butler program review guidelines

7/27/2019 Butler Program Review Guidelines

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Butler University

Academic Program Review

Academic Assessment CommitteeOctober 2008

I. Purposes of Academic Program Review

Program review is integral to assessment and the academic planning process at thedepartmental, college and university levels. The program review process is intended toimprove the quality of the academic programs offered by Butler. It is also intended to

provide an organized opportunity for faculty to reflect on educational practices andreview the role of their program in the context of the programs offered by their collegeand the University.

The review process can be organized in many ways. However, any effective reviewprocess must be organized to fulfill the primary purpose and goals of the program. Thepurpose and goals of program should, in turn, be shaped by the primary challengesconfronting the institution. The program review process at the Butler should support thestrategic themes articulated by the Presidents vision as stated in his Dare to Leadstrategic plan (see last page of this document). Ultimately, program review offers an

opportunity to reflect on institutional priorities and to support the strategic direction ofthe University.

As such, the primary goals for program review at Butler are to:

1. Enhance the resources and quality of academic programs at Butler byassessing program strengths and challenges;

2. Align academic program needs and campus priorities with the planning and

budgeting processes; and

3. Ensure that program priorities are consistent with the Universitys missionand strategic directions, particularly the priorities identified in theDare toLeadstrategic plan.

I d dd h l h i B l ill b d f


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Attachment I identifies the specific data elements that comprise the StatisticalOverview. The database is available to all departments and is updated on an

annual basis.

The Statistical Overview is intended to help departments and colleges makeinformed decisions about academic programs. The creation of the StatisticalOverview does not suggest the reduction of institutional decision makingprocesses to the simplistic use of quantitative data. Instead, both quantitative andqualitative information are integral to the review process. Decisions about thefuture of academic programs must be informed by a variety of information and

guided by institutional vision and values.

The Office of Institutional Research and Assessment will assume leadership indata reporting for the Statistical Overview. This document will constitute theofficial quantitative information used by units in the program review process.Department heads and deans are expected to assist OIRA in the collection and

reporting of academic program data according to the timetables and instructions

provided by the Provosts Office. All participants in the program review processare responsible for ensuring the validity, reliability and comparability of the data.Similarly, all parties are expected to cooperate in correcting erroneousinformation. Disagreements on specific data elements should be reconciled asearly as possible in the review process.

B. The Program Review Cycle

Every academic program offered by the University will be reviewed once within aseven-year cycle (or five-years for accredited programs on a five-year cycle).

Attachment II provides the schedule for the review of academic programs atButler within the five-year cycle. The Universitys program review cycle shouldbe aligned with the cycles of program accrediting agencies. While theUniversitys program review process and accreditation reviews have differentpurposes, they are sufficiently similar to warrant completion of both within thesame time frame. Thus, the cycle of program reviews at the University may be

aligned with departmental accreditation reviews, to the extent possible.

C. Criteria for the Review of Academic Degree Programs

Each academic program will be reviewed at the departmental level according tothe seven criteria listed below and detailed in Section II:


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4. Interdisciplinary and multidisciplinary activities

5. Recruitment and placement of students

6. Resource management

7. Strengths and weaknesses of the program

Reviews of programs will not be limited to the statistical information outlined inthe Statistical Overview, but should include information from other sources, such

as student learning outcomes assessment data, evaluations and recommendationsfrom accreditation reports, and data from post-collegiate surveys administered bythe department or by the Office of Institutional Research and Assessment.Additional information that relates to these criteria and that are meaningful andappropriate for the program may be developed by each department or college.The program review process should strive for an appropriate balance of

quantitative and qualitative information about the programs under review.

D. Rationale for the Program Review

The preparation of the program review document serves a number of veryimportant purposes for the department, the college and the University.

1. The program review can help improve the effectiveness of a program byclarifying its goals, assessing goal achievement, reviewing program resources,

identifying concerns, and introducing needed changes.

2. The program review can provide an effective orientation to the program andits activities for new faculty hires, administrators and external entities.

3. The program review can stimulate the review of policies, practices,procedures and records and, thereby, help improve its operations.

4. By assessing performance and resources, the program review can helparticulate its needs and justify its requests for program enhancements.

5. Conversely, the program review can help the University develop a better senseof a colleges programs and make more informed decisions on curricularproposals, budget requests, and long-term planning.


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follows the format described in Section II of this document.

