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Academic Programs Prioritization

Executive Summary

In 2014, within the framework of shared governance, Delaware State University (DSU)

began a Program Prioritization Initiative (PPI) that was critical to its growth and its

ability to deliver on its cornerstone goal of student success. The PPI will transform the

institution to achieve excellence and pre-eminence in five strategic areas of scholarship

and research while delivering exemplary graduate and undergraduate degree programs.

This transparent and inclusive evaluation process examined all academic and

administrative programs and services, focusing on their efficiency, effectiveness,

productivity and centrality to the University’s mission, within the framework of shared

governance. The prioritization process is the continuing implementation of our strategic

plan: “Personal Responsibility in Delivering Excellence 2020 {PRIDE 2020}. The goals

are to:

review academic programs regularly to identify those programs that are of low

productivity or low priority or are unnecessarily redundant;

determine the strategic allocation of existing resources; and

improve quality and efficiency

Economic projections suggest that federal and state government support for higher

education is not likely to increase significantly in the foreseeable future. Consequently, a

significant portion of the resources needed for new programs and to strengthen and/or

expand existing programs will have to come from a reallocation of existing resources.

The exploration of new strategies to move DSU beyond a sustainable academic and

financial model into one that is stronger and innovative is essential to the University’s

future.

With few new resources available for investment in strategic priorities, DSU must use

existing resources in the most purposeful, efficient manner possible. In order to increase

the efficient use of our limited resources, the Division of Academic Affairs has

prioritized programs to place them on a continuum from elimination to retention to

investment. This prioritization process has created a roadmap for investment and

reallocation over time.

Employing a validated framework developed by Dickeson (2010), the PPI Taskforce

developed a survey instrument and an evaluation rubric to examine eighty-two degree

programs. Triangulation, a powerful technique that validates data though cross

verification from two or more sources, was also used to analyze these degree programs.

These programs were reviewed not only in terms of enrollments and degree productivity,

but also in terms of the appropriate balance of available resources against (1) the

obligation to respond to the external demand for the program; (2) program costs; and (3)

quality of program inputs. Reasons for retaining and/or investing in a program included:

centrality to the institutional mission, support provided for other necessary programs,

quality of program outcomes, maintaining institutional program diversity, regional

uniqueness and relevance of the program, and recent developments that may lead to

increased enrollments in the future (opportunity analysis).

Nineteen degree programs were identified as high priority programs and were

recommended for growth and investment: Baccalaureate - Agriculture, Natural

Resources, Food and Nutritional Sciences, Criminal Justice; Mass Communication;

Psychology; Teaching English as a Second Language, Aviation, Sport Management,

Health Promotion, Movement Science, Nursing, Applied Chemistry, Biology,

Molecular and Cellular Neuroscience; and Graduate - Natural Resources, Master of

Business Administration, Educational Leadership- Ed.D, and Neuroscience.

Twenty-four degree programs were identified as low priority programs and were

recommended for deactivation: Baccalaureate - Art Management; English Education;

French; Spanish, World Language Education; Elementary Special Education – Grades 1-

8; Secondary Special Education – Grades 7-12, Biology Education, Chemistry Education,

Forensic Chemistry, Physics Education, and Graduate - Family and Consumer Science,

Art Education, Historic Preservation, Adult Basic Education, Curriculum and Instruction,

Special Education, Science Education, Educational Leadership - M. Ed., Master of Art in

Teaching, Applied Chemistry, Mathematics Education, and Physics Teaching. All

students currently in these programs will be accommodated (program switch; graduate

out, etc.).

As the University continues to engage in the program prioritization, current assets will be

redeployed to invest in signature programs and to innovate through the development of

new programs. The result will be improved student outcomes and a greater alignment

with our mission and vision in a way that sustains the University’s future with quality

programs.

Introduction

The Program Prioritization Initiative (PPI) was undertaken by Delaware State University

to ensure that its academic programs align with the University’s mission, the “Personal

Responsibility in Delivering Excellence 2020 {PRIDE 2020} strategic plan, and to

manage and allocate our financial resources in ways that will best meet the needs of our

students and our community. The PPI also gives the University the ability to respond

quickly and effectively to the learning needs of the community, allows for continued

excellence of programs, and positions the University for growth. Working together, we

have this plan of focus areas, goals, strategies, and initiatives to guide us for the next five

years as we transform DSU and earn recognition among the top tier Historically Black

Colleges and Universities (HBCUs) in the country.

