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Academic and AdministrativeProgram Prioritization Initiative

2018

FILLABLE FORM

Please note that this form is an organizational tool and cannot be used to upload information into Taskstream.

DATA COLLECTION INSTRUMENTACADEMIC PROGRAMS

11-6-18

Academic and Administrative Program Prioritization Initiative 2018 Data Collection Instrument: Academic Programs

General Information 2 SECTION I: Instructions 3 SECTION II: Background 4 SECTION III: Key Area Questions 5 A. Mission 5B. Productivity 7C. Quality 9D. Demand 11E. Net Revenue 13SECTION IV: Opportunity Analysis 15

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Taskstream by Watermark is the platform that department chairs will use to prepare academic program self-study reports. Although department chairs are ultimately responsible for completing and submitting the program self-study reports, the reports should be prepared with input from their faculties, in order to ensure the reports represent the academic programs accurately and equitably. In these program self-study reports, department chairs will be asked the following:

describe the academic program and its role in fulfilling Howard University’s mission; provide quantitative and qualitative information about the program’s goals, objectives, and activities, as well as

the adequacy of resources available to carry out activities to meet objectives and achieve goals; describe mechanisms for assessing how well the program is performing and provide evidence of the program’s

effectiveness; and describe problems, challenges, and areas of improvement.

The platform is divided into four sections.Section I provides instructions for completing the program self-study report.In Section II, department chairs will describe the academic program and provide additional pertinent background information necessary to properly contextualize the program during the evaluation process.In Section III, key performance indicators (KPIs) are organized within five key areas: mission, productivity, quality, demand (internal and external), and net revenue (costs/expenses associated with the program; revenue/resources generated by the program). Some of the KPIs are centrally collected by the data team and will be so indicated, along with sources of that data. Other KPIs will have to be provided by the chair, with a clear description of the source of that data. Finally, in Section IV, department chairs will complete a SWOT analysis, identifying strengths, weaknesses, opportunities, and threats. In this section, academic programs will be able to describe problems, challenges, and areas of improvement and to address adequacy of resources available to carry out activities to meet objectives and achieve goals.Department chairs will submit their completed program self-study reports to the Task Force during fall 2018. Each program self-study report will be evaluated by a team of Task Force members, serving as peer evaluators. Evaluators will use rubrics to assess how well the academic programs are performing across a number of relevant evaluative dimensions identified in advance by the Task Force.

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The information that department chairs provide will be reviewed by teams of Task Force members, serving as peer evaluators, and used to evaluate the academic programs. Responses will be scored via rubrics that consist of coherent sets of criteria to assess how well the academic programs are performing, across a number of relevant evaluative dimensions that were identified in advance by the Task Force. These rubrics will be available in each academic program’s folder on the Program Prioritization shared drive.How to complete each section:In Section II, please describe the academic program and provide additional pertinent background information, so the evaluators can properly contextualize the program.In Section III, key performance indicators (KPIs) are organized within five key areas: mission, productivity, quality, demand (internal and external), and net revenue. All of the KPIs that can be supplied centrally will be available in each academic program’s folder on the Program Prioritization shared drive. The remaining KPIs must be self-reported, along with evidence and sources for the data. In this section, please also provide any additional evidence available that is illustrative of the program's performance in each of the key areas. If the value of any institutionally-provided KPI seems to be inconsistent with local knowledge, please correct that value and, in the supporting narrative section, please note the correction and identify the source of the new data. Finally, while completing the supporting narrative section for each key area, please be certain to provide contextual information necessary to enable the evaluators to properly assess the program's performance in that key area as they are examining the data (i.e., the KPIs). For example, in Section III A Mission, a description of the importance of the academic program to the fulfillment of Howard University's mission and evidence of the how the program’s activities advance the University’s mission should be provided.Finally, in Section IV, please complete the SWOT analysis, identifying strengths, weaknesses, opportunities, and threats. In this section, academic programs will be able to describe problems, challenges, and areas of improvement and to address adequacy of resources available to carry out activities to meet objectives and achieve goals

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A. Contextual Information for DepartmentDepartment Framework

Name of department Click or tap here to enter text.Name of program Click or tap here to enter text.

Number and name of all programs within department (incl. bachelor’s, master’s, doctoral, minor, and certificate programs)

Click or tap here to enter text.

Number and name of concentrations within the department Click or tap here to enter text.Name and academic rank of Department Chair Click or tap here to enter text.

