SELF-STUDY GUIDELINES

BASIC PRINCIPLES FOR PROGRAM REVIEW

· Program review is an opportunity for the program faculty to conduct an objective self-evaluation. This includes the opportunity to define program strengths as well as recognize challenges and engage in creative problem solving.

· Program review and assessment are on-going processes. It is not intended that program faculty focus a great deal of energy on a one year self-study with no further reflection until the process begins again in five years.

· Program review is the result of a faculty's involvement in self-reflection and should be linked to the program's mission and strategic planning.

The major purpose of program review is to maintain and strengthen the quality of academic programs. California State University, Trustee policy requires a formal review of existing degree programs on a periodic basis, usually occurring every five years. The self-study serves as a vehicle for the program to assess its strategic plan and to link to the strategic themes of the college and university.

The core of the review process is a self-study conducted by the faculty of the programs being reviewed. The self-study provides a description and analysis of programs as background for planning and for decision making. Interdisciplinary programs may cut across departments. The program faculty must be able to back up assertions and conclusions made in the self-study by providing data or citing examples.

The preparation and reporting of the self-study requires three steps: 1) The gathering of descriptive information and generation of a description of the program. 2) Analysis of the program reflecting the descriptive data, including identification of strengths and weaknesses, as well as opportunities and challenges, of each program within the unit. 3) Plans for the future flowing from the assessment. Data supplied by Institutional Research and program survey information should be used to provide factual material for the generation of a description of the program.

The report should contain materials related to every academic program offered including all separate degrees, options, minors, certificates, and credential programs. There is a separate section for discussion of the department's general education program and the graduate program(s) in the department.

The self-study report should follow the format outlined on pages #2-3. The programs may exercise flexibility in responding to the self-study guidelines and what they deem as applicable to their own particular program. The program is not required to deal with all of the issues in each section. Some may or may not apply or may be less important than others, but a comprehensive analysis of the major sections must be performed with the assumption that most issues in a section are appropriate and will be covered.

Programs and Deans have the option of adding issues not included which they perceive to be relevant. While the guidelines are long, the length of the report should be guided by the structure and needs of each individual program.

The program chair, director or coordinator is responsible for the organization and development of the self-study. All of the program faculty must be consulted and given the opportunity to provide meaningful input. The program should consider the role students will play in the self-study.

FORMAT FOR THE SELF-STUDY REPORT

1. COVER PAGE

A. Name of instructional department or program
B. Name of program chair, director or coordinator
C. Official titles of approved degrees, options, minors, certificates and credentials, the year each was initiated, dates of accreditation by      professional associations (where relevant), and date of the last program review
D. Name(s) of those responsible for the preparation of the report
E. Signature of program chair, director or coordinator
F. Signature of college dean attesting that the report has been reviewed
G. Date report completed and submitted to Undergraduate Studies

2. VERIFICATION OF PROGRAM FACULTY REVIEW

Describe the process by which the faculty were given the opportunity to participate in this self-study process and review the document before submission to the dean.

3. TABLE OF CONTENTS

4. SELF-STUDY

Present your data and analyses and plans in the following sequence of Sections "I" through "IX". Undergraduate programs must respond to Sections I, II, and IV-IX. Graduate programs must respond to Section I and Sections III-IX.

I. Overview
II. Undergraduate Program
A. Mission, Goals and Objectives
B. Curriculum
C. Advisement and Student Services
D Data
E. General Education
III. Graduate Program
A. Mission, Goals and Objectives
B. Curriculum
C. Advisement, Analysis and Assessment
D. Data
IV. Teaching and Learning
V. Faculty Development and Scholarly Activities
VI. Program Governance and Administration
VII. Specific Issues, If Any, To Be Determined By The Dean And/Or Program In Consultation
VIII. Resources
IX. Summary and Future Plans

