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 and the timeline for review in Appendix B.
The evaluation of academic programs and Program Review Self Study Reports are driven by the following guiding questions:
1)
2)
3)
4)
5)
6)
7)
8)
How well does this program fit with the purpose of the College and the mission of the University?
Is the current curriculum timely and relevant?
Is there a viable job market for the graduates of this program?
What is the competitive environment for this program offering (i.e., market share)? Which DU Campuses should offer this program?
Is progress toward goals or benchmarks for Key Performance Indicators being met?
Are the program’s learning outcomes being met by students?
Does the program have adequate resources to ensure educational quality?
What improvements are recommended for continuous quality improvement? What resources are required to implement these
recommendations?
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Davenport University Program Review
Framework
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 (see Appendix C). 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). For the actual Program Review Self-Study Template see Appendix D on page 14 with all of its associated Appendices to be completed.
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Appendix A
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
2010-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2011-2012
2012-2013
2012-2013
2012-2013
2012-2013
2012-2013
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
Business Administration, ABA/Applied Business, BBA/Business Professional Studies, BBA
(Possible program restructure, need status update)
Computer Information Systems, AAS/Computer Information Systems, BS
Nursing (NLNAC Self-Study)
Public Safety and Security, BBA - Eliminated
Sport Management, BBA (COSMA Self-Study AY 2011-2012?)
Health Insurance Claims Mgmt, ABA/Medical Billing, DIPL
Strategic Human Resource Management, BBA/MBA - Eliminated
Strategic Management, BBA/MBA
EMBA
Medical Assisting,DIPL/Medical Assisting, AAS/Phlebotomy, DIPL - Eliminated
MBA (and all the concentrations)
International Business, BBA
Human Resource Management, BBA/Strategic Human Resource Management, PBC
MS Information Assurance (MSIA)
Security & Information Assurance, AAS/Security & Information Assurance, BS
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College
Health Professions
Technology
Business
Business
Business
Business
Health Professions
Business
Technology
Health Professions
Business
Business
Health Professions
Business
Business
Business
Health Professions
Business
Business
Business
Technology
Technology
Davenport University Program Review
2013-2014
2014-2015
2014-2015
2014-2015
Framework
Management, BBA (and all its specialties)
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 discussion)
Technology Management, BS
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Business
Health Professions
Business
Technology
Davenport University Program Review
Framework
Appendix B
TIMELINE FOR PROGRAM REVIEW PROCESS
January
Feb.
1)Verify
programs for
review—VP for
Assessment
Train
and
orient
teams
—VP
for
Assess
ment
2)Create
teams—
Associate Dean
with Dean
approval
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Feb –
April
Data
collected
and
posted by
IR is
reviewed
and
analyzed
—
program
review
team
May – June
June-July
July
August
Draft report
including
recommenda
tions is
completed—
program
review team
1)Findings and
recommendations
are presented to
Department and/or
College
accordingly—
Associate Dean and
respective
Department Chairs
1)Findings
presented to
Dean—
Associate
Dean and
respective
Department
Chairs
1)Findings
presented to
Provost
Leadership
Team—Associate
Dean and
respective
Department
Chairs
2)Per Provost
Leadership Team,
revisions are
made accordingly
and/or approval is
received—
Associate Dean
and respective
Department
Chairs
2)Revisions made
accordingly—
Associate Dean and
respective
Department Chairs
2)Revisions
made as
needed—
Associate
Dean and
respective
Department
Chairs
Mid
September
Curriculum
changes
submitted
to UCC—
Dean
Sept. – Jan.
Any
approved
recommenda
tions that
involve goals
and budget
are put forth-Dean
Davenport University Program Review
Framework
Appendix C
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.
TACTICS:

Review existing articulation agreements and assess whether additional articulation agreements are warranted.
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
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Framework
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.
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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/actions are necessary to increase new student enrollment.
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.
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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.
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.
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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 students 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 (completions).
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 (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 that 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
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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
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.