Names, academic ranks, and administrative titles of other department administrators (i.e., Assistant Chair)


Names and titles of administrative staff Click or tap here to enter text.

Program Quantitative DataAverage number of faculty members for the last three years Click or tap here to enter text.

Average number of tenured faculty members for the last three years Click or tap here to enter text.Average number of tenure-track faculty members for the last three years Click or tap here to enter text.

Average number of non-tenured, renewable term faculty members for the last three years 1


Average number of full-time, temporary faculty members for the last three years Click or tap here to enter text.Average number of part-time, temporary (i.e., adjunct) faculty members for the last

three years Click or tap here to enter text.

Average number of full professors for the last three years Click or tap here to enter text.Average number of associate professors for the last three years Click or tap here to enter text.Average number of assistant professors for the last three years

Average number of instructors for the last three yearsAverage number of lecturers for the last three years

Click or tap here to enter text.Click or tap here to enter text.Click or tap here to enter text.

Average number of undergraduate majors for the last three years Click or tap here to enter text.

1 Non-tenured renewable term faculty members include the following: Research Track faculty in the College of Medicine; Clinical Educator Track faculty in the Colleges of Medicine, Dentistry, Pharmacy, and Nursing & Allied Health Sciences; Master Instructors in the College of Arts and Sciences, and Legal Writing Instructors in the School of Law.

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B. Program CurriculumPlease upload a copy of the program curriculum. This should be done in the Taskstream system

C. Program Contextual Statement (up to 500 words)Please describe your academic program and provide additional background information on the program that evaluators may need to properly contextualize the program as they are evaluating it.Click or tap here to enter text.

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A. MISSION

An institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. Howard University’s mission is as follows:Howard University, a culturally diverse, comprehensive, research intensive and historically Black private university, provides an educational experience of exceptional quality at the undergraduate, graduate, and professional levels to students of high academic standing and potential, with particular emphasis upon educational opportunities for Black students. Moreover, the University is dedicated to attracting and sustaining a cadre of faculty who are, through their teaching, research and service, committed to the development of distinguished, historically aware, and compassionate graduates and to the discovery of solutions to human problems in the United States and throughout the world. With an abiding interest in both domestic and international affairs, the University is committed to continuing to produce leaders for America and the global community.

Key Performance Indicators*MISSION

1 Describe how the program’s mission and activities are connected to the mission of the institution.2 Describe how the program’s activities contribute to the university’s ability to provide an educational experience of

exceptional quality to its students.3 Describe how the program’s activities support undergraduate, graduate, and professional students; faculty; and additional

institutional stakeholders.4 Describe how the program shows promise it is able to adapt to the changing needs of the university and its stakeholders.* If a particular indicator is not applicable to the unit, please enter NA.

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MissionYou can add a new line by holding “Shift+Enter.”

* 1. Describe how the program’s mission and activities are connected to the mission of the institution. Click or tap here to enter text.* 2. Describe how the program’s activities contribute to the university’s ability to provide an educational experience of exceptional quality to its students. Click or tap here to enter text.* 3. Describe how the program’s activities support undergraduate, graduate, and professional students; faculty; and additional institutional stakeholders. Click or tap here to enter text.* 4. Describe how the program shows promise it is able to adapt to the changing needs of the university and its stakeholders. Click or tap here to enter text.

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Supporting Narrative

For the purposes of this program review, “mission” is concerned with the extent to which (a) the program’s activities are aligned with Howard University's mission and (b) its goals are realistic, achievable, and consistent with the university’s mission. Please describe the importance of the academic program to the fulfillment of Howard University's mission. Specifically, please provide a concise and clear description of how the program’s activities advance the University’s mission. Evidence should be provided that demonstrates how the program’s goals, outcomes, and activities consistently align with the University’s mission. For example, you may describe how your curriculum and/or outcomes advance or promote the University’s mission. Please also provide evidence that demonstrates the program’s ability to adapt to the changing needs of the University and its stakeholders.

You can add a new line by holding “Shift+Enter.”


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B. PRODUCTIVITYProductivity seeks to capture the yield and performance of an academic program. In short, how fruitful or prolific is the program? We measure productivity of academic programs in terms of number of degrees awarded; faculty research/scholarship, teaching, professional development and service; as well as student publications and creative works.Key Performance Indicators*

PRODUCTIVITY1 Number of degrees/certificates awarded each year for the last three years.2 Average number of credits taught/year/faculty member for the last three years.3 Number of faculty members who hold leadership positions on program/school/University committees, panels, task forces, etc.

