Purpose of Program Review
Mount Ida College has a system of periodic review of academic and other programs that includes the use of external perspectives (Standard 2.5). The College undertakes academic planning and evaluation as part of its overall planning and evaluation to enhance the achievement of institutional mission and program objectives. These activities are realistic and take into account stated goals and available resources. The evaluation of existing programs includes an external perspective and assessment of their effectiveness. Additions and deletions of programs are consistent with institutional mission and capacity, faculty expertise, student needs, and the availability of sufficient resources required for the development and improvement of academic programs. The institution allocates resources on the basis of its academic planning, needs, and objectives (Standard 4.9). Mount Ida College’s system of periodic review of academic programs includes a focus on understanding what and how students learn as a result of the program (Standard 4.48).
Each program is reviewed according to the accepted schedule to evaluate the degree to which the program: (1) continues to support the mission of the College; (2) is meeting its stated goals and objectives; (3) assesses what and how students learn as a result of the program; and (4) uses data from its assessments to improve student learning and program effectiveness. In addition, demand for the major in the marketplace, regional competitors in the program area, program resources (both current and needed), and institutional capacity to support and improve the program are considered. The findings and recommendations resulting from program review are used in institutional planning and decision-making.
Program Review Process
Programs are typically reviewed on a five-year cycle, but may be reviewed more frequently should the Program Director, School Director, and/or the Vice President for Academic Affairs deem it appropriate.
Mount Ida College’s process for program review includes the preparation of a self-study with appendices, guided by a self-study template and an analysis of standard data prepared by the Office of Data Services, and a review of the self-study by an external consultant. Working in consultation with the School Director, the Program Director prepares the self-study and invites appropriately involved full-time faculty to participate in the self-study process. Faculty in this category include program faculty and full-time faculty in other programs and/or schools of the College (one per program and/or school) with course(s) represented in the curriculum of the program. In preparing the self-study, all programs on the review schedule respond to the same items on the self-study template and review the same standard data specific to the individual program.
The Vice President for Academic Affairs invites the Program Director, in consultation with the School Director, to provide two or three names for consideration as an external consultant. Prospective consultants will have expertise in the subject matter of the program field and in its effective delivery to students in higher education. Consultants will not come from competing institutions.
The Program Director submits the self-study and appendices electronically to the Vice President for Academic Affairs, with copies to the School Director. The Vice President forwards the self-study and appendices, along with a list of questions pertinent to program review, to the external consultant. If deemed necessary by the Vice President for Academic Affairs, the consultant may make a one-day site visit to the College to obtain additional information. The consultant prepares and submits a program review report electronically to the Vice President. The Office for Academic Affairs invites the Program Director and, where appropriate, directors of other schools to prepare a response to the consultant’s report for internal review purposes only. The Vice President for Academic Affairs, the School Director, and the Associate Vice President for Academic Affairs review the consultant’s report and recommendations and the response to the same from the Program Director and, where appropriate, the responses from other directors who oversee other potentially affected programs and/or courses. Based on this review, the Vice President for Academic Affairs develops recommendations for presentation to the President. A summary of findings will be provided to the Vice President’s Advisory Council (VPAC) and to Senior Staff and, as appropriate, incorporated into the College’s decision-making and planning processes.
Data for Program Self-Study
Data provided to the Program Director, to be reviewed and analyzed during the self-study process, include the following:
• Program enrollments by class level each fall semester for the current year and the four previous years
• Number of freshmen in program each fall semester for the current year and the four previous years
• Fall-to-fall retention data for the program for the current year and the four previous years
• Course enrollments in all class sections each semester for the current year and the four previous years
• Average class size for the current year and the four previous years
• Overall grade distributions by course level for the current year and the four previous years
• Number of degrees awarded for last 5 years
• CGPAs of graduates for last 5 years
• Other, if applicable
Required Appendices for Program Self-Study
The following documents, at a minimum, must be appended to the program self-study:
• Syllabi of all required courses specific to the major, to include at a minimum:
o Name of course
o Catalog course description
o Instructor’s name, office hours and location, contact information
o Goals of course
o Course learning objectiveso Evidence in the course learning objectives of applicable courses of providing students with the opportunity, over four years, to develop certain skills and perspectives that support the All College Curriculum
o Text(s) and assignments
o Course outline
o Information resources pertinent to the major, as integrated into the course curriculum
o Course grading policy
o Attendance and other pertinent policies
• Current CVs of all full-time faculty who teach courses in the major -- to include scholarly and professional development activities
• Current CVs of all adjunct faculty who teach courses in the major -- to include scholarly and professional development activities
• Information technologies and learning resources specific to the major
• Catalog pages specific to the program and its courses
• Program advising materials
• Documentation for all program assessments