E. Preparing for the Program Review

The process of preparing the program review document should generally includethe following:

1. The program organizes the preparation of the program review document bydefining tasks, establishing work groups, assigning tasks and resources toaccomplish them, orienting the faculty involved, setting timelines, and

establishing coordination and communication. All program faculty must beconsulted and given the opportunity to provide meaningful input to thedevelopment of the program review document. In the best of circumstances,the program review document will be developed by the faculty through a fullyparticipatory process under the guidance of the department head.

2. The program gathers data relevant to the program review process. Existinginformation drawn from previous accreditation reports, program reviews, orAnnual Assessment Reports that describe student learning outcomes(Attachment III) should also be included, as relevant.

3. The program should work with the Office of Institutional Research andAssessment, its Deans office, and other areas of the University, asappropriate, in compiling and analyzing data relevant to the program reviewdocument.

F. The Program Review Schedule

Each academic year, the Universitys program review process will follow the generalschedule and procedures outlined below:

1. Department/program heads will be asked to attend a University AssessmentCommittee meeting early in the spring termprior to the program review year to

discuss the program review process. They will be given an updated copy of theProgram Review Guidelines, which includes the Program Review FeedbackForm (Attachment IV).

2. The department/program will submit a draft version of its 25-page narrativereview to the colleges Associate Dean who, as a representative of the UAC, will


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3. Upon completion of the program review process, and after the external

evaluators visit, the department/program head will meet with the UAC to presentthe final version of the program review report. The purpose of this meeting is todiscuss the program review process, not qualitative indices, including thefollowing:

a. Broad involvement of the faculty throughout the reviewb. Use of specific and general quantitative data to describe your program

(sources of data include departmentally developed data, the Statistical

Overview, and data from the Institutional Data Profile)c. Role of the external reviewd. Next steps planned for the programe. Recommendations to the UAC about the program review process

4. A copy of the final report must be submitted electronically to the chair of theUniversity Assessment Committee, who will share the report with the Provost andwith members of the UAC. A copy of the external reviewers report must

accompany the document given to the UAC.

5. The process of developing recommendations for the programs under review willbe determined by the Provost in conjunction with Dean of the college.

G. The External Reviewer

1. The role of the external reviewer is to provide an unbiased review of theprogram. External reviewers will be chosen by the department/program head inconjunction with the Deans office. Funds for paying reasonable expenses relatedto an external review are available from the Office of Institutional Research andAssessment (not to exceed $1500 total for travel expenses and/or stipend).

2. The associate dean of each college will forward the following guidelines to allexternal reviewers prior to their visit.

The external reviewers final report should address the following:a. Overall quality of the Program Review documentb. Evidence of student learningc. Evidence of quality in students work (such as portfolios or other projects)d. Report from meetings with the dean, groups of students, alumni, and faculty


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II. Format and Guidelines for Preparing the Program Review Document

The program review should be reflective of those years since the last program review wasconducted. The program review narrative should be organized according to the following

outline and be no longer than 25 single-spaced pages, excluding appendices. Please respondto each question, using tables or bullets when appropriate, keeping in mind that thedocuments emphasis should be on analysis and evaluation rather than description.

Introduction

Prepare an introductory paragraph describing your program. Please include in thisoverview your program's mission, its purpose in your college as well as theuniversity, the number of faculty, the number of support staff, and the number ofmajors.

A. Program Goals and Directions

1. Briefly discuss the relationship of your program to the Universitys missionstatement (see Appendix A) and to the strategic themes outlined in theDare to Leaddocument (see Appendix B). Describe how your program has advanced theobjectives outlined inDare to Lead.

2. Briefly outline the programs goals and aspirations for the next five years anddiscuss the progress made on the goals suggested in the programs previousprogram review. [Do not include goals that will be covered in Section G, which

ask for goals that address challenges identified by this program review.]

B. Faculty

1. Faculty Activities that Support Program Goals

a. Discuss faculty governance issues in your program, such as participation instrategic planning, annual performance reviews, and curricular reviews.

b. Describe the state of advising in your program as well as the steps you'vetaken to assess and improve it.

c. Assess general qualifications and specific competencies, if appropriate,manifested by faculty that directly support the fulfillment of your programsstudent learning outcomes.


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activities (i.e., sabbaticals, workshops or other training attended on- or off-campus, etc.) and the number of faculty who have participated.

c. Summarize faculty accomplishments in the areas of teaching/advising,research/creativity, and service to Butler and to the profession. If possible, createa table indicating the types of activities and the number of occurrences thatfaculty have participated.

d. Append a 1-2 page vitae for each faculty member that outlines her/hisaccomplishments over the past 5 years.