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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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Appendix D
PROGRAM REVIEW REPORT TEMPLATE
Section I. Program Overview
1. Provide current program purpose and briefly explain how the purpose aligns with the Mission and Vision of the University and
the type of degree being conferred.
2. Provide program student learning outcomes.
3. Provide program differentiators—what is unique about this program from other similar programs offered elsewhere?
4. Provide program curriculum map (see Appendix A).
5. Identify program accreditations. If new or additional program specific accreditations are necessary or desired, identify and
explain why.
6. State whether existing articulation/partnership/dual enrollment/middle college agreements involving this program are adequate
per meeting with Director of Articulation Agreements—note date of meeting. If inadequate, then add information as to what
change is needed and why.
7. Provide information on appropriate College and program specific Advisory Groups (in the body of the report, simply state
whether or not Advisory Groups are utilized and in what capacity. Use Appendix B template to provide information on individual
group members).
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8. Identify existing formal collaborations for internships, practicums, and experiential learning. If extensive, simply reference
existence of such in the body of the report and add as an appendix G).
9. Include statement regarding the percentage of faculty who teach any course in the program (except Foundation of Excellence
courses) who are credentialed. If there are any non-credentialed faculty, explain why and what is being done to either get them
credentialed or to replace them. Include statement as to the percentage of faculty who have individual development plans.
Describe how faculty are involved in curriculum development/change for this program. (See Appendix C and complete).
II. Internal Program Trends and Analysis of Strengths and Weaknesses
1. Comparative non-learning Key Performance Indicators (KPIs)—fill-in information on templates for Appendix D. In this section of the body
of the report, provide information on strengths and weaknesses regarding percent growths, declines, averages, etc. in the KPIs for the
program as a whole, by delivery method, and by campus where applicable. Include analysis (and additional sources that provide
explanation) of why these changes occurred, and update targets to reflect goals for the next seven years. Reference Section IV of the
report with any follow-up action plans.
2. Program Student Learning Outcomes—reference that each of the program learning outcomes and the Excellence System competencies
and its associated assessment can be found in the curriculum map in Appendix A and Appendix E. Then simply state whether targets for
learning outcomes are being fully met, partially met, or not met. If only partially or not met, reference Section IV of the report with
follow-up plans. (Include as much comparative data on Required Assessment Assignments (RAAs) and other direct and indirect measures
in Appendix E). Reference Section IV of the report with follow-up action plans.
3. Advisory Boards/Accrediting Bodies —provide input from Advisory Boards and Accrediting Bodies regarding recommended program
changes and reference Section IV of the report with follow-up action plans.
4. Facilities and Resources—provide information and analysis of unique facilities and/or resources required in this program. Reference
Section IV of the report with follow-up plans where applicable.
III. External Program Opportunities and Threats
1. Market Analysis—Determine projected employment opportunities for program graduates over the next seven years. (In Appendix F,
include completions {graduation} trends, competitive environment, job projections data and average annual salary). Provide information
on what this data means for the program and reference Section IV of the report with follow-up action plans.
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2. Professional and Industry trends—provide information on changes within associated professional organizations and industry. Analyze
how this could affect the program and reference Section IV of the report with follow-up plans.
IV. Recommended Action Plans and Resources Needed—in this section, enumerate each of the actions plans in the order they were
referenced in the report. Include with each plan the reasoning behind why it is believed the plan will have impact and what resources will be
required to complete the plan. Be as specific as possible and include dollar amounts wherever applicable.
V. Brief Summary and Overall Conclusion Regarding Health of Program
The Executive Summary should include only those items that are bolded above.
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Davenport University Program Review
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Appendix A
Program Curriculum Map—enter name of program
Directions:
Label each column with a program learning outcome (be sure to include the nine Excellence System competencies). Label each
row with the required courses that are in the program. In the corresponding cells, enter I if a program outcome is introduced in that course, R if
the outcome is reinforced, or M if the outcome is mastered. If the course does not pertain to a learning outcome, then leave the cell blank.