(e.g., Faculty Senate Chair) each year for the last three years.4 Number of faculty members with membership on program/school/University committees, panels, task forces, etc. each year

for the last three years.5 Total number of clinical enterprises, patents, creative work, such as broadcasts, productions, juried exhibits, or other

products generated for the last three years.6 Total number of continuing education workshops/credits, certifications, professional meetings, lectures and other

invited presentations for the last three years.7 Number of faculty members who serve as student organization advisors (if a faculty member advises more than one

organization, s/he would be counted twice) for the last three years.8 Total number of peer reviewed monographs or books (university press / trade /academic); peer-reviewed articles,

single or co-authored; book and other reviews, single or co-authored for the last three years.9 Total number of times faculty members served as moderator, chair, or presenter at a professional or national meeting for the

last three years.10 Number of faculty members engaged in outside grants and contracts for the last three years.11 Number of faculty members who serve as student academic advisors – number of advisees per faculty member for the last

three years.12 Total number of times program faculty served on a thesis or dissertation committee for the last three years.13 Total number of student publications, patents, and creative works for the last three years.

* If a particular indicator is not applicable to the unit, please enter NA.

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Productivity You can add a new line by holding “Shift+Enter.”

* 1. Number of degrees/certificates awarded each year for the last three years. Click or tap here to enter text.* 2. Average number of credits taught/year/faculty member for the last three years. Click or tap here to enter text.* 3. Number of faculty members who hold leadership positions on program/school/University committees, panels, task forces, etc. (e.g., Faculty Senate Chair) each year for the last three years. Click or tap here to enter text.* 4. Number of faculty members with membership on program/school/University committees, panels, task forces, etc. each year for the last three years. Click or tap here to enter text.* 5. Total number of clinical enterprises, patents, creative work, such as broadcasts, productions, juried exhibits, or other products generated for the last three years. Click or tap here to enter text.* 6. Total number of continuing education workshops/credits, certifications, professional meetings, lectures and other invited presentations for the last three years. Click or tap here to enter text.* 7. Number of faculty members who serve as student organization advisors (if a faculty member advises more than one organization, s/he would be counted twice) for the last three years. Click or tap here to enter text.* 8. Total number of peer reviewed monographs or books (university press / trade /academic); peer-reviewed articles, single or co-authored; book and other reviews, single or co-authored for the last three years. Click or tap here to enter text.* 9. Total number of times faculty members served as moderator, chair, or presenter at a professional or national meeting for the last three years. Click or tap here to enter text.* 10. Number of faculty members engaged in outside grants and contracts for the last three years. Click or tap here to enter text.* 11. Number of faculty members who serve as student academic advisors – number of advisees per faculty member for the last three years. Click or tap here to enter text.* 12. Total number of times program faculty served on a thesis or dissertation committee for the last three years. Click or tap here to enter text.* 13. Total number of student publications, patents, and creative works for the last three years. Click or tap here to enter text.

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Supporting NarrativeAbove, the Task Force has identified a list of key performance indicators (KPIs) that constitute evidence relevant to an assessment of the academic program's productivity. This includes evidence of: (a) upward enrollment and graduation trends, in consideration of the needs of and employment opportunities within the field; (b) faculty engagement in research, publication, creative work, teaching, mentorship, professional development, and service; and (c) student engagement in research, publication, creative work, and service.The KPIs that could be supplied centrally are designated as such in the table above and have been made available in your program’s folder on the Program Prioritization shared drive. What is not provided centrally will need to be provided by the unit, unless it is not relevant to an assessment of productivity in the context of this program.Please review the KPIs in your program’s folder on the Program Prioritization shared drive. If the value of any institutionally-provided KPI seems to be inconsistent with local knowledge, please correct that value and, in the supporting narrative section, please note the correction and identify the source of the new data.Also, please provide any additional evidence available that is illustrative of the program's productivity that’s not on the list. Finally, please provide any contextual information necessary to enable the evaluators to properly assess your program’s productivity. This includes benchmarks by which the evidence you provided can be measured. Benchmarks can be internal (e.g., benchmarking relative to the program’s goals or objectives) and/or external (e.g., benchmarking against peer programs, professional standards, and/or bodies). For example, in addition to indicating the number of degrees/certificates awarded, provide evidence that program goals, objectives, and strategies for recruiting, enrolling, and graduating students are informed by the needs of the field and aligned with employment projections within the field.