3. Faculty Development

a. What additional resources for faculty development, such as travel funds,technology, library resources, space, etc., do you need to support your goals asoutlined in Section A-2? Please be specific in your description with numbers offaculty that may require each activity; use a table, if helpful.

b. If you need additional full-time or adjunct faculty to support programmatic

goals, describe the need and provide statistical data to support it (e.g., growth inenrollment, SCH, TCH, etc. See Section F-1)

c. Summarize the effectiveness of efforts to recruit and retain faculty fromunderrepresented groups and summarize the effectiveness of these efforts.

C. The Curriculum and its Impact on Students

1. Present the rationale for the content and structure of the curricula (e.g., numberingand sequencing).

2. Attach the most recent Annual Assessment Report showing your programsstudent learning outcomes and how they were assessed. Explain how the resultshave been used to improve the curriculum and its delivery to students.

3. Describe the educational, professional, and career goals possible for the studentswho choose this major.

4. Describe how students are engaged in research, inquiry processes, and/or creativeendeavors in their field and the opportunities they have to interact with faculty inthe pursuit of research and/or creative activities.


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D. Interdisciplinary and Multidisciplinary Activities

1. Describe efforts by your program and its faculty to participate in andcontribute to interdisciplinary and multidisciplinary activities at Butler.Identify by faculty member the assignment of faculty time to these activities.

2. Identify all cross-listed courses offered by faculty in the program since the lastprogram review.

E. Recruitment and Placement

1. Summarize the effectiveness of efforts your program has taken to recruit andretain students, including underrepresented groups.

2. Describe current employer demand and post-graduate study opportunities forgraduates of your program.

F. Resource Management

1. Since your last program review, analyze the trends in your programsproductivity indicators such as the number of student credit hours taken,teaching credits taught, number of majors, number of minors, freshman tosophomore retention rate, graduation rate, job placement, and graduate school

placement. These data may be found in the Statistical Overview and in theInstitutional Data Profile (both available online at www.butler.edu/oir).

2. Evaluate staff (not faculty) support devoted to meeting the instructionalrequirements of your program.

3. Evaluate the facilities, equipment and supplies devoted to meeting theinstructional needs of your program.

4. Evaluate library resources and information technology available to supportyour program.

G. Summary


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APPENDIX A

Butler University Mission & Goals

Butlers mission is to provide the highest quality of liberal and professional

education and to integrate the liberal arts with professional education, by creating

and fostering a stimulating intellectual community built upon interactive dialogue

and inquiry among faculty, staff and students.

Butler University is committed:

1. to providing the highest quality of teaching and to achieving the highest ideals ofstudent learning, which include clear and effective communication, appreciationof beauty, and a commitment to lifelong learning, community service, and globalawareness.

2. to being a national university which serves students from other regions and othercountries, while recognizing its special responsibility to serve the undergraduateand graduate students of Indiana and the Midwest.

3. to being a residential campus, one on which both academic and non-academicaspects of student life receive important attention.

4. to recruiting and sustaining practicing scholars and professionals dedicated tointellectual self-renewal for the benefit of their students.

5. to cultivating an awareness and understanding of other cultures in its curriculumand to promoting cultural and ethnic diversity of its faculty and its students.

6. to providing intellectual, cultural, and artistic opportunities and leadership to

Indianapolis and the surrounding areas.

7. to providing opportunities and lifelong support to its alumni in recognition of theirspecial relationship to the institution.


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A. Faculty 2003-04 2004-05 2005-06 2006-07 2007-08

Tenured

Tenure Track

Non-TT

Total FT

Total with Terminal Degree

Part-time Headcount

Part-time FTE

Total FTE in Dept.