5. LIST OF APPENDICES

Include:
a) Memorandum of Understanding from the Previous Review
b) Results of Surveys Conducted by Program
c) Faculty Vitae
d) Program Assessment Plan
e) Information Sheets or publications about the program separate from the University catalog
f) List of all courses that carry the program prefix and are designated in the general education course list of the most recent University catalog.    Include the enrollment data for the last five years
g) Data from Institutional Research:
1) Major by Level: Headcount by SIMS major by class level by semester
2) Major by Gender: headcount and percent by SIMS major by gender
3) Student Attendance Status by Level (part-time vs. full-time students)
4) Degree by Gender: number of degrees granted by academic year by gender
5) Degree by Ethnic: number of degrees granted by academic year by ethnicity
6) Degree Honors: number of students graduating with 3.5 GPA or above.
7) Average High School GPA: headcount and average high school GPA for first-time freshman
8) Average Transfer GPA: headcount and average transfer GPA for students transferring
9) Major Term and Cum Average GPA: for the majors in the department
10) Course GPA: average GPA and total enrollment for each course in department
11) Course Info: number of sections, FTES and enrollments
12) Academic Status (Probation): number of probation and disqualifications
13) SAT Scores: average SAT scores - for first time freshman only
14) Faculty: total FTEF, WTUs, FTES and Student Faculty Ratio (SFR)
15) Average Time to Degree: average number of years to degree for first time freshman and transfer students
16) Degrees by Units Earned
17) Degrees by Ethnicity
18) Degrees by Average Age
19) First-Time Freshmen average ELM scores
20) First-Time Freshmen average EPT scores
21) Full-Time/Part-Time Faculty Ratios - Fall Terms
22) Full-Time Faculty by rank, gender and ethnicity
23) Data from University Alumni Survey

SELF-STUDY ISSUES

I. OVERVIEW

Describe general developments in the program since the last program review including any changes that have been made as a result of the recommendations in the last Memorandum of Understanding.

II. UNDERGRADUATE PROGRAM

A. PROGRAM'S MISSION, GOALS AND OBJECTIVES

1. State the mission, goals and objectives of the program(s). Describe their relationship to the mission, goals and objectives of the department, of the college, and of the university.

B. CURRICULUM

Create a matrix showing which courses in your program meet the student learning objectives (SLO) of the program. Plot the program courses across the top of the matrix and the student learning objectives along the side of the matrix as shown in the following example:

EXAMPLE OF MATRIX FOR COURSES TAUGHT AND STUDENT LEARNING OBJECTIVE(S) EACH COURSE FULFILLS

COURSES TAUGHT:

If there is more than one program in the department a separate matrix should be completed for each program.

1. After completing the program matrix provide the rationale for the content and structure (numbering, sequencing, etc.) of the undergraduate curricula.

2. What process ensures that the objectives and content of courses lead clearly to achievement of the mission, goals, objectives, and student learning outcomes of the program? Describe the processes used to assure consistency in the content of required courses with multiple sections.

3. How are faculty, staff, and especially students informed of the program's objectives and student learning outcomes? How often and by what procedures are objectives and learning outcomes assessed? Provide copies of assessment tools used. How are the faculty informed of results of assessment? Describe how students are involved in the assessment process. What changes were made in the program as a result of assessment?

4. Describe the external needs/demands for the program, including such information as marketplace surveys, job placement of graduates, alumni surveys, graduate or professional school admission of program graduates, and local demand for program graduates as employees. Describe how new ideas, directions, technical advances, and innovations in the field have been incorporated into the curriculum.

5. How do articulation efforts with community colleges affect recruitment of transfer students? Explain how the program encourages transfer students to enter its programs and steps taken to assist transfer students in making a smooth academic transition from their previous campus to CSUN.

6. Describe any way in which the program(s) performs a service function for other majors such as involvement in interdisciplinary, certificate, and/or credential programs for undergraduates.

7. If you have service courses in your program taught by other departments, how do you ensure that they meet the needs of your students?

C. ADVISEMENT AND STUDENT SERVICES

1. Provide a brief description of the program's advisement process and identify procedures used to assess and improve it.

2. What does the program do to encourage faculty/student interchange outside of classes?

3. How many students in the program participate in research and/or creative and scholarly activities or service learning courses?

D. DATA

1. Provide the number of degrees awarded by year for the past five years in undergraduate programs. Discuss how enrollment trends over the past five years relate to the mission, goals and objectives of the program, college and university.

2. Discuss the characteristics of your students based on the data supplied by Institutional Research.
· Entering G.P.A. by class level and average SAT, ACT, or other exam scores
· Distribution of students by grade point range
· Percentage receiving honors
· Percentage of students who have been disqualified or who are on probation
· Gender, ethnicity and class level
· Percentage of transfer students
3. What is the average time to degree for first-time-freshman and transfer students?
· Discuss the factors that affect the time taken by students to complete the degree or, where appropriate, the credential or certificate program.
· Indicate how often the required courses are taught and how course rotations affect time to graduation.
· Does students' time to graduation affect your program?
· What other things are done to ensure that students complete degrees in a timely manner?
· How do the following characteristics affect graduation rates?
a) Percentage of students disqualified or on probation
b) Gender and ethnicity
c) Percentage of first time freshman and transfer students

4. Identify special assistance, services, or activities which have been provided by the program to students during the past five years in the following areas:
· grants, scholarships, assistantships, etc.
· job placement, career planning, etc.
· tutorial help, specialized resources, study space, etc.
· honors programs
· student organizations
· students with special needs
· other

5. Summarize the results of the university alumni survey and any student surveys the program has conducted over the last five years and discuss changes or plans for change resulting from the information collected. Where appropriate discuss the pass rates for students taking professional examinations such as those for CPA's, medical technicians, and national teachers.

6. How do the demographic characteristics of your faculty and the full-time/part-time faculty ratio affect planning in your program?

E. GENERAL EDUCATION

Create a matrix (or matrices) showing how the G.E. courses in your program meet the learning outcomes of the applicable G.E. section or sections. Plot the program's G.E. courses across the top of the matrix and the G.E. section and learning outcomes along the side of the matrix as shown in the following example:
EXAMPLE OF MATRIX FOR G.E. COURSES TAUGHT, THE G.E. SECTION(S) & SECTION LEARNING OUTCOMES (S) EACH COURSE FULFULLS

GENERAL EDUCATION COURSES TAUGHT:

1. Identify procedures used to assess and continuously improve student learning outcomes in G.E. courses. Describe the criteria employed by the department to assign faculty to teach G. E. courses. Note the percentage who are full-time, part-time and graduate assistants.

2. Are there adequate resources in the department to support quality G.E. courses?

III. GRADUATE PROGRAM

A. MISSION, GOALS AND OBJECTIVES

1. State the mission, goals and objectives of the program(s) and describe their relationship to the mission and goals of the department, college and university.

2. How are faculty, staff, and especially students informed of the program objectives, including learning outcomes? How often and by what procedures are objectives examined and revised?

B. CURRICULUM

Create a matrix showing which courses in your program meet the student learning objectives (SLO) of the program. Plot the program courses across the top of the matrix and student learning objectives along the side as shown in the following example:

EXAMPLE OF MATRIX FOR COURSES TAUGHT AND THE STUDENT LEARNING OBJECTIVE(S) EACH COURSE FULFILLS

COURSES TAUGHT:

If there is more than one program in the department a separate matrix should be completed for each program.

1. What is the relationship of your curriculum to the mission, goals and objectives of the program?

2. Describe procedures employed to ensure that the objectives and content of courses, as described in the course syllabi, lead clearly to achievement of the mission, goals, objectives, and learning outcomes of the program. Describe the processes used to assure consistency in the content of required courses with multiple sections.

3. Explain how students' learning outcomes are assessed by the program and provide copies of any assessment tools. How are the faculty informed of results of assessment? What changes in the program were made as a result of assessment? If considered, include information regarding evaluation of the following: content knowledge, critical and creative thinking, oral and written communication skills, and analytical skills. Describe the level at which students completing the program are successful in professional examinations. Describe how students are involved in the assessment process.

4. Evaluate the rationale for the content and structure of the graduate curricula.
· Describe how new ideas, directions, technical advances, and innovations in the field have been incorporated into the curriculum.
· Describe the multicultural dimension of each academic program.

5. Describe any way in which the program(s) performs a service function, such as involvement in interdisciplinary, certificate, and/or credential programs for undergraduates.

C. ADVISEMENT, ANALYSIS, AND ASSESSMENT

1. Provide a brief description of your advisement process and identify procedures used to assess and improve it.

2. Describe educational and professional goals of your students. Have the educational, professional, career and/or life goals of the students who choose the degree program changed over the last five years? (Summarize the results of student or alumni surveys which the program has conducted over the last five years.)

3. How do your recruitment efforts relate to the department's mission, goals and objectives? How well-prepared are students who enter your program? What is the average G.P.A. of students entering the program?