Required Courses
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OutCome
Program
Outcomes
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Davenport University Program Review
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Appendix B
Advisory Group—if more than one advisory group, please create a different table for each and label each table.
Advisory Group I—enter name of advisory group and/or group’s purpose
Member’s Name
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Company/Organization
Position Held/Title
Contact Information
Davenport University Program Review
Framework
Appendix C
Faculty Information
Directions: Enter the name of any faculty (full time or adjunct) who has taught courses in the program’s foundations (except Foundations of
Excellence) and/or required courses in the major in the past two years (add rows as needed) and then complete required information on each
member. Information for columns 1 through 5 can be obtained from the Director of Academic Information.
Faculty
Member’s Name
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Adjunct or
Full-time
Highest
Degree Earned
Courses
taught (only
list a course
once if it has
been taught
multiple
times)
Is there a
credential
form on
file? –yes or
no
Individual
Professional
Development Plan
Completed and
Activity Insight
Updated ?—fulltime faculty
only—yes or no
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Framework
Davenport University Program Review
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Appendix D—Part I
Non-Learning Key Performance Indicators (KPIs)—Enrollments by Campus
Directions: Enter the comparative data on each program KPI for the years that data is available.
Battle Creek
06 07 08 09 10 11 12
Flint
GR Downtown
Grand Rapids Main
06 07 08 09 10 11 12 06 07 08 09 10 11 12 06 07 08 09 10 11 12
Holland
06 07 08 09 10 11 12
Kalamazoo
Lansing
Livonia
06 07 08 09 10 11 12 06 07 08 09 10 11 12 06 07 08 09 10 11 12
Midland
06 07 08 09 10 11 12
Online
Saginaw
Traverse City
06 07 08 09 10 11 12 06 07 08 09 10 11 12 06 07 08 09 10 11 12
Warren
06 07 08 09 10 11 12
Closed
TOTAL
06 07 08 09 10 11 12 06 07 08 09 10 11 12
Total enrollment
New student enroll
Total enrollment
New student enroll
Total enrollment
New student enroll
Total enrollment
New student enroll
Appendix D—Part II
Non-Learning Key Performance Indicators (KPIs)—All Others by Year
200606
Retention Rate
Student Satisfaction
Graduation Rate
Graduate Recommendation of Program
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Employment Rate
Appendix D continued
Employer Satisfaction
Employer Satisfaction: (Baseline Year—2013; for the next program review, there will be a comparison between the baseline and the rankings in 2020). Fill-in
the blanks below:
1. Percent willing to hire a DU graduate from this program if opening were available _____
2. Percent agreeing that employed graduate (if ever hired a DU grad) exhibits/ed—
a. Global & Intercultural Competence _____
b. Civic & Social Responsibility Competence _____
c. Ethical Reasoning & Action Competence _____
d. Critical & Creative Thinking Competence _____
e. Analysis & Problem Solving Competence _____
f. Leadership & Teamwork Competence _____
g. Information & Technology Proficiency Competence _____
h. Written Communication Competence _____
i. Professional Communication Competence _____
3. Percent of those who hired a DU graduate agreeing that graduates had depth of required knowledge to perform well _____
4. Percent of those who hired a DU graduate agreeing that graduates were better prepared than other similar hires from elsewhere _____
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Appendix E
Student Learning Outcomes Comparative Data
Directions: At the top of each column, enter the program student learning outcome and in the second row of each column list the comparative years in which
there are results. In the far left row, list the course in which the outcome is assessed and the specific measurement tool/RAA (ie. standardized exam, practice set
, etc.). In each corresponding cell, provide results such as in the example provided.
RAA and
Associated Course
i.e. ACCT201,
Standardized Exam
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i.e.
Student
Program
learning
outcome
#1
Program Outcome
i.e. 2010
i.e. 2011
65%
70%
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Appendix F
Market Analysis
Directions: Arrange an in-person meeting with the Executive Director of Market Analysis to regarding a summary of program prevalence, completion
(graduation) trends, competitive environment, job projections for the upcoming seven years, and pertinent salary ranges.
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