B. Number of Majors, Fall Term 2003-04 2004-05 2005-06 2006-07 2007-08

Undergraduate

Freshman

SophomoreJunior

Senior

Total

Graduate

Masters/Ed. Specialist

Other (Non-Degree)

Total

First Professional

Total

TOTAL

ATTACHMENT I

DEPARTMENT NAME5-YEAR STATISTICAL OVERVIEW

AY 2003 - 2007


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C. Student Credit Hours-Fall & Spring 2003-04 2004-05 2005-06 2006-07 2007-08

Lower Division

Upper Division

Graduate

First Professional

Total

UG SCH as %

of Total UG SCH

Grad SCH as %

of Total Grad SCH

D. GPA by Class, End of Year 2003-04 2004-05 2005-06 2006-07 2007-08

Undergraduate

Freshman

Sophomore

Junior

Senior

Total

Graduate


Other (Non-Degree)

Total

E. Test Scores of

First-Time Freshmen 2003-04 2004-05 2005-06 2006-07 2007-08

Average ACT

Average SAT

Average Class Rank

F. Degrees Conferred* 2003-04 2004-05 2005-06 2006-07 2007-08

Baccalaureate


First Professional

*All degrees conferred include second majors


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Attachment II

Program Review Schedule(as of November 21, 2008)

2004-05: Classics (submitted 5/05)

English (postponed to 2007-08)

Physics (submitted 5/05)COE: METL (submitted 5/05)

School Counseling (submitted 5/05)

2005-06: Communication Studies (postponed, submitted 5/07)

Chemistry (submitted 9/06)Psychology (submitted 9/06)

JCFA: Arts Administration (submitted 9/06)

Media Arts (submitted 6/06)COE: Physical Education (submitted 5/06)

EPPSP (submitted 7/07)

2006-07: Journalism (submitted 10/08)

History and Anthropology (postponed to 2008-09)

Computer Science (postponed to 2008-09)

Honors Program (submitted 5/07)JCFA: Dance (submitted 12/07)

2007-08: Biological Sciences (in progress as of 7/08)

English (submitted 11/07)Modern Languages, Literatures and Cultures (postponed to 2009-10)

Political Science (postponed to 2008-09)JCFA: Theatre (submitted 6/08)

2008-09: Biological Sciences (in progress as of 7/08)Computer Science and Software Engineering

History and Anthropology

Journalism (submitted 12/08)

SociologyPhilosophy and Religion

Political Science

2009 10 CBA U d d t P


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2010-11: ClassicsPhysics

Science, Technology and Society

COPHS: PAJCFA: Arts Administration

JCFA: Media Arts

2011-12: Chemistry

International Studies

Psychology

COE: Early/Middle ChildhoodMiddle/Secondary

EPPSP

METLPhysical Education

School Counseling

COPHS: Pharmacy-PMDPharmacy-Masters

JCFA: Dance

2012-13: Communication StudiesEnglish

JCFA: Theatre

2013-14: Biological Sciences

Computer Science and Software Engineering

2014-15: CBA: Undergraduate Program

CBA: MBACBA: MPAcc

History and Anthropology

Journalism

2015-16: Philosophy and Religion

Sociology

2016-17: Mathematics and Actuarial Science

Modern Languages, Literature and Culture

Political Science


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1

ATTACHMENT III

ANNUAL ASSESSMENT REPORT FOR 2007-08

Due October 1 each year

Department/Program:

Date Submitted:

Authors: (Please list everyone involved in your departments annual assessment review.)

Departmental Student

Learning Outcome

(SLO)

For each SLO, list two methodologies and the criteria for successful performance (such as a

measurement, rubric or scale that indicates a baseline for competency).

Term

Assessed

(F07 or S08)

Methodology 1 Criteria for Success Methodology 2 Criteria for Success

1.2.3.4.

1. FindingsSummarize the findings from the assessment activities for each SLO that was assessed. Identify the SLO # and append

supporting documentation such as rubrics, scales, pass rates, test scores, or other measurements used to assess each SLO.

2. Use of ResultsWhat programmatic changes, if any, were made in response to the findings? Reference the SLO #.


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2

3. What support services or resources for faculty would help your department assess its SLOs better?

4. What revisions, if any, to current SLOs did you make or are under consideration?

5. Map each of your programs SLOs to the University Learning Outcomes. Make annual updates only if your SLOs changed. For example:

Butler University students will:

1. Explore various ways of knowing in the humanities, social and natural sciences, quantitative and analytic reasoning, and creative arts. (Know)2.

Articulate and apply required content knowledge within their area(s) of study. (Know)3. Find, understand, analyze, synthesize, evaluate and use information, employing technology as appropriate. (Know)

4. Explore a variety of cultures. (Know)5. Recognize the relationship between the natural world and broader societal issues. (Know)6. Communicate clearly and effectively. (Do)7. Demonstrate collaborative behavior with others. (Do)8. Practice ways and means of physical well-being. (Do)9. Acquire the skills to make informed, rational and ethical choices. (Do)10. Appreciate diverse cultures, ethnicities, religions and sexual orientations. (Value)11. Share their talents with Butler and the greater community at large. (Value)12. Be exposed to the value of lifelong learning. (Value)

Department Learning Outcomes: Butler University Learning Outcomes

1 2 3 4 5 6 7 8 9 10 11 12

SLO 1 X X

SLO 2 X X

SLO 3 X X

SLO 4 X


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6a. Map each of your programs SLOs to the curriculum in which the learning occurs, indicating the extent to which the outcome is

introduced (I) or refined (R). Make annual updates only if your SLOs changed.