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C. QUALITY

Quality of academic programs is concerned with merit or excellence, as determined by the discipline/field. We measure quality of programs according to credentials and accomplishments of faculty and students, as well as program level quality indicators such as accreditation status, student retention, and student satisfaction (in addition to other indicators).

Key Performance Indicators*

QUALITYOverall Program Quality

1 For accredited programs, has the program maintained accreditation over past three years? Explain.2 Describe students’ major retention over past three years.3 Identify student satisfaction score.

Faculty Quality4 Number of faculty members serving in leadership positions in professional organizations, e.g., serving in prominent positions, such as

chair of a committee or board or president of the organization.5 Number of faculty reviewers for production, exhibit, grants, manuscripts, or other creative works.6 Number of years spent teaching by program faculty (cumulative for all institutions).7 Number of faculty in the program with peer-reviewed professional journal articles and books; juried productions; publication

editorship; highly-cited and high-impact publications and products.8 Number of faculty teaching/mentoring awards.9 Number of higher degrees and certifications appropriate to the field and/or relevant experiences (e.g., for artists, juried

exhibitions; for filmmakers, productions).10 Number of years in the field/profession, i.e., cumulative professional experience for all faculty.11 Peer evaluation scores for all faculty (averaged).12 Number of faculty engaged in continuing education in teaching (including CETLA certifications and workshops), professional

development and who maintain professional licensure.13 Number of faculty using technology in the classroom (Blackboard or other pedagogical software).14 Student course evaluations for all faculty (averaged).15 Number and percentage faculty who provided professional consultation, invited speeches, workshops, PD, and creative

performances.Student Quality

16 Average class rank of incoming class each year for the last three years.17 Average cumulative GPA (BisonWEB) of graduating class each year for the last three years.18 Average cumulative GPA of all students in the major each year for the last three years.19 Average GPA of incoming class each year for the last three years.20 Average standardized test scores (ACT/SAT/GMAT/GRE/LSAT/MCAT/TOEFL, etc.) scores for entering students each year for the last

three years.21 Career outcomes rate (student/alumni placement in job, military, volunteer, and/or graduate/professional school) each year for the

last three years.22 Dollar amount of merit-based awards/scholarships/fellowships in program, or equivalent value of performance or other awards

(internal and external) each year for the last three years.23 Four-year graduation rate (or comparable “on-time” rate for 5-year or other programs) each year for the last three years.24 Number of merit-based awards/scholarships/fellowships for students in program each year for the last three years.25 Number of students in the program engaged in study abroad, experiential learning, and other co-curricular activities each year for the

last three years.26 State licensure/certification pass rates each year for the last three years as applicable.27 Performance/ Pass rate on standardized examinations, licensure, etc. each year for the last three years as applicable.

* If a particular indicator is not applicable to the unit, please enter NA.12


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Quality You can add a new line by holding “Shift+Enter.”

Overall Program Quality

* 1. For accredited programs, has the program maintained accreditation over past three years? Explain. Click or tap here to enter text.* 2. Describe students’ major retention over past three years.Click or tap here to enter text.* 3. Identify student satisfaction score. Click or tap here to enter text.

Faculty Quality

* 4. Number of faculty members serving in leadership positions in professional organizations, e.g., serving in prominent positions, such as chair of a committee or board or president of the organization. Click or tap here to enter text.* 5. Number of faculty reviewers for production, exhibit, grants, manuscripts, or other creative works. Click or tap here to enter text.* 6. Number of years spent teaching by program faculty (cumulative for all institutions). Click or tap here to enter text.* 7. Number of faculty in the program with peer-reviewed professional journal articles and books; juried productions; publication editorship; highly-cited and high-impact publications and products. Click or tap here to enter text.* 8. Number of faculty teaching/mentoring awards. Click or tap here to enter text.* 9. Number of higher degrees and certifications appropriate to the field and/or relevant experiences (e.g., for artists, juried exhibitions; for filmmakers, productions). Click or tap here to enter text.* 10. Number of years in the field/profession, i.e., cumulative professional experience for all faculty. Click or tap here to enter text. * 11. Peer evaluation scores for all faculty (averaged). Click or tap here to enter text.* 12. Number of faculty engaged in continuing education in teaching (including CETLA certifications and workshops), professional development and who maintain professional licensure Click or tap here to enter text.* 13. Number of faculty using technology in the classroom (Blackboard or other pedagogical software). Click or tap here to enter text.* 14. Student course evaluations for all faculty (averaged). Click or tap here to enter text.* 15. Number and percentage faculty who provide professional consultation, invited speeches, workshops, PD, and creative performances. Click or tap here to enter text.

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Academic and Administrative Program Prioritization Initiative 2018 Data Collection Instrument: Academic ProgramsStudent Quality

* 16. Average class rank of incoming class each year for the last three years. Click or tap here to enter text.* 17. Average cumulative GPA (BisonWEB) of graduating class each year for the last three years. Click or tap here to enter text.* 18. Average cumulative GPA of all students in the major each year for the last three years. Click or tap here to enter text.* 19. Average GPA of incoming class each year for the last three years. Click or tap here to enter text.* 20. Average standardized test scores (ACT/SAT/GMAT/GRE/LSAT/MCAT/TOEFL, etc.) scores for entering students each year for the last three years. Click or tap here to enter text.* 21. Career outcomes rate (student/alumni placement in job, military, volunteer, and/or graduate/professional school) each year for the last three years. Click or tap here to enter text.* 22. Dollar amount of merit-based awards/scholarships/fellowships in program, or equivalent value of performance or other awards (internal and external) each year for the last three years. Click or tap here to enter text.* 23. Four-year graduation rate (or comparable “on-time” rate for 5-year or other programs) each year for the last three years. Click or tap here to enter text.* 24. Number of merit-based awards/scholarships/fellowships for students in program each year for the last three years. Click or tap here to enter text.* 25. Number of students in the program engaged in study abroad, experiential learning, and other co-curricular activities each year for the last three years. Click or tap here to enter text.* 26. State licensure/certification pass rates each year for the last three years as applicable. Click or tap here to enter text.* 27. Performance/ Pass rate on standardized examinations, licensure, etc. each year for the last three years as applicable. Click or tap here to enter text.

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Supporting NarrativeAbove, the Task Force has identified a list of key performance indicators (KPIs) that constitute evidence relevant to an assessment of the academic program's quality. This includes evidence of: (a) overall program quality; (b) faculty quality; and (c) student quality. Specifically, these are measures of student satisfaction, teaching effectiveness and innovativeness of curricular updates, the program’s relevance and ability to maintain and sustain accreditation; and the credentials and accomplishments of the program’s faculty and students.The KPIs that could be supplied centrally are designated as such in the table above and have been made available in your program’s folder on the Program Prioritization shared drive. What is not provided centrally will need to be provided by the unit, unless it is not relevant to an assessment of quality in the context of this program.Please review the KPIs in your program’s folder on the Program Prioritization shared drive. If the value of any institutionally-provided KPI seems to be inconsistent with local knowledge, please correct that value and, in the supporting narrative section, please note the correction and identify the source of the new data.Also, please provide any additional evidence available that is illustrative of the program's quality that’s not on the list. Finally, please provide any contextual information necessary to enable the evaluators to properly assess your program’s quality. This includes benchmarks by which the evidence you provided can be measured. Benchmarks can be internal (e.g., benchmarking relative to the program’s goals or objectives) and/or external (e.g., benchmarking against peer programs, professional standards, and/or bodies).



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D. DemandDemand includes the internal and external market and attractiveness of an academic program. In short, how sought after is the program within Howard and outside of Howard? We measure internal demand in terms of enrollments, cross-program collaborations, and importance of program to other units on campus. External demand is measured through number of applications, admissions rates, and labor market demand for the program (in addition to other indicators).Key Performance Indicators*

DEMAND (INTERNAL & EXTERNAL)External Demand

1 Provide admission rates for each year for the last three years.2 Provide application numbers for each year for the last three years.3 Provide average starting salary for graduates (exit survey) each year for the last three years.4 Describe current market demand for program.5 Provide enrollment rates for each year for the last three years.6 Describe future market demand (projection) for program.7 Provide national program ranking (identify benchmark(s)).8 Provide placement rates each year for the last three years.

Internal Demand9 Describe interdisciplinary collaborations.10 Provide number of distance learning and hybrid classes offered each year for the last three years.11 Provide percentage of credit hours earned by non-majors each year for the last three years.12 Describe the program’s technical assistance (workshops/trainings, etc.) over the last three years.13 Describe requests for research and creative activities over the last three years.14 Provide total number of credit hours generated (i.e., registered) each year for the last three years.15 Provide total number of students enrolled in the program (majors/minors/certificate program enrollees) each year for the last

three years.* If a particular indicator is not applicable to the unit, please enter NA.

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Academic and Administrative Program Prioritization Initiative 2018 Data Collection Instrument: Academic ProgramsDemand (Internal and External)You can add a new line by holding “Shift+Enter.”

External Demand

* 1. Provide admission rates for each year for the last three years. Click or tap here to enter text.* 2. Provide application numbers for each year for the last three years. Click or tap here to enter text.* 3. Provide average starting salary for graduates (exit survey) each year for the last three years. Click or tap here to enter text.* 4. Describe current market demand for program. Click or tap here to enter text.* 5. Provide enrollment rates for each year for the last three years. Click or tap here to enter text. * 6. Describe future market demand (projection) for program. Click or tap here to enter text. * 7. Provide national program ranking (identify benchmark(s)). Click or tap here to enter text.* 8. Provide placement rates each year for the last three years. Click or tap here to enter text.

Internal Demand

* 9. Describe interdisciplinary collaborations. Click or tap here to enter text.* 10. Provide number of distance learning and hybrid classes offered each year for the last three years Click or tap here to enter text.* 11. Provide percentage of credit hours earned by non-majors each year for the last three years. Click or tap here to enter text.* 12. Describe the program’s technical assistance (workshops/trainings, etc.) over the last three years. Click or tap here to enter text. * 13. Describe requests for research and creative activities over the last three years. Click or tap here to enter text.* 14. Provide total number of credit hours generated (i.e., registered) each year for the last three years. Click or tap here to enter text.* 15. Provide total number of students enrolled in the program (majors/minors/certificate program enrollees) each year for the last three years. Click or tap here to enter text.

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Supporting Narrative

Above, the Task Force has identified a list of key performance indicators (KPIs) that constitute evidence relevant to an assessment of demand for the academic program. This includes evidence of: (a) internal demand (e.g., courses that satisfy General Education requirements; internal demand for technical assistance); (b) external demand (e.g., student enrollment, graduates’ starting salaries and placement rates); and (c) the program’s capacity for growth and enhancement.

The KPIs that could be supplied centrally are designated as such in the table above and have been made available in your program’s folder on the Program Prioritization shared drive. What is not provided centrally will need to be provided by the unit, unless it is not relevant to an assessment of demand in the context of this program.

Please review the KPIs in your program’s folder on the Program Prioritization shared drive. If the value of any institutionally-provided KPI seems to be inconsistent with local knowledge, please correct that value and, in the supporting narrative section, please note the correction and identify the source of the new data.

Also, please provide any additional evidence available that is illustrative of the program's demand that’s not on the list. Finally, please provide any contextual information necessary to enable the evaluators to properly assess your program’s demand. This includes benchmarks by which the evidence you provided can be measured. Benchmarks can be internal (e.g., benchmarking relative to the program’s goals or objectives) and/or external (e.g., benchmarking against peer programs, professional standards, and/or bodies).



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E. NET REVENUENet revenue seeks to capture the balance between how many resources (in dollars) the program produces and the total resources (in dollars) the program consumes. Net Revenue is calculated by aggregating all the income generated by the program minus the costs associated with delivering the program. Key Performance Indicators*

NET REVENUECosts & other expenses associated with the program

1 Describe contractual maintenance agreements over the last three years.2 Provide cost of total compensation for administrative staff each year for the last three years.3 Provide cost of total compensation for other staff each year for the last three years.4 Provide cost of classroom instruction supplies, including purchasing computers, software, and other equipment for faculty each

year for the last three years.5 Provide cost of consumables (office supplies, etc.) each year for the last three years.6 Provide cost of total compensation for full time faculty each year for the last three years.7 Provide cost of total compensation for Instructors other than full time faculty each year for the last three years.8 Provide total cost of graduate assistants, fellowships, and post docs (stipends, wages, tuition remission etc.) each year for the

last three years.9 Provide cost of supplies for laboratory instruction each year for the last three years.10 Provide total travel costs associated with professional development, research, other each year for the last three years.11 Provide total cost to onboard new faculty members (cost to recruit, relocation expense, selection process, start-up funds, etc)

each year for the last three years.12 Provide total indirect costs of program (HAZMAT costs, safety expenses, security) accreditation each year for the last

three years.13 Provide total of other costs not accounted for above each year for the last three years.

Revenue & other resources generated by the program14 Provide number of and aggregated dollar total amount generated from clinics (e.g. Dentistry/Speech/Hearing), practice

and hospital, inpatient clinics, workshops, or programs: certificate programs, executive workshops, Non-traditional student workshops, Professional workshops, Special summer camps for high school students, Special summer workshops, or any program charging fees to join each year for the last three years.

15 Provide number of and aggregated dollar total amount (direct and indirect) from grants (award dollar amounts are by index (transaction)) each year for the last three years.

16 Provide number of and aggregated dollar total from foundation awards and contracts given to units each year for the last three years.

17 Provide annual dollar amount for laboratory fees collected each year for the last three years.18 Provide number of advances in science, technology, or other fields which have led to patents and aggregated dollar total

profits each year for the last three years.19 Provide number of capstone courses or other specialty courses that generate revenue and total dollars collected each year for

the last three years.20 Provide number of and aggregated total dollar amount of endowed chairs/positions in program each year for the last three

years.21 Provide number of and aggregated total dollar amount of endowments to program each year for the last three years.22 Provide number of and aggregated total amount of sponsorships to Individual, corporate, nonprofit, trade to the program each

year for the last three years.23 Provide revenue from events hosted by program: ticket sales, concessions, merchandise each year for the last three years.

24 Provide revenue from EXTERNAL USAGE of program’s infrastructure usage: space rentals, A/V rentals, radio/television programming, advertising, signage each year for the last three years.

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25 Provide total outright gifts for operating and capital expenses given in the concluding fiscal year- includes deferred gifts valued at current face value each year for the last three years.

26 Provide tuition and fees generated by the program each year for the last three years.27 Provide number of and aggregated total dollar amount of other gifts and donations each year for the last three years.

* If a particular indicator is not applicable to the unit, please enter NA.

Net Revenue You can add a new line by holding “Shift+Enter.”

Costs and other expenses associated with the program * 1. Describe contractual maintenance agreements over the last three years.Click or tap here to enter text.* 2. Provide cost of total compensation for administrative staff each year for the last three years.Click or tap here to enter text.* 3. Provide cost of total compensation for other staff each year for the last three years.Click or tap here to enter text.* 4. Provide cost of classroom instruction supplies, including purchasing computers, software, and other equipment for faculty each year for the last three years.Click or tap here to enter text. * 5. Provide cost of consumables (office supplies, etc.) each year for the last three years.Click or tap here to enter text.* 6. Provide cost of total compensation for full time faculty each year for the last three years.Click or tap here to enter text.* 7. Provide cost of total compensation for Instructors other than full time faculty each year for the last three years.Click or tap here to enter text.* 8. Provide total cost of graduate assistants, fellowships, and post docs (stipends, wages, tuition remission etc.) each year for the last three years.Click or tap here to enter text.* 9. Provide cost of supplies for laboratory instruction each year for the last three years.Click or tap here to enter text.* 10. Provide total travel costs associated with professional development, research, other each year for the last three years.Click or tap here to enter text.* 11. Provide total cost to onboard new faculty members (cost to recruit, relocation expense, selection process, start-up funds, etc) each year for the last three years. Click or tap here to enter text.* 12. Provide total indirect costs of program (HAZMAT costs, safety expenses, security) accreditation each year for the last three years.Click or tap here to enter text.* 13. Provide total of other costs not accounted for above each year for the last three years.Click or tap here to enter text.

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Academic and Administrative Program Prioritization Initiative 2018 Data Collection Instrument: Academic ProgramsRevenue and other resources generated by the program

* 14. Provide number of and aggregated dollar total amount generated from clinics (e.g. Dentistry/Speech/Hearing), practice and hospital, inpatient clinics, workshops, or programs: certificate programs, executive workshops, Non-traditional student workshops, Professional workshops, Special summer camps for high school students, Special summer workshops, or any program charging fees to join each year for the last three years.Click or tap here to enter text.* 15. Provide number of and aggregated dollar total amount (direct and indirect) from grants (award dollar amounts are by index (transaction)) each year for the last three years.Click or tap here to enter text.* 16. Provide number of and aggregated dollar total from foundation awards and contracts given to units each year for the last three years.Click or tap here to enter text.* 17. Provide annual dollar amount for laboratory fees collected each year for the last three years.Click or tap here to enter text.* 18. Provide number of advances in science, technology, or other fields which have led to patents and aggregated dollar total profits each year for the last three years.Click or tap here to enter text.* 19. Provide number of capstone courses or other specialty courses that generate revenue and total dollars collected each year for the last three years.Click or tap here to enter text.* 20. Provide number of and aggregated total dollar amount of endowed chairs/positions in program each year for the last three years.Click or tap here to enter text.* 21. Provide number of and aggregated total dollar amount of endowments to program each year for the last three years. Click or tap here to enter text.* 22. Provide number of and aggregated total amount of sponsorships to Individual, corporate, nonprofit, trade to the program each year for the last three years.Click or tap here to enter text.* 23. Provide revenue from events hosted by program: ticket sales, concessions, merchandise each year for the last three years.Click or tap here to enter text.* 24. Provide revenue from EXTERNAL USAGE of program’s infrastructure usage: space rentals, A/V rentals, radio/television programming, advertising, signage each year for the last three years.Click or tap here to enter text.* 25. Provide total outright gifts for operating and capital expenses given in the concluding fiscal year- includes deferred gifts valued at current face value each year for the last three years.Click or tap here to enter text.* 26. Provide tuition and fees generated by the program each year for the last three years.Click or tap here to enter text.* 27. Provide number of and aggregated total dollar amount of other gifts and donations each year for the last three years.Enter both the number of gifts and donations, and the aggregate dollar amount for all gifts and donations. Click or tap here to enter text.

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Academic and Administrative Program Prioritization Initiative 2018 Data Collection Instrument: Academic ProgramsSupporting Narrative

Above, the Task Force has identified a list of key performance indicators (KPIs) that constitute evidence relevant to an assessment of net revenue for the academic program. Net revenue is income generated by the program, in relation to the costs associated with delivering the program. In short, what is the balance between how many resources the program produces versus uses? Net revenue is measured according to tuition and fees collected by the program, grants, contracts, personnel expenditures, instructional supplies, and revenue generated from clinics, programs, grants, and contracts (in addition to other indicators).

The KPIs that could be supplied centrally are designated as such in the table above and have been made available in your program’s folder on the Program Prioritization shared drive. What is not provided centrally will need to be provided by the unit, unless it is not relevant to an assessment of net revenue in the context of this program.

Please review the KPIs in your program’s folder on the Program Prioritization shared drive. If the value of any institutionally-provided KPI seems to be inconsistent with local knowledge, please correct that value and, in the supporting narrative section, please note the correction and identify the source of the new data.

Also, please provide any additional evidence available that is illustrative of the program's net revenue that’s not on the list. Finally, please provide any contextual information necessary to enable the evaluators to properly assess your program’s net revenue. This includes benchmarks by which the evidence you provided can be measured. Benchmarks can be internal (e.g., benchmarking relative to the program’s goals or objectives) and/or external (e.g., benchmarking against peer programs, professional standards, and/or bodies).



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SECTION IV: SWOT Analysis .

Typically, program prioritization analyses--whether quantitative or qualitative--are historic by nature. However, opportunity analysis includes a vison for the future, asking how the academic program might be repurposed or reconfigured to achieve higher levels of productivity, quality, demand, and/or net revenue. This exercise might be best thought of as a SWOT (strengths/ weaknesses/ opportunities/ threats) analysis. The focus of this section should be on a realistic statement of potential program adaptation. Given the circumstances, this should not become a simple request for additional funding. If there are potential benefits from program consolidation or new partnerships (on or off campus), this is an appropriate time and place to make it known.Please identify and discuss the academic program’s strengths, weaknesses, opportunities, and threats. Be sure to describe problems, challenges, and areas of improvement and address adequacy of resources available to carry out activities to meet objectives and achieve goals.


Strengths: Click or tap here to enter text.

Weaknesses: Click or tap here to enter text.

Opportunities: Click or tap here to enter text.

Threats: Click or tap here to enter text.

Describe problems, challenges, and areas of improvement.Click or tap here to enter text.

Address adequacy of resources available to carry out activities to meet goals and objectives.Click or tap here to enter text.

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mission - excellence in truth and service study 2018... · web view, key performance indicators...

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