4. Identify special assistance, services, or activities which have been provided by the department to students during the past five years in the following areas:
· grants, scholarships, assistantships, etc.
· job placement, career planning, etc.
· tutorial help, specialized resources, study space, etc.
· honors programs
· student organizations
· students with special needs
· other

D. DATA

1. How do program enrollment trends over the past five years relate to the mission, goals and objectives of the department, college and the university? Provide the following:
· Number of degrees awarded by year for the past five years in graduate programs.
· Number of master's theses and master's projects completed in each of the past five years.
· Number of comprehensive exams taken and the number successfully completed.
· Describe the guidance given to students who work on theses and/or comprehensive exams and the standards they are expected to meet.

2. How does the program encourage student involvement in research and or creative and scholarly activities?
· Number of graduate students engaged in research
· Number of graduate students presenting papers at conferences
· Number of students participating in creative activities such as artistic, musical or theatrical presentations

3. What is the average time to complete a graduate degree in the program?
· Discuss the factors that affect the time taken by students to complete the degree or, where appropriate, the credential or certificate program.
· Indicate how often the required courses are taught and how course rotations affect time to graduation.
· How does the department ensure the opportunities for students to complete degrees in a timely manner?

4. What average percentage of students in the program complete the program? How does the program address the needs of students unable to complete the program?

5. Describe the educational and career paths of your alumni of the last five years.
· Number of students entering doctoral programs
· Number of students entering professional programs, e.g. medical school
· Number of graduates qualifying for professional licenses, certificates or credentials.
· Career paths chosen by alumni of graduate programs.

IV. TEACHING AND LEARNING (Undergraduate and/or Graduate)

1. Discuss the use and effectiveness of the various modes of instruction utilized in the program such as lectures, discussion sessions, laboratory work, etc.

2. Describe any innovative pedagogical approaches such as service learning courses, on-line curriculum, PACE programs, and internships. Indicate the level and source of the resources required to support these activities.

3. Describe the effect of program size on its ability to maintain instructional quality. Consider the scope and diversity of student needs that the program is designed to serve, the number of students enrolled and the number and expertise of faculty available to serve these needs.

V. FACULTY

Create a matrix showing courses taught by full-time faculty in the program. Plot faculty names across the top of the matrix and courses along the side of the matrix as shown in the following example:

EXAMPLE OF MATRIX FOR DEPARTMENT FACULTY AND COURSES TAUGHT

FACULTY NAME:

1. Describe how the preparation and interests of the faculty support the curricular mission, goals and objectives of the program(s) (e.g., how many can teach required courses, how well their combined skills serve the range of electives needed, what experiences qualify members to provide appropriate service courses, etc.)

2. Describe how the program evaluates the effectiveness of teaching. Describe plans for enhancing teaching effectiveness in any programs.

3. What notable creative and scholarly activities have your faculty been engaged in since your last five-year review? What has the program done to enhance opportunities for faculty in this area?

4. Describe the extent to which part-time faculty, lecturers and graduate assistants teach required and elective courses and, when appropriate, developmental courses. Describe the criteria by which they are selected and evaluated.

VI. PROGRAM GOVERNANCE AND ADMINISTRATION

1. Describe the governance and administrative structure of the program including the role played by committees and individual faculty assignments.

2. Describe the means by which junior faculty are given opportunities to contribute to governance.

3. Describe any reassigned time provided for faculty participation in program governance.

VII. SPECIFIC ISSUES, IF ANY, TO BE DETERMINED BY THE DEAN AND/OR PROGRAM IN CONSULTATION

VIII. RESOURCES

1. How does the program align itself with existing resources?
· faculty salaries
· operating expenses
· external and other sources for research and development
· faculty travel and development
· secretarial/clerical services
· computing and information services
· teaching and/or research assistants
· student assistants
· instructional equipment and supplies and other resources
· physical facilities/specialized space needs
· technical support

If additional resources were given how would they be used?

2. Identify any external funding (contracts, grants, gifts, etc.) received by the program to support its teaching, research, creative, or service activities. Identify any activities for which the program is making efforts or would like to obtain external funding. Indicate the relationship of these activities to the primary functions of the program.

3. If the program has a community advisory board, how does the board contribute to the quality of student learning?

IX. SUMMARY AND FUTURE PLANS

1. As a result of the self-study, summarize the strengths and weaknesses of the program.

2. Identify and discuss current or ongoing challenges and discuss plans for improvement.

Revisions approved by EPC and GSC,
With consultation from Council of Chairs and Provost's Council
Spring 2002