For example:

SLO 1 SLO 2 SLO 3 SLO 4

Course 185 ICourse 218 I

Course 219 I

Course 245 RCourse 265

Course 301 R R I

Course 303 I ICourse 313 R R

Etc.

6b. Learning/developmental opportunities for students outside the classroomIf any SLO was addressed outside the classroom, explain

where and how the learning/developmental opportunities were provided to students in your program? (i.e., internships, field experiences,

visiting lectures, collaborative projects, and other creative ideas you may have employed.)


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Attachment IV

Program Review Feedback FormProgram Name: Date:

University Assessment Committee 1

Topic Excellent Adequate Needs Improvement Comments

Introduction Overview is succinct (lessthan one page in length)

and informative regarding

programs size and scope

Programs purpose/mission is clear, including

its relationship within the

mission of the college

Introduction describes theprogram with more detail

than necessary (longer

than 1 page)

Introduction includes theprograms mission but is

unclear about its purpose

within its college

Introduction omits eitherprograms mission or

programs purpose within

the college

Program description isabsent, weak or lacked

quantitative data about the

programA. Goals and Directions Goals/Directions outline

Universitys mission and

current strategic plan

themes; describe how the

programs mission and

activities further the

Universitys mission

States very explicit goalsfor next five years,

described how goals from

previous review have

been/not been met

Goals/Directions mentionhow programs mission

furthers University

mission but doesnt make

connection as clear

States goals for next fiveyears, or described how

goals from previous year

have been met, but not

both in a meaningful way

Goals/Directions omitsUniversity mission, and/or

own mission, making the

connection unclear

Five-year goals areomitted and/or goals from

previous years have not

been addressed

B. Faculty Faculty governance issuesare fully and accurately

described.

The state of advising isfully and accurately

described.

Faculty qualifications andspecific competencies arefully and accurately

described.

Faculty governance issuesare described.

The state of advising isdescribed.

Faculty qualifications andspecific competencies aredescribed.

Faculty governance issuesare poorly described or

absent.

The state of advising ispoorly described or absent.

Faculty qualifications andspecific competencies arepoorly described or absent.


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Attachment IV




B. Faculty (cont) Mentoring and evaluationprocesses for junior

faculty are fully and

accurately described.

Evaluation anddevelopmental strategies

for tenured faculty are

fully and accuratelydescribed.

Faculty accomplishmentsare fully and accurately

described.

Faculty vitae outliningaccomplishments over the

past 5 years are fully andaccurately described.

Additional resources tosupport goals are fully and

accurately described.

Efforts to recruit andretain faculty fromunderrepresented groups

are fully and accurately

described.

Mentoring and evaluationprocesses for junior

faculty are described.



described.

Faculty accomplishmentsare described.


past 5 years are described.

Additional resources tosupport goals are

described.

Efforts to recruit andretain faculty fromunderrepresented groups

are described.

Mentoring and evaluationprocesses for junior

faculty are poorly

described or absent.



poorly described or absent.

Faculty accomplishmentsare poorly described or

absent.


past 5 years are poorlydescribed or absent.

Additional resources tosupport goals are poorly

described or absent.

Efforts to recruit andretain faculty from under-represented groups are

poorly described or absent.


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Attachment IV




C. Curriculum and Impacton Students

Structure and content ofcurricula are clearly

explained.

AAR includes learningoutcomes and assessment

measures which are clearly

explained.

Explanation of howmeasurements were used

to improve curriculum &

delivery are clearly

outlined.

Educational, professional& career goals of students

are clearly stated.

Students engagement inresearch, inquiry &

creative pursuits are

clearly explained, along w/

interaction w/faculty

relating thereto.

Problems involvingcurriculum and related

resolutions are clearlyexplained.

Structure and content ofcurricula is addressed.

Annual AssessmentReport includes learning

outcomes and/or

assessment measures.



delivery are present.


are addressed.


creative pursuits are

addressed along with

interaction w/faculty

relating thereto.


resolutions are addressed.

Structure and content ofcurricula is absent.

Annual AssessmentReport does not address

learning outcomes and/or

assessment measures



delivery are absent.


are absent


creative pursuits are absent

and/or interaction w/

faculty.


resolutions are absent.


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Attachment IV




C. Curriculum and Impacton Students (cont)

Departmentscontributions to BUs core

curriculum, service

instruction, and/or Honors

Program are clearly

explained.


curriculum, service


Program are addressed.


curriculum, service


Program are absent.

D. Interdisciplinary and

Multidisciplinary

Activities

Multidisciplinarity is the act

of joining together two or

more disciplines without

integration.

Interdisciplinarity is most

often used in educationalcircles when researchers

from two or more disciplines

pool their approaches and

modify them so that they are

better suited to the problem

at hand, including the case

of the team-taught course

where students are required

to understand a given

subject in terms of multiple

traditional disciplines.

Departments/program'sinterdisciplinary and

multidisciplinary activitiesover the past 5-7 years are

described in depth, with a

clear delineation between

the two. Provided

sufficient detail to serve as

a model for other areas.

Cited all cross-listed/team-taught courses offered by

the department/program

over the past 5-7 years,

while providing enough

information to permit

understanding andreplication by interested

readers.

Departments /program'sinterdisciplinary and


described briefly, with a

clear delineation between

the two.

Cited all cross-listed/team-taught courses offered by

the department/program

over the past 5-7 years,

while providing brief

descriptors.

Department's/program'sinterdisciplinary and


not provided; or provided

insufficient detail for

comprehension by an

interested reader; or failed

to understand the

distinction between

interdisciplinarity and

multidisciplinarity.

Failed to cite cross-listed/team-taught courses

offered by the

department/program over

the past 5-7 years; or

merely listed course titles

without providing anyadditional identifying

information.


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Attachment IV




E. Recruitment andPlacement of Students

Summarizes the approach,activities, and specific

results of student

recruiting efforts since last

program review noting

effectiveness in attracting

underrepresented groups

of students. Makes

appropriate comparisonsto peer institutions or

national statistics.

Summarizes the approach,activities, and specific

results of student

placement efforts.

Compares results to peer

institutions or nationalstatistics for similar

programs. Also includes

specifics of particular

individual successes

Provides a mechanicalsummary of activities and

results but fails to place

the results in the

appropriate context so that

the reader can judge the

effectiveness of the

efforts.

Provides a mechanicalsummary of placement

efforts and results but fails

to place these results in the

appropriate context so that

the reader can judge theeffectiveness of the

efforts.

Describes mostly intent orphilosophy of recruitment

efforts, but fails to give

summary of efforts and

results of recruiting efforts

since last program review.

Mostly makes excuses.

Lists a few success storieswith regard to student

placement, but provides no

overall summary and fails

to cite any objective data

or make appropriatecomparisons.

F. Resource Management Provides informativesummary analysis of

program productivity

indicators, notingsignificant trends and

possible reasons for such.

Provides sound rationalefor current staffing and/or

future recommendations,

relating such to SLOs

Provides summary ofproductivity without

pointing out unusual

trends or reasons for them

Notes the adequacy orinadequacy of current

staffing levels

Provides statistics onlywithout meaningful

analysis or omits

altogether

Merely lists the staffpositions in the

department/area or omits

altogether


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Attachment IV




F. Resource Management(cont)

Summarizes all physicalequipment needs ands

supplies, noting any

deficiencies and how they

affect SLOs

Provides summaryanalysis of library

holdings, notingspecifically how

deficiencies, if any, affect

SLOs and how

recommendations made

would address such

deficiencies

Provides summary ofcurrent equipment, etc.,

but doesnt tie it to SLOs

Provides summary oflibrary holdings with some

recommendations

Lists only perceivedequipment deficiencies or

omits altogether

Includes a table of alllibrary holdings or omits

altogether

G. Summary Strengths and challengesinclude references to

student learning

Challenges exhibit moredepth than resource

shortages and include

challenges for the program

faculty

Action plan is visionary,showing evidence that theprogram is aiming for a

higher level

Strengths and challengesare identified, but dont

relate to student learning

Challenges are little morethan resource driven

Action planaccommodates theprograms challenges, but

does not move it to a

higher level

Strengths and challengesare identified

Challenges are all resourcedriven

There is no action planthat addresses thechallenges that face the

program

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