The six strategic goals of PRIDE 2020 are the high level, key areas of focus that are

necessary to achieve Delaware State University’s vision of academic excellence,

producing and placing outstanding graduates, and effectively serving the citizens of

Delaware and beyond. Within each goal, we have identified key action strategies –how

we achieve each goal – and key performance indicators—how we measure progress.

Academic Affairs Program Prioritization is an initiative of Goal #1 (Intellectual Climate

and Culture) to review academic programs regularly to identify those programs that are

of low productivity or low priority or are unnecessarily redundant. These reviews

complement institutional self-studies for accreditation and professional accreditation for

various disciplines As a result of academic program reviews and program prioritization,

administrators can decide, based on data—both qualitative and quantitative, to strengthen

programs, to consolidate programs, to initiate alternative strategies such as distance

learning to improve productivity, to identify programs that will benefit from collaboration

and the consolidation of resources, or to discontinue programs that are not productive.

The PPI Taskforce developed productivity criteria, principles and guidelines for

identifying programs for comprehensive review. These criteria are discussed in the next

section.

Eighty-two programs were reviewed. In order to respond fully to the academic

expectations for efficiency that are part of PRIDE 2020, President Harry Williams, with

support of the Educational Policy Committee of the Board of Trustees, appointed a PPI

Taskforce that was charged to think critically, strategically and analytically, using data, in

recommending program decisions while ensuring campus-wide involvement within the

framework of shared governance. President Williams further stated that the PPI was

essential to focus financial resources in a purposeful and efficient way to ensure that the

University achieves a strategic balance with limited resources and to ensure that the

University has the ability to respond quickly and effectively to Delaware, national and

global needs.

These programs were reviewed not only in terms of enrollments and degree productivity,

but also in terms of the appropriate balance of available resources against (1) the

obligation to respond to the external demand for the program; (2) program costs; and (3)

quality of program inputs. Reasons for retaining a program include: centrality to the

institutional mission, support provided for other necessary programs, quality of program

outcomes, maintaining institutional program diversity, regional uniqueness and relevance

of the program, how the program might seize opportunities heretofore not considered by

DSU and/or recent developments that may lead to increased enrollments in the future

(opportunity analysis).

Finally, the Academic Affairs Program Prioritization Initiative is a proactive effort to

shape the University’s academic programs for the rapidly evolving needs of Delaware

State University during the coming years and decades. With few new resources available

for investment in strategic priorities, the university must use existing resources in the

most efficient manner possible. In order to increase the efficient use of our limited

resources, the Division of Academic Affairs will prioritize programs to place them on a

continuum from deactivation to investment. This prioritization process will create a

roadmap for investment and reallocation over time. Difficult decisions are being made as

a result of this process, but they were well-defined, transparent and inclusive and will be

phased in through planning, discussions and careful consideration of our mission, vision,

core values, students, faculty, staff, and financial and governance infrastructure.

Data and Methods

Following a validated framework used by over 300 universities to prioritize academic

programs (Dickeson, 2010), the Academic Program Prioritization Taskforce sought

nominations from the faculty and staff to participate to ensure campus wide involvement.

Each member was charged with serving as a “trustee” of the University, not an

“advocate” for a particular program, with no predetermined objective beyond reviewing

programs by focusing on their efficiency, effectiveness and centrality to the University

mission. The PPI Taskforce members are given in Appendix A.

The Academic Program Prioritization Taskforce began meeting in February 2014 to

review academic literature, particularly the Dickeson’s book previously mentioned. In

addition, the PPI Taskforce worked with the staff of Institutional Planning, Research and

Analytics (IRPA) and the Office of Assessment to define the data and analytic needs that

focused both of qualitative and quantitative information from external and internal

sources, e.g., enrollment, degree completion, graduation, student credit hours, personnel

and staffing, program expenditures and revenue budget data.

At DSU, the prioritization process was:

Inclusive of all campus stakeholders

Open and transparent

Facilitated and executed by faculty and staff with diverse expertise

Guided by evaluation criteria developed by two taskforces whose members were

nominated by their peers

Informed by data analyzed by and narratives created by faculty and department

chairs

Inclusive of perspectives of faculty, staff, and administrators

The Process is summarized in Figure 1.

Figure 1

The Guiding principles are given in Figure 2.

Figure 2

The criteria selected to evaluate the 82 academic programs was vetted by the taskforce

and assigned weights appropriate to the perceived importance of each criterion. See

Table 1.

Table 1

Evaluative Criteria and Weights

Number Criteria Weights

1 History and Development of the Program 7

2 Expectations of the Programs 7

3 External demand for the program 13

4 Internal demand for the program 11

5 Quality of program inputs 7

6 Quality of program outcomes 10

7 Size, scope and productivity of the

program

14

8 Revenue and other resources generated 9

9 Costs and other expenses associated with

the program

7

10 Impact, justification, and overall

essentiality of the program

15

Following the development of the evaluative criteria, the PPI Taskforce used the

prioritization framework to develop a rating rubric (see Appendix B) to be used to

evaluate the qualitative and quantitative data for the degree programs. The final version

of the rating rubric allows for analysis of quantitative and qualitative data. Each

criterion was evaluated using a rating scale of (0) not met; (1) partially met; (2) met; and

(3) strongly met. Each criterion was also assigned a weight based on the relative

importance of the criterion in the collective opinion of the taskforce members (see Table

2). Because of these variables had different means and standard deviations, along with

being measures in quantities (i.e., number of publications, revenue generated, research

grants/contracts and other productivity measures), the scores were converted to standard

scores and normalized. For example, the score of 1.93 for the B.S. in Agriculture denoted

that this program was 1.93 standard deviation units above the mean of all the scores for

all of the programs evaluated. In addition, since the programs were scored by different

reviewers, it should be noted that there is a degree of variance in interpretation of the

rubric. Individual criterion scores were also reviewed and analyzed, in addition to the

total

scores, because they addressed very different issues related to quality, resources, scope,

etc. A high score or a low score may not mean good or bad performance for a given

category. Rather, the score is a measure of the way the program meets the specific

criteria in the framework on the rubric that was developed.

Specific information and protocol for completing the academic program analysis were

given to the department chairs and deans. The IRPA office distributed the Academic PPI

Questionnaire to department chairs using Survey Monkey (see Appendix C). The survey

collection was designed for a 360-degree team response to allow chairs to collaborate

with program directors and others in the survey submission. Additionally, the message

accompanying the survey described the process, and included a link to an online portal

containing department trend data for use in completing the survey. To assist with

planning a team response, the survey email invitation included a link to a PDF version of

the survey. IRPA deployed the survey using 82 separate web collectors within the same

survey so that response data would be consolidated into a single dataset.

The degree program evaluations had a majority of the variables and/or categories based

on the quantitative data that were accessed from DSU databases and provided by IRPA.

In addition, qualitative data were collected for the remainder of the variables/categories

through the aforementioned survey. Both the quantitative and qualitative data were

graded with a rubric.

The ratings and data are not being used exclusively to guide program prioritization. The

ratings provide a mechanism to get an overview of groups of programs in specific

categories as a starting point for a more in-depth evaluation. Budget, structure, effect on

other programs and units, and many other considerations must be taken into account to

make decisions for the benefit of DSU.

Below is the timeline showing survey development, modification, launch, and the data

collection window.

Table 2

Academic PPI Questionnaire Timeline

April 3, 2014 Survey Design and Testing

Portal created for chairs to access department trend data

for PPI survey

April 22, 2014 Online Survey Launch I via Email Collector Method for

Single Response (First)

Link to PPI Chair data included with launch.

May 2, 2014 Online Survey Launch via Web Collector for Multiple

Respondents (Second)

May 8-9, 2014 Online Survey Launch via Email Collector Method for

360 Degree Team Response (Third)

March 24, 2015 Portal Created for Academic PPI Task Force to Access

Completed Questionnaires

May 19, 2014 -

May 5, 2015

Chairs initiate surveys

March 2015 Completed PPI questionnaires uploaded to secure online

portal for Task Force members to access and evaluate

September, 2015 Survey collection completed

The department chairs and faculty used the framework developed by the PPI Taskforce to

respond to the questionnaire and to conduct self-reviews of each degree programs.

Figure 3 below shows the questionnaire completion history.

Figure 3

Academic PPI Questionnaire Completion History

Following the collection of these data, triangulation, a powerful technique that facilitates

validation of both qualitative and quantitative data through cross verification from two or

more sources or methods, was used to analyze these data. By combining multiple

observers and/or raters, methods, and empirical materials, intrinsic biases and the

problems that come from single method, single-observer and a single-data source are

overcome. In addition to reviewing and analyzing these data generated from the survey

instrument and rating rubric, the deans also used data from Implementation of

recommendations will begin during FY 2017 and may extend over a number of years.

Finally, the process and information was uploaded to the University Blackboard

Community. The faculty meetings, Blackboard community, and public forums were used

as the primary measure of communication and transparency during the process.

Program Recommendations

This section contains program recommendations submitted by the PPI Taskforce, the

deans, and the provost. Each higher level of decision making obtained the benefits of the

cumulative wisdom of each preceding level, but added its broader perspective to

judgments made in the best interest of the entire University. At all levels, judgments

about program prioritization were informed and supported by the data.

{NOTE: The top score in the second column is the standardized normal score, while

the score in parenthesis is the raw score. The raw score is provided in this draft for

comparative purposes, and to show the differences when the raw scores are

normalized. Only the normal score will be provided in the final report.}

Table 3

Degree Program Recommendations

College of Agriculture and Related Sciences

Program Taskforce

Recommendation

College

Recommendation

Dean’s Comments Provost

Recommendations

CARS AG BS 1.93

(2.5)

Retain/Enrich Enrich Continue to build on

program’s strengths by

enhancing the undergrad

research segment. Emphasize

links with industry and private

and public partnership.

Market program strengths and

state local and national needs

for trained individuals in this

subject area

Retain, high scores on

external demand and

quality of program

outcomes

Grow undergraduate

program using federal

funds

New already approved

faculty hire will enable

growth in student

numbers

CARS AG MS 0.12

(1.9)

Modify Modify/Maintain This program suffered a drop

in enrollment due to loss of

key faculty. This has been

remedied so we expect

significant growth in students

wanting to specialize in this

major program.

Great potential for

partnerships with federal

agencies and

laboratories.

Grow graduate program

using Evans-Allen

(federal) funds

Provide incentive (non-

cash) for new faculty to

mentor graduate student.

Improve graduate

students involvement in

national and

international research,

and presentation of the

research findings.

Family &

Consumer

Science – BS

-1.48

(.75)

Deactivate Modify/Merge This program has valid tenets

but failed to attract a

significant mass of students.

This program should be

severely modified to address

more of a need as determined

by a college committee.

Failing to determine the

immediate relevance the

program should be eliminated

Modify/Merge

Program enrollment

needs to be reevaluated

in 3 years.

Family &

Consumer

Science – Ed

MS

-0.14

(1.28)

Modify/

Retain

Modify/Merge Program as designed to offer

current teachers the

opportunity for advance

graduate education

The slow start is the result of

reduced support from the State

to teacher education.

Modification may include

more online course offerings.

Deactivate

There are only 3 students

in this program;

narrative failed to

provide data to

document the demand

Food &

Nutritional

Science - BS

-2.18

(1.8)

Modify/

Retain

Enhance The lack of a clear route to an

internship for students wanting

to become registered dietitian.

This single factor has caused a

drastic reduction in students

completing this program.

Retain

Increase research and

scholarship

Grow undergraduate

program using federal

funds

Maintain ACEND

accreditation

Improve recruitment by

providing access through

connected degree with

area’s community

colleges. Change the

program to a

Coordinated Program in

Dietetics that builds the

internship opportunity

within the program.

Food Science

&

Biotechnology

- MS

-0.19

(2.0)

Modify/Strengthen Collaboration and partnership

that are being forged with

industry leaders such

Campbell’s and Hertz will

provide jobs and internship

opportunities for our students.

This will also serve as a

recruiting tool for the

program. Food safety and

security is a priority area for

USDA and should allow us to

secure additional funding for

research and teaching. New

lab space is under construction

Retain, modify

curriculum and

strengthen, high scores

on external demand,

quality of program

outcomes, and

productivity, excellent

opportunity analysis

Increase research and

scholarship

Grow graduate programs

using federal funds

Secure grant funds to

for this program. modernize laboratory

Partner with other

HBCU institutions to

enhance recruitment

efforts

Natural

Resources – BS

0.87

(2.2)

Modify/Strengthen Take advantage of the

emphasis taken in this area by

state government. Take

advantage of the potential to

partner with DNREC. This

will allow us to train students

in areas specific to the state’s

needs

Retain, high demand

area, support the

University’s

sustainability goal in

PRIDE 2020, the

University’s strategic

plan

Natural

Resources –

MS

1.31

(2.4)

Enrich/Enhance The program could benefit

from the hiring of an

additional faculty to broaden

the scope of the program.

Students should be given a

definite amount of time to

complete the program. Tuition

waiver should be an option to

improve the recruitment

efforts of this program.


external demand, quality

of program outcomes,

and resources generated

Textiles &

Apparel

Studies - BS

1.20

(2.3)

Enhance This program has declined in

numbers recently. This is

believed to be a result of the

rigors of the program.

Specialized recruitment should

be done for this area.


opportunity analysis

Establish connected

degree programs with

partner community

colleges. Offer

concentration within the

area; Example, fashion

design and fashion

merchandising.

College of Business

Program Taskforce

Recommendation

College

Recommendation


Recommendation

Aviation (BS)

management

1.35

(2.6)

Retain Retain/Invest 100% placement rate, unique

program, high potential for

partnerships, top 20% for

enrollment and # of degrees

awarded

Retain/Enrich

Continue to build on the

established reputation of

the program

Seek ABBI accreditation

for Aviation. Funds

have been identified. The

report will be submitted

in December 2015, with

a scheduled visit in Feb

2016.

Expand MOU with

Ningbo University of

Technology in China

Sports

Management

(BS)

0.34

(2.4)

Retain Retain/Invest/Modify High growth rate, top 25% for

enrollment and # of degrees

earned

Retain/Invest/Modify

High potential for

strategic enrollment

increase in international

students

Management

(BS)

0.56

(2.35)

Modify/

Merge

Retain/Invest/Modify Top 10% for enrollment and #

of degrees awarded, SAP

Partnership, Analytics, a and

Supply Chain concentrations

can be added, high potential

for partnerships and revenue

growth

Retain/Invest/Modify

Sustain until there are

sufficient resources to

build the big

data\analytics focus

Maintain AACSB

accreditation

Accounting,

Finance and

Economics

(BS)

0.46

(2.3)

Modify/

Merge

Retain/Modify

Curriculum

Op 20% for enrollment and #

of degrees awarded, SAP, high

potential for partnerships and

revenue growth

Retain/Modify

Curriculum

High potential for

strategic enrollment

increase in international

students

Continue MOU with

Ningbo University of

Technology

Hospitality

and Tourism

(BS)

0.13

(2.05)

Modify/

Merge

Retain Top 25% in enrollment and #

of degrees awarded, 100% job

placement

Retain

Maintain ACPHA

accreditation

Sport

Administration

(MS)

0.51

(2.3)

Modify/

Merge

Retain

Top 25% for enrollment and #

of degrees awarded

Retain

Business

Administration

(MBA)

0.24

(2.2)

Modify/

Merge

Retain/Modify

Curriculum

Top 25% in enrollment and #

of degrees awarded, SAP,

high potential for partnerships

and revenue growth

Retain/Modify

Curriculum – SAP

Sustain until there are

sufficient resources to

build the big

data\analytics focus

On-line program

completed

Growth and Investment

Maintain AACSB

accreditation

College of Arts, Humanities and Social Sciences

Program Taskforce

Recommendation

College

Recommendation


Recommendation

Criminal

Justice

1.58

(2.45)

Retain Retain/Invest Major has been in the top 5-6

highest enrolled and degree

granting majors at DSU last 3

years.

Retain/Invest

Identify a research focus

and/or a certificate

program

Sociology 0.83

(2.45)

Retain Discipline is

closely aligned and

cognate area of

criminal justice;

Social science

elective in the Gen

Ed Breadth area

Retain and Enrich

Retain and Enrich


that contributes the

social and behavioral

sciences in concert with

PRIDE 2020, the


plan

Infuse sociology into

Health and Wellness

Initiative

Mass

Communication

1.28

(2.37)

Retain Second highest

enrolled major at

DSU last three

years; Top five

degree granting last

three years.

Retain/Invest Seek ACEJMC

accreditation

Psychology 1.38

(2.64)

Retain Top three in

degrees granted the

last three years.

Highest in 2014.

Recently created a

new certificate

program in Alcohol

and Substance

Abuse.

Retain/Invest Retain/Invest


in cognitive psychology

that aligns with the

Delaware Center of

Neuroscience

English -0.04

(2.09)

Retain University Core

Requirement;

Degrees awarded

meets two year

threshold of at least

20 degrees in the

last two years

Retain/Invest Retain/Invest

Resources will be

reallocated from other

academic units to

strengthen the English

Composition

Develop a ESL

certificate program

English

Education

-1.50

(1.26)

Modify

Low producing

BA—less than 10

degrees last two

years

Deactivate

Deactivate

Spanish -0.99

(1.59)

Modify Low producing

BA; will remain a

component of the

multicultural

component across

the curriculum;

part of DSU’s

global mission.

Eliminate major and reduce to

a minor

Deactivate

French

-2.04

(0.8)

Deactivate;

second lowest

score of all

programs

Low producing

BA; will remain a

component of the

multicultural

component across

the curriculum;

part of DSU’s

global mission.

Eliminate major and reduce to

a minor

Deactivate

World

Language

Education

-1.74

(1.09)

Modify One degree

awarded 2012-

2014

Deactivate Deactivate

TESOL (MA) NR Modify Retain Modify Revise and Enrich based

upon the creation of

Intensive English

Language Institute and

proposed ESL certificate

History 0.19

(2.20)

Retain Retain Major Gen Ed component.

Most sections have 30 or more

students; smaller classes can

be merged

Retain

Historical

Preservation

(MA)

-1.48

(1.18)

Modify Modify/Merge or

eliminate in three

years


Political Science -0.84

(1.9)

Modify Retain

Major recruiting drive; Gen

Ed component. Majority of

sections have over 20.

Retain/Modify

Art

Management

-0.67

(1.77)

-.29

Modify Possible merge or

eliminate

Possible merge or eliminate Deactivate

Art Education

(BA)

-0.48

(1.69)

Modify Modify/Retain Retain

Art Education

(MS)

-1.55

(1.22)

Deactivate

Studio Art -0.04

(1.8)

Retain Retain/Modify Major recruiting in Digital

media

Retain

Music

Education

2.0

--

Modify Modify Modify Retain

Music 2.4

--

Modify Modify/Enrich Music Industry is a high

enrollment track; great

potential for expanded

enrollment

Retain/Invest

Integrated

Studies

NR NR Retain High Enrollment program Retain/Invest

Program has been

operating less than 5

years

Consider adding an on-

line option

A very important liberal

arts major for students

who have difficulties

passing standardized

tests

College of Education, Health and Public Policy

Program Taskforce

Recommendation

College

Recommendation


Recommendations

EARLY

CHILDHOOD

ed. Birth-2yr.

(BS) -1.58

(1.09)

Modify

Retain but modify

High enrollment. Good

completion rate. Modify for

dual cert in Spec Ed.

Retain and modify as

suggested by the Dean

Maintain CAEP

accreditation

Reduce to the minimum

of 4 faculty members

required for accreditation

ELEMENTAR

Y

EDUCATION

(BS)

-0.37

(1.93)

Modify

Retain but modify

Add Spec Ed as Dual

Certification. High potential

for growth if there is

appropriate Praxis support.

Retain and modify as

suggested by the Dean;

Praxis support will be

provided by Title III

funds

PHYSICAL

EDUCATION

(BS)

-0.53

(1.85)

Retain

Retain

Solid enrollment. Good

completion rate. Further

program review to determine

if modifications needed.

Retain

SCIENCE

EDUCATION(

BS)

-0.91

(1.64)

Modify

Deactivate Low enrollment

Deactivate

Restructure units within

the CEHPP to gain

efficiencies and/or

synergies in teaching,

research and outreach

and reduce

administrative costs.

SECONDARY

SPECIAL

EDUCATION

7-12 (BS)

-1.31

(1.25)

Modify

Deactivate

Spec Ed is not a stand-alone

certificate area. High demand

area and should be Integrated

with content majors as dual

certification. FY 16 increase in

# of students enrolled.

Deactivate

ELEMENTAR

Y SPECIAL

Ed. 1-8(BS) -0.52

(1.67)

Modify

Deactivate

Spec Ed is not a stand-alone

certificate area. High demand

area and should be Integrated

with content majors as dual

certification. FY 16 increase in

# of students enrolled.

Deactivate

Middle Level

Education 5-

8(BS)

0.02

Modify/Retain

Adult Basic Ed

(MA) NR

NR

Dormancy Low enrollment, low demand

Deactivate

CURRICULU

M &

INSTRUCTIO

N (MA)

NR

NR


Retain, but modify ;

develop strategies to

increase enrollment and

feeder for the Ed.D

program

High external demand;

excellent opportunity

analysis

SPECIAL ED

(MA)

NR

NR


Deactivate – replace

with a certificate

program

SCIENCE ED

(MA) NR

Modify


Deactivate

TEACHING(

MAT)

-0.88

(1.69)

Modify

Dormancy

Low enrollment. NOYCE is a

weak feeder. Needs a major

program revision but resources

currently not available.

Deactivate

EDUCATION

AL

LEADERSHIP

(MEd)

0.44

(1.84)

Modify

Dormancy

Low enrollment. Need to

focus on doctoral program to

matriculate current students.

Retain, but modify

EDUCATION

AL

LEADERSHIP

(Ed.D)

0.14

(1.94)

Modify

Retain but modify

Students stuck in pipeline.

Modify into four tracks: K-12

and IHE, both with

dissertation and non-

dissertation tracks.

Retain, but modify to

include non-dissertation

option and will expand

the focus to include

higher education

administration; program

will only be offer at

DSU@Wilmington

Achieve national pre-

eminence in at least one

area of research

scholarship and doctoral

education

Any new faculty hires

should contribute to

intra-college and/or

specific research and

doctoral education

ELEMENTAR

Y

EDUCATION

(BS)

-0.38

(1.93)

Modify

Retain but modify

Add Spec Ed as Dual

Certification. High potential

for growth if there is

appropriate Praxis support.

Retain

HEALTH

PROMOTION

(BS) 0.97

(2.25)

Retain

Retain

High enrollment. Good

completion rate. High faculty

productivity in community

engagement, research,

consistent record of grants.

Retain


that contributes to

DSU’s Health and

Wellness Focus Area

Movement

Science (BS)

1.30

(2.35)

Retain Retain High Enrollment. Good

completion rate. Consistent

overloads for current faculty,

high community engagement

Retain



that contributes to

DSU’s Health and

Wellness Focus Area

Nursing (BSN) -1.16

(1.34)

Modify Retain, but modify Strong potential for growth.

Faculty education and

personnel changes are needed.

Need to strengthen community

partnerships; curriculum

modification (specifically as it

pertains to General Education

requirements and inclusion of

Cultural Diversity. Dedicated

space for nursing courses

Retain/Modify/

Invest

A project plan and an

external advisory

committee has been

developed to turn this

program around

Seeking personnel

changes and/or

“reduction in force”

consistent with the CBA

A Systematic Evaluation

Plan has been developed

Maintain ACED

accreditation

Social Work

(BSW)

NR NR Retain, but modify High potential for growth and

sustainability. Data collection

and analysis to inform

retention stabilization

strategies

Retain

Maintain CSWE

accreditation

Social Work

(MSW)

1.04

(2.22)

Retain Retain High potential for

sustainability and growth with

appropriate recruiting

Retain


On-line program nearly

completed

Maintain CSWE

accreditation

College of Mathematics, Natural Sciences and Technology

Program Taskforce

Recommendation

College

Recommendation


Recommendations

Biological

Sciences (BS)

0.97

(2.5)

Retain Retain The concentration areas in

Biological Sciences include:

Health Professions,

Biomedical Research, and

General Biology. The B.S in

Biology represents the

signature undergraduate

Biology major at DSU. The

Health Professions

concentration attracts the

majority of our majors, as it

prepares students for medical,

dental and pharmacy school.

The Biomedical Research

concentration prepares student

for the pursuit of graduate

studies in Biological sciences,

however; this program needs

to be re-developed to

strengthen the

biotechnology/biomedical

theme within the college. The

departmental curriculum

committee is in the process of

making needed changes.

Retain

Forensic

Biology (BS)

1.00

(2.55)

Retain Retain This program attracts a

substantial number of students

and 80% of our past graduates

have obtained gainful

employment in the field or

matriculate into graduate

school. The 2015 Department

of Labor report projects a 20%

increased demand for jobs in

the area of forensic science

over the next 10 years.

Retain/Growth/Investme

nt

Biological

Sciences (MA)

-0.35

(1.95)

Modify

Retain

A less research-focused

graduate degree program

provides a viable niche in the

academic landscape. We not

only need to retain the M.A.,

we also need to do a better job

Deactivate; low

enrollment; very little

internal and external

demand

of promoting it to prospective

students.

Biological

Sciences (MS)

0.97

(2.52)

Retain Retain This program represents the

most common avenue for

Biology majors to proceed

with their graduate

development if not intending

to pursue a career related to

Neuroscience. This has to

remain an option of the

diverse interest of the average

Biology major.

Retain

Health Science Initiative

and STEM Initiative in

PRIDE 2020, the


plan

Increased use of MS and

Ph.D. students as

teaching assistants,

instead of adjunct faculty

Biology Mol &

Cellular

Neuroscience

0.12

(2.24)

Retain Retain The Neuroscience Master’s

program is a signature DSU

programs with funding,

faculty engagement, and a

growing workforce demand.

Retain

Health Science Initiative

and STEM Initiative in

PRIDE 2020, the


plan

Biology

Neuroscience

(PhD)

0.12

(2.25)

Retain Retain This program is externally

funded, has a large cohort of

faculty to support it, and is one

of the defining programs in the

department. Much of our

recognition on the national

and international academic

landscape is derived from the

Neuroscience PhD. Program.

Retain

Health and Wellness

Initiative and STEM

Initiative in PRIDE

2020, the University’s

strategic plan

Grow Neuroscience

especially via NIH



the program

Biology

Education

Modify Deactivate The Department of Education

offers the Master’s degree in

Teaching (MAT) program,

which offers a pathway into

the profession for individual

who hold a bachelor’s degree

in non-teaching fields. It

would be in the student’s best

interest to pursue this

pathway, as it allows them to

meet the “highly qualified”

criteria of the K-12 profession.

Deactivate

Chemistry

Education

(BA)

-0.13

(2.05)

Modify Deactivate The Chemistry Education

degree program typically has

low enrollment and has not

had any to students since

2013. The department of

Education offers the Master’s

degree in Teaching (MAT)

program, which offers a

pathway into the profession

for individual who hold a

bachelor’s degree in non-

teaching fields. It would be in

the student’s best interest to

pursue this pathway, as it

allows them to meet the

Deactivate

“highly qualified” criteria of

the K-12 profession.

Forensic

Chemistry

(BS)

Deactivate The Forensic Chemistry

program attracts students, but

the department has not been

able to successfully build the

program with adequate faculty

to develop and teach courses

and to provide students with

related research experience.

As a part of the overall

recommendations for

CMNST, it will be suggested

that forensic chemistry

become a concentration option

under the Forensic biology

program.

Deactivate

Chemistry

(BS)

0.56

(2.35)

Retain This program attracts those

students interested in a

rigorous chemistