
Suggested Outline for Self-Study Reports .......................................................................... 10
Evaluation of Academic Programs ...................................................................................... 11
Evaluation of Scholarly Activities ........................................................................................ 11
Evaluation of Service and Community Engagement ........................................................ 12
Evaluation of Human, Facilities, Library, and Financial Resources ............................... 13
Details Regarding Selecting the External Consultants and Planning the Site Visit ..... 13
APPENDICES ............................................................................................................................. 15
Appendix A ............................................................................................................................. 16
Outline of PAIR Standardized Data Report for Program Review ............................... 16
Appendix B............................................................................................................................ 177
Degree Program Expectations and Example Evidence of Contributions to
University-level Programming and Global Engagement, Diversity, and Native
Americans .......................................................................................................................... 177
Appendix C ........................................................................................................................... 211
APR Checklist for Units ................................................................................................... 211
Appendix D ........................................................................................................................... 222
Guidelines for External Consultants .............................................................................. 222
Appendix E............................................................................................................................ 255
Sample Site Review Team Itinerary ............................................................................... 255
2
VPAA Academic Program Review Personnel
Becky Butcher
Project Director, Office of the Vice Provost for Academic Affairs
523.0642
Becky.Butcher@nau.edu
Pauline Entin, PhD
Vice Provost for Academic Affairs
523.1580
Pauline.Entin@nau.edu
Daniella Watson
Assistant to the Vice Provost for Academic Affairs
523.1580
Daniella.Watson@nau.edu
Introduction to the Academic Program Review Process
Academic program review (APR) is an essential part of the collaborative process to
design, offer, and continuously improve high-quality academic and scholarly programs.
The APR process begins with a self-study conducted by the program faculty and
leadership. The self-study entails a comprehensive assessment of the program’s goals,
infrastructures, operations, strengths, and weaknesses in relation to the missions and
strategic plans of the unit, college, and university.
The self-study is followed by an evaluative site visit by a team of consultants, typically
two of whom are external and one of whom is a member of the NAU faculty. Following
the site visit, the consultants author a report which relays their impressions of the
strengths, weaknesses, and opportunities for the unit, as well as specific
recommendations. Based on the self-study and consultants’ report, and guided by the
Academic Planning Framework and university strategic plan, the unit faculty and
academic leadership develop an action plan for the unit and its programs. The action
plan is discussed with the college Dean, Vice Provost for Academic Affairs (VPAA), and
Provost before finalization.
Other Important Considerations
ABOR Requirements
Arizona Board of Regents policy (ABOR 2-225) requires review of all academic
programs every seven years. The Provost may schedule an earlier review in response to
changes or for other reasons. Similarly, a Dean may request an earlier review. On rare
occasions, APR may be delayed at the request of a Dean to the VPAA, subject to the
approval of the Provost.
Unit of Review
A department or school is typically the basic unit of review. Normally, all programs
within an academic department or school are reviewed simultaneously. In some
instances, particularly if a unit has both externally accredited academic plans and nonaccredited plans, APR may be done separately for different academic programs within
the unit. Programs that do not reside within a department or school are reviewed
independently of academic departments.
Accredited Programs
Externally accredited programs are reviewed in compliance with the standards and
procedures established by the accrediting organization and following the calendar of
review established by the accrediting organization. The review conducted by the
accrediting body will usually substitute for the majority of the APR process. The VPAA
may require a supplement to the accrediting review in cases where the review does not
fully address university expectations (e.g., scholarly activity is not covered). When an
accreditation review does not apply to all of a unit’s programs, the regular APR process
is required for the programs not covered by the accreditation. In all cases, accredited
programs will develop action plans and submit progress reports as described in these
guidelines.
APR – The Process in Detail
APR is overseen by the office of the VPAA. This office facilitates, monitors progress,
and retains all documentation for APRs. The office of the VPAA also serves as the
liaison for the Provost to external accreditors.
APR follows a specific series of steps:
1. Notification of the Review: During the fall term of the year prior to the year of the
review, the office of the VPAA notifies the chair, director, or executive director
(hereafter referred to as Chair) and college Dean that an APR is scheduled. The VPAA
office maintains and posts the schedule of reviews.
2. Orientation Meeting: Following notification, the Chair will attend an orientation
session conducted by the VPAA.
3. Formation of the Self-Study Committee: During the spring or summer term of the
year prior to review, the Chair should consult with the college Dean regarding an
appropriate composition for the self-study committee. The Chair will convene the selfstudy committee. At the request of the Chair, the VPAA will conduct an orientation
session for the unit faculty or self-study committee.
4. Standard Data Reports: The Office of Planning & Institutional Research (PAIR) and
Cline Library will provide standard program review data reports to the unit; the Chair
does not need to request these reports. Specialized reports may be requested from
PAIR in consultation with the Associate VP of PAIR and the VPAA.
a) The PAIR standard data report will be posted to the PAIR website by the
end of the summer prior to the review year. This report contains
longitudinal data regarding program enrollment, degrees awarded,
personnel, budget, and other institutional data for the unit. See Appendix A
for the outline of a standard data report from PAIR.
b) Cline Library will provide a library report. This report will be provided in
the spring or summer prior to the review year.
c) The Office of the Vice President for Research plans to provide a scholarly
activity report, but the details are yet to be determined.
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5. The Self-Study: During the summer prior to and/or the fall term of the review
year, the self-study committee will undertake the self-study. A draft of the self-study
report should be delivered to the college Dean for his or her review. Once the Dean has
reviewed the draft self-study report and revisions have been made accordingly, he or
she should forward the report to the VPAA for review. A final version of the self-study
report, including an executive summary, should be completed no later than January 31
of the review year.
6. Distribution of the Final Self-Study Report: The Chair should forward the final
version of the self-study report simultaneously to the college Dean, the VPAA, and the
Dean of the graduate college (if the unit has one or more graduate programs) and Vice
President for Research (if the unit has a Ph.D. program and/or research-intensive
mission). The Chair should also send the report to each external consultant and the
internal faculty consultant at least one month in advance of the site visit.
7. External and Internal Consultants: Typically, the consultant team will consist of
two external consultants and one internal (NAU faculty) consultant. The consultants’
visit will be scheduled for the spring term of the review year. If the unit will undergo
an accreditation review, the consultant selection process is subordinate to the
appointment of accreditation reviewers by the accrediting agency. Details regarding
the selection of the external consultants are available elsewhere in this document.
8. Site Visit Preparation: The schedule for the site visit should be developed in
consultation with the offices of the VPAA and Provost (and others, as needed) to ensure
that all appropriate personnel are available during the site visit. If the unit offers one or
more graduate degrees, the Dean of the graduate college should be included in the site
visit schedule. Details regarding scheduling of the site visit are available elsewhere in
this document and a sample site visit itinerary is available in Appendix E.
9. Consultant Travel, Reimbursement and Honoraria: The external consultants’ travel
arrangements (flight, hotel, etc.) should be made by the consultants with assistance
from the unit if needed. Consultant travel, lodging, and meal expenses should be
reimbursed by the unit (collect necessary forms and receipts during the visit). The units
will pay the consultants’ honoraria to the consultants upon receipt of their written report.
Subsequently, the Provost’s office will reimburse the unit for the travel expenses and
honoraria.
10. Consultants’ Report: Within six weeks following their visit, the consultants will
submit a report to the VPAA, who will distribute it to the Provost, Dean of the graduate
college (if relevant), the college Dean, and Chair. The Chair should in turn distribute
the report to the unit faculty and discuss the evaluation and recommendations made by
the consultants.
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11. Action Plan Development: After facilitating discussion of the self-study and
consultants’ report among the unit’s stakeholders, the Chair will collaborate with the
college Dean to develop a draft action plan. The action plan should synthesize the
results of the self-study and consultants’ report with the university’s strategic plan. It
will describe the actions the unit will take over the next 1-6 years to achieve its goals
and address key strategic issues that surfaced through the APR process.
12. Action Plan Meeting: The college Dean will send the draft action plan to the VPAA
for review. An action plan meeting will be scheduled including the Chair, college Dean,
Provost, VPAA and Dean of the graduate college and VPR (if relevant). By the
conclusion of the meeting, all participants should agree upon the actions to be taken
and any revisions needed to the draft action plan.
13. Finalized Action Plan: The Chair should submit the proposed final action plan to
the college Dean within 30 days following the action plan meeting. The plan should
reflect the discussion among all parties during the action plan meeting. Within 60 days
of the action plan meeting, the college Dean should present the proposed final action
plan to the VPAA. The VPAA will review the document for finalization and convey it
to the Provost. The Provost will file a memo endorsing a finalized action plan.
14. Permanent Record of the Program Review: The office of the VPAA will forward the
self-study to the university archives in Cline Library for permanent retention. The
office of the VPAA retains copies of the external consultants’ report and the action plan.
15. APR Progress Reports: The office of the VPAA will request a progress report three
years after completion of the APR. This report will entail a brief summary of progress
relative to the action plan and any updates that have impacted the implementation of
the plan. Evaluation of the action items should be integrated into the normal longrange planning cycle of the unit. Annual progress reports pertaining to degree program
expectations should be submitted to the appropriate College Curriculum and
Assessment Committee as specified by the Advisory Council for Curriculum and
Assessment.
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APR Timeline at a Glance
Year Prior to APR
Fall
VPAA distributes
VPAA meets with
list of upcoming
Chair for APR
APRs
orientation
Spring and/or Summer
Chair forms self-study committee, self-study
initiated, Chair and Dean identify potential
external reviewers
Year of APR
Finish selfstudy,
send to
Dean and
VPAA for
review
Fall Semester
Dean
recommends
external
consultants to
VPAA,
Provost selects
external and
internal
reviewers,
VPAA sends
invitations
Develop
timeline
and site
visit
schedule
(entry/exist
meetings,
etc.)
Finalize
self-study
by Jan. 31st
Send to
internal
offices and
reviewers
at least
one month
in advance
of site visit
Spring Semester
Site
Receive Dept.
visit external provides
consulta reimburseme
nt report nt and
honorarium
payment to
consultants
Year after APR
Fall Semester
Draft Action Schedule
Plan for
Action Plan
Dean and
meeting with
VPAA
VPAA,
review
Provost and
others as
indicated
Finalize
Action
Plan—
Provost’s
memo is
filed
Annual Progress Reports and APR Progress
Reports—Annual progress reports on degree
program expectations submitted to College
Curriculum and Assessment Committees,
APR progress report vis a vis action plan
submitted to the VPAA three years after
completion of the APR.
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The Self-Study Report – In Detail
The self-study is a comprehensive, written report authored by the unit, evaluating all
facets of the unit’s operations.
Guidelines for Preparing an Effective Self-Study
The self-study should be written as an interpretive document incorporating information
that evidences the outcomes and impacts of degree programs, as well as scholarly and
other endeavors relevant to the unit’s mission and goals.
The self-study report should be comprehensive, yet not encyclopedic. The report
should be clearly and logically organized. Its purpose is to identify strengths and
weaknesses in curriculum and instruction, student learning outcomes, scholarly
activities, operations and infrastructure, service and engagement, and special features
or services provided by the unit. The self-study needs to include an assessment of the
quality of the unit’s educational programs invoking relevant indicators, as described in
the NAU Academic Planning Framework.
Data from the PAIR and Cline Library APR reports, curriculum maps and assessment
findings, as well as other pertinent sources should be referenced in making evaluative
and proscriptive conclusions. The input of the unit’s staff, enrolled students, alumni,
and advisory boards (where relevant) should be solicited and utilized.
Resource allocation is an important matter to all academic units. However, the selfstudy report should not be used as a budget request.
Characteristics of a Useful Self-Study Report

Focus: The report should adhere to the basic outline below and be thorough
while also succinct and readable. It should not dwell excessively on problems,
but rather focus on successes, challenges and potential solutions, aspirations, and
goals.

Scope: The report should cover all facets of a unit’s operation, unless exclusions
are agreed upon a priori by the college Dean and VPAA. Units should take care
to include evaluation of collaborative or contractual programs (e.g., 2:2 programs
with a foreign institution).

Documentation: The report should be based on quality data. Out-of-date and
out-of-context data should be avoided. Valid internal and external peer
comparisons are helpful. The Academic Planning Framework should be
consulted for suggested indicators of program quality.
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
Tone: The report should be constructive and realistic in tone and approach. The
report is not an opportunity to lament the past, nor should it be an unconstrained
“wish list.”

Objectivity: The report should be appropriately candid, evaluative, and
analytical. It should present a credible assessment of strengths and weaknesses
that will provide a foundation for plans for the future. An unduly self-serving
document will lack credibility.

Perspective: The report should be forward looking, consistent with unit, college,
and university strategic plans.

Accuracy: The report should utilize official institutional data provided by PAIR
and Cline Library, as well as data provided by the office of the VPR if available.

Brevity: The self-study should be concise. The authors should keep in mind that
their colleagues will be asked to read the document carefully.

Utility: Program reviews are time-consuming exercises! Therefore, the process
should be conducted in a manner that will maximize its benefit. An earnest
introspection and careful thought about future actions will be useful in the long
term. The unit leaders should resist the temptation to use either the self-study or
the external consultants to “leverage” the institution. This strategy will detract
from the value of the review. A thorough, accurate, and neutral self-study
focused on the unit will provide the best guarantee that university leadership
will understand and appreciate the needs of the unit.
Suggested Outline for Self-Study Reports
The outline below provides a suggested organization for the self-study report. Details
regarding section III (evaluation of the unit activities and resources) may be found
below the outline.
I.
II.
Executive summary (1-2 pages synthesizing the unit overview, current
strengthens and areas for improvements, and goals for the upcoming seven
years).
Brief history of the unit
a. Configuration, personnel and other changes since the last APR
b. Brief summary of the previous action plan and developments resulting
from the last APR
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III.
IV.
Evaluation of the unit activities and resources
a. Academic programs (plans, subplans, certificates)
b. Scholarly Activities
c. Service to the University and Public
d. Human resources
e. Facilities, Library and Financial Resources
Future plans as specified by an existing strategic plan or as emerges from the
self-study process.
Part III in Depth: Evaluation of Academic Programs
Achievement of the unit’s academic program missions and goals, including student
learning, should be documented and evaluated. The report should include information
on the number and growth trends of majors, minors, and degree program graduates.
The report should discuss the unit’s broad contributions to undergraduate education,
including liberal studies, the global learning initiative, diversity, Native Americans, and
other service courses taught. Collaborative or contractual arrangements with domestic
or foreign institutions should be described and evaluated. Appendix B articulates
expectations for all degree programs related to curriculum and assessment and
provides example evidence for contributions to University-level programming and
global engagement, diversity, and Native Americans.
Part III in Depth: Evaluation of Scholarly Activities
The nature of scholarly contributions will vary greatly between units. The following
should be interpreted based on the specific mission and unique approach of the unit.
The report should articulate, by faculty member:



Number and type of journal or book publications, conference presentations, etc.
Number and type of shows, concerts, or other productions
Number and type (intramural/extramural; competitive/non-competitive) of
grants submitted and funded, as well as level of funding
The report should provide evidence of any of the following (as pertinent to the unit):




Recognition or awards to individuals, teams of outstanding researchers, scholars,
artists, and innovators
Development of research partnerships with domestic or foreign institutions and
the results of those partnerships
Research or scholarly collaborations that benefit the state or region
The application of scholarly results or “outcomes” to real-world problems
11






Creation of artistic, scientific, and cultural experiences with international
partners
Interdisciplinary activities that enrich research, scholarly, or creative potential
Inter-university collaborations that broaden research, scholarly, or creative
expertise
Large-scale collaborative research, scholarly, or creative projects
High-risk, high impact research and early-stage innovation
Research that intersects with service and engagement
o Engagement with partners to address regional economic vitality,
environmental stewardship, urban-rural social well-being, and cultural
understanding
o Generation of new knowledge associated with the unique cultural,
socioeconomic and environmental issues that are important to regional
communities
Part III in Depth: Evaluation of Service and Community Engagement
The report should provide evidence of activities and engagement in any of the
following initiatives, based on the unique approaches of the unit:







Engagement in service and/or collaborative initiatives across the University and
results of that service or collaboration
Service to or engagement with the local and global community and results of that
service
o Partnerships with the business, non-profit or entrepreneurial sectors to
address economic vitality (especially in the region)
o Improvements made to the environment or for communities,
implementation of new approaches, effects of engagement, etc.
Programmatic leadership that fosters achievement of goals that are aligned with
the mission and vision of the college and University
Promotion of positive morale, healthy change, and innovation
Encouragement of civil discourse
Engagement in the disciplines and professions pertinent to the unit’s programs
o Association membership (regional, national, and international)
o Conference/organization activity
Documentation of regional, national, or international awards that increase
NAU’s prominence and visibility
12
Part III in Depth: Evaluation of Human, Facilities, Library, and Financial
Resources
Note: This section is a work in progress and refers to Part E of the 2014 Provost’s Academic
Planning Framework.
The report should evaluate the adequacy and effectiveness of its human and other
resources. The number and types of faculty (tenure track, non-tenure track, part-time)
and staff, as well as facilities, should be considered in relationship to student
enrollments and the unit’s mission. The Cline Library report should be referenced with
respect to the library resource needs. Changes in financial resources, including state,
local, and foundation accounts, should be noted, and the financial resources evaluated
with respect to student enrollments and the unit’s mission.
Selection of the External Consultants and Planning the Site Visit
1. National and/or regional associations or professional networks may be willing
to provide the names of individuals who are qualified to serve as external
consultants. Desirable qualifications of the consultants include:
 Prior program review service or training for a consultant’s role
 Expertise in the academic and professional area(s) fitting with the department
 Experience with similar institutional/departmental context
 No close relationships with personnel in the unit undergoing review, or other
potential conflicts of interest
 Sufficient time to devote to the task
2. The Chair should submit to the college Dean a ranked list of four to five potential
consultants, including contact information and some biographical information or
other explanatory reasoning for the choices. The Dean will review and forward a
ranked list to the VPAA. The VPAA will review the recommendations and select
the consultants, subject to the approval of the Provost. The VPAA will send
formal letters of invitation to the selected external consultants. Guidelines and
general information about NAU are also sent with the invitation.
3. The VPAA selects the internal faculty consultant assigned to the review and
notifies the Dean and Chair.
4. After confirmation of the external and internal consultants, the Chair contacts the
consultants to formulate a schedule for the site visit. Initial discussion should
result in a determination of the duration of the visit (typically 1.5 to 2.5 days),
first and second choice dates for the visit, and any other arrangements critical to
the visit. Before the visit dates are finalized, the offices of the Provost, VPAA,
13
and Dean of the graduate college (if relevant) need to be contacted to ensure their
availability.
5. The Chair, in cooperation with the offices of the Provost, VPAA, and other offices
as needed, will formulate an itinerary for the site visit to include:
 An entrance interview during the first morning of the visit between the
consultants and the Provost, VPAA, and Dean of the graduate college (if
relevant).
 During the first morning of the visit if possible, interviews with the college
Dean and the Chair. This meeting may be a joint meeting (Dean and Chair
together) or two separate meetings, depending on the preferences of all
involved.
 Interviews with unit faculty, staff, and students and possibly with chairs of
supporting academic departments and unit advisory committees (if
pertinent).
 The consultants may request tours of facilities.
 An exit interview, toward the end of the visit, between the consultants and
the Provost, VPAA, Dean of the graduate college (if relevant), college Dean,
and Chair.
 The consultants may request a private meeting with the Provost before or
after the larger exit interview, so the schedule should be developed with
some flexibility.
 The external and internal consultants should be provided the opportunity to
review the draft itinerary prior to finalization.
6. The unit is responsible for reimbursing the consultants for travel expenses
(airline, lodging, meals). The unit also pays a $750 honorarium to each of the
external consultants upon receipt of the consultants’ report. The Provost’s office will
reimburse the unit for travel and honoraria. Other expenses (such as report
preparation, postal costs, catering, local transportation, meals for non-consultant
participants) are the responsibility of the unit and will not be reimbursed by the
Provost.
7. Important: The consultants' social security numbers, mailing addresses, and
signatures on the vendor registration forms and all required expense receipts
must be obtained by the unit. The most convenient time to obtain this
information and signatures is during the visit.
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APPENDICES
15
Appendix A
Outline of PAIR Standardized Data Report for Program Review
Tab 1: Program Personnel
I.
II.
Counts by gender and ethnicity
Personnel and non-personnel budgetary information
Tab 2: Student and Faculty Data
I.
II.
III.
IV.
V.
VI.
Student FTE
Academic awards (degrees, certificates) awarded by plan
Average time to bachelor’s degree
Enrollment by academic plan
Average class sizes by campus and level
Faculty and Instruction Data
Tab 3: Statewide Data (majors by campus)
Tab 4: Grade Distributions by Course
Tab 5: Student Retention and Graduation Data
I.
II.
III.
IV.
Tables of first time, full time freshmen students retained/graduated within
original start program
Tables of first time, part time freshmen students retained/graduated within
original start program.
Table of first time freshmen (full and part time) retained/graduated within
original start program
Table of new transfer students retained/graduated within original start
program
Tab 6: Data on FYLI courses
Tab 7: Course completion data by course level (100, 200, etc.)
Tab 8: CIP code information
Tab 9: Notes including listing of all degree programs in the unit
Appendix B
Degree Program Expectations and Example Evidence of Contributions to
University-level Programming and Global Engagement, Diversity, and
Native Americans
NAU strategic goal: Promote high levels of student access, engagement, achievement and
affordability.
I. Degree Program Expectations
The self-study should articulate progress on each Faculty Senate-approved Degree
Program Expectations for each undergraduate and graduate degree program:
1. Degree Program Purpose: Identifies the overall goals or aims of the degree
program, as collectively understood by the faculty members teaching in the
degree program.
2. Degree Program Intended Student Learning Outcomes: Defines the scope
(breadth and depth) of what students will “know and be able to do” upon
completion of the degree program.
3. Coherent Curriculum Design and Degree Program Curriculum Matrix:
Curriculum has coherent course sequencing and structure designed to achieve
the degree program intended student learning outcomes. The Curriculum
Design is distributed to students and faculty in a manner that both populations
can articulate the rationale behind the sequencing and structure of the degree
program.
4. Systematic Assessment of Intended Student Learning Outcomes: Information
about student learning is collected and analyzed by program faculty (or their
designates) to determine the extent students achieve intended degree program
student learning outcomes.
5. Use of Assessment Findings for Continual Improvement of Student Learning:
Assessment findings are evaluated and used by program faculty for decision
making and continual improvement of student learning in an on-going,
systematic fashion.
6. Strategic Course Design: Each course within the degree program demonstrates
alignment among course purpose, course learning outcomes, instructional
materials and approaches, and assignments/assessments.
The self-study will articulate progress on the following two Degree Program
Expectations for minors and undergraduate and graduate certificates:
1. Program Purpose: Identifies the overall goals or aims of the program, as
collectively understood by the faculty members teaching in the program.
2. Program Intended Student Learning Outcomes: Defines the scope (breadth and
depth) of what students will “know and be able to do” upon completion of the
program.
II. Contributions to the Student Experience, including University-level programing
The Self-Study will articulate:
 Alignment between the Degree Program Student Learning Outcomes and the
University-wide learning outcomes
 Pathways for transfer students and retention through completion of the degree
 Participation by undergraduates and graduates in research, creative, and
professional activities
 First Year Learning Initiative and First Year Seminar courses
 Contributions to the Liberal Studies Program (Distribution Block, English
Foundations, Mathematics Foundations courses)
 Alignment with Liberal Studies Program characteristics for Junior-Level Writing
courses and Capstone courses
Engagement in the University Honors Program
Where applicable, provide evidence of activities and engagement on any of the
following initiatives based on the unique approaches of the department:
 Incorporation of Information Literacy/Fluency Engagement
 Engagement in multi-disciplinary, interdisciplinary and integrative
collaborations
 Integration of other high-impact practices including service learning,
community-based learning, internships, study abroad, etc.
 Engagement in teaching writing-intensive courses and development of teaching
techniques appropriate to writing
 Contributions to the cultural and intellectual life of the campus
 Integration of academic and co-curricular programming through the use of
learning communities
 Mentorship of students
 Integration of service learning, community-based learning, or internships into
the curriculum
 Intentional use of blended and other technology-enhanced course designs to
increase student achievement, conserve faculty effort, and optimize use of
facilities
 Documentation of alumni accomplishments (e.g., employment, graduate school)
 Engagement with alumni
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III. Contributions to the Global Engagement, Diversity, and Native Americans
NAU strategic goals:
o Advance the internationalization of the university to prepare students for global
citizenship
o Promote issues of diversity, civility, democracy, citizenship, and community engagement
and collaboration
o Become one of the nation’s leading universities serving Native Americans
The Self-Study will articulate the department’s engagement in the Global Learning
Initiative, including:
 Incorporation of the themes of the Global Learning Initiative (diversity,
sustainability and global engagement Global Learning Initiative into the Degree
Program Student Learning Outcomes.
 Assessment findings for Global Learning Degree Program Student Learning
Outcomes, and how findings are used to celebrate or continually improve
student learning.
Regarding diversity, Native Americans, and civic engagement, provide evidence of
activities and engagement on any of the following initiatives based on the unique
approaches of the department:
 Development of teaching partnerships with partner institutions worldwide
 Engagement in diversity initiatives focused on underrepresented groups
 Creation of opportunities for diverse groups to share their perspectives and
knowledge
 Development of universally designed environments and engagement in teaching
approaches and methods for inclusion
 Development and expansion of curricula that focus on and address Native
American experiences
 Engagement in collaborative service and outreach programs with Native
American communities
 Development and enhancement of partnerships with tribal governments and
others that benefit Native American students, researchers, faculty, and
communities
 Engagement in finding approaches that incorporate Native American traditional
knowledge and practices
 Engagement in teaching that incorporates civic engagement
o Development of experiential learning opportunities for citizenship,
engagement, and civility across the curriculum.
o Development of projects, programs, and initiatives that engage students,
faculty, and staff with local communities in relationships that promote the
public good, deepen values of active citizenship, and support greater
cooperation among diverse communities
19
o Development of integral connections between local, national, and global
learning opportunities for civic engagement
20
Appendix C
APR Checklist for Units
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
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Chair reviews Academic Program Review (APR) Guidelines.
Chair orientation meeting with vice provost for academic affairs (VPAA).
Unit forms self-study committee.
Unit self-study committee meets with Chair and reviews the APR Guidelines.
Unit self-study committee drafts the self-study and sends to Dean for review.
Dean reviews the self-study report and forwards to the VPAA for review.
Self-study committee receives feedback and revises self-study report as needed.
Chair recommends potential external consultants to Dean.
Dean forwards recommendation for external consultants to VPAA.
VPAA forwards list of potential external consultants to Provost for approval.
Provost makes selection of external consultants.
VPAA sends formal letter of invitation and guidelines to external consultants.
VPAA selects internal consultant.
Department revises/completes self-study and sends to VPAA office
Unit identifies potential dates for site review, working with the offices of the
Dean, Provost, VPAA, Dean of the graduate college and others (if relevant).
Chair contacts external and internal consultants to discuss schedule for site visit.
Chair sends self-study report to external and internal faculty consultants.
Chair finalizes site visit schedule and distributes to the Dean, Provost, VPAA,
and Dean of the graduate college (if relevant).
Consultants conduct their site visit and review.
Unit reimburses external consultants for travel expenses.
Consultants’ final written report is delivered to the VPAA.
VPAA distributes the consultants’ report to the Chair, college Dean, Provost, and
Dean of the graduate college (if relevant).
External consultants are paid honoraria by unit.
Consultants’ report is shared with unit faculty and staff.
Chair and college Dean draft action plan; send to VPAA.
VPAA sends draft action plan to Provost, Dean of the graduate college and Vice
President for Research (VPR) if relevant.
Action Plan Meeting between Chair, college Dean, Provost, VPAA, Dean of the
graduate college and VPR (if appropriate).
Action Plan finalized and sent to VPAA and Provost.
Provost approves Action Plan and sends memo to file.
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Appendix D
Guidelines for External Consultants
The VPAA will send the following guidelines to external consultants:
Dear Dr. [Consultant Name]:
Thank you for considering our request to serve as an external reviewer for the
Department [School] of [Unit Name] at Northern Arizona University (NAU). Academic
Program Review (APR) is conducted under a mandate from the Arizona Board of
Regents with the most important purposes being to assure the quality of educational
programs and to identify opportunities for future development. As an external
consultant you have a critical role in this review process. Your objective input will help
the unit and University evaluate its programs and develop strategic plans for program
development.
The following information provides background on Northern Arizona University’s
program review process, specific functions and responsibilities of external consultants,
and suggestions for maximizing the effectiveness and outcome of the site visit and final
report.
General Review Procedures
Academic programs at NAU are reviewed on a seven year schedule. Normally,
program reviews include evaluation of both undergraduate and graduate degree
programs, other educational programming, and scholarly activities housed within the
academic unit. The reviews are coordinated and conducted under the auspices of the
Provost’s office by the office of the Vice Provost for Academic Affairs (VPAA).
The unit undergoing an APR prepares a comprehensive self-study report that includes:
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An executive summary
A brief history of the academic unit and its programs
A summary of the previous action plan and progress resulting from the previous
review
A description and evaluation of the unit’s activities and resources including:
o Assessment of the unit’s academic degree plans and contributions to
university-wide educational program
o Scholarly activity
o Service to the University and public
o Human, fiscal, library, and physical resources
Program goals as specified by an existing strategic plan and as emerges from the
self-study process
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
Vitae for each faculty member and other relevant documentation
Normally two external consultants, selected by the Provost’s office from a list
developed by the academic unit, are invited to the NAU campus to participate in a twoday site visit. A member of the university faculty is assigned to serve as an internal
consultant along with the external consultants for each program review. The external
consultants and the faculty consultant constitute the review team.
Prior to the site visit, the consultants are provided with:
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A copy of the self-study report, the unit’s marketing materials, website URL, and
any other information the academic unit believes will aid the consultants in
understanding the unit
URLs for the online University Catalogs and NAU Strategic Plan
The APR guidelines that were provided to the academic unit
A draft itinerary for the site visit
In some cases, list of specific questions the consultants are requested to address
The two-day site visit typically begins with an entrance interview with the Provost and
VPAA. Over the next 1.5 to 2 days, the consultants generally meet with the unit Chair
or Director, faculty, staff, students, the college Dean, and Dean of the graduate college
(if the unit has a graduate program). On request, the consultants may also meet with
Chairs of supporting units, staff from the Registrar’s office and Cline Library, and
program alumni. The consultants may also tour the University and examine facilities.
The site visit will ends with an interview with the unit Chair or Director, the college
Dean, the VPAA, the Provost, and (if appropriate) the Dean of the graduate college.
Within six weeks after the site visit, the consultants should submit to the VPAA a
consensus report that summarizes their evaluations and recommendations (see below).
The external consultants are responsible for the preparation of this report. The faculty
consultant should have input to the evaluation of the program; this may be obtained at
the conclusion of the site visit or through communication subsequent to the site visit.
The VPAA will distribute the report to the unit leadership and Provost for review and
comments. The evaluation and recommendations are used in future planning by both
the reviewed unit and other affected campus units.
Guidelines for Preparing the Report(s)
There are no specific format requirements for the consultants’ report. The length and
content will vary depending on the nature and scope of the program being reviewed
and on personal preferences. Typically, the report begins with an overview of the
program’s strengths and weaknesses and concludes with a summary and specific
recommendations.
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The consultants are encouraged to give specific attention to the following:
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The quality and suitability of all undergraduate and graduate degree programs
offered by the department
Whether the degree program curricula is/are current and sufficient in terms of
the discipline
Effectiveness of each degree program as evidenced by student learning outcomes
Whether the unit has implemented an adequate process for assessing the
learning outcomes of its students and if the unit has utilized the assessment
findings to improve their degree programs
Whether the qualifications of the faculty fit the programs offered
Opportunities for development, and weaknesses/deficiencies in the program
What major factors could limit the unit’s future development or increased
effectiveness
Evaluation of the quality and quantity of research, scholarly and/or creative
activities considering the unit’s context
Quality of the support from the library and other support external to the unit
Appropriateness of the unit’s short and long-term goals
Prospects for the unit to achieve its stated objectives
If national accreditation of the program exists and the NAU program is not
accredited, should the unit seek accreditation, and if so, what is needed to bring
the program into conformity with accrediting standards?
If the unit is considering or has applied for a new degree program: (1) Is there
local or national need for the program? (2) Are qualified faculty in place? (3) Are
there adequate resources and opportunities available to provide a quality
program to quality students? (4) Are the library, laboratories, and other facilities
adequate to support the proposed degree program? (5) In what ways could the
unit reorganize to support the new program?
The best means of assisting the unit under review is to make recommendations that are
useful within the confines of the current budget. Thus, if a major initiative is needed,
corresponding reductions should be suggested. If the current level of support is
inadequate for the current program, indicate what could be eliminated from the
program to correct the imbalance as well as what additional resources would be needed
to adequately support the current program. Recommendations that will increase a
unit’s efficiency and effectiveness are especially helpful.
If you have any questions or concerns, feel free to contact the Vice Provost for Academic
Affairs, Pauline Entin (928-523-1580 or Pauline.Entin@nau.edu). We realize that
program review is a time consuming process and sincerely appreciate your efforts to
make the program review process a productive and valuable exercise.
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Appendix E
Sample Site Review Team Itinerary
(Accreditation visit itineraries may include additional meetings mandated by
accreditation teams)
DAY 1
8:00a – 8:45a
9:00a – 9:30a
9:45a – 10:15a
10:15a – 10:45a
11:00a – 11:30a
11:30a – 12:00p
12:00p – 1:30p
1:45p – 2:15p
2:15p – 2:45p
3:00p – 3:30p
3:45p – 4:15p
4:30p – 5:00p
6:00p – 7:30p
DAY 2
8:00a – 9:00a
9:00a – 10:00a
10:15a – 11:00a
11:00a – 12:00p
12:00p – 1:30p
1:30p – 2:30p
2:45p – 3:45p
Breakfast with college Dean and/or Chair
Entrance interview with the Provost, VPAA, and the Dean of the
graduate college (if applicable)
Meet with college Dean
Meet with self-study committee
Meet with program faculty
Tour facilities
Lunch
Meet with undergraduate and graduate (if relevant) students
Meet with staff
Meet with Chairs from supporting units (e.g.)
Meet with alumni or advisory boards (if relevant and available)
Meet with representatives from Cline Library
Dinner (possibly with unit personnel)
Breakfast and consultants work time
Open forum for faculty, staff and students
Meet with Chair and/or a program coordinator
Meet with college Dean
Lunch
Exit meeting with the Provost, VPAA, and college Dean. Include
the Dean of the graduate college (if relevant).
Wrap up with Dean and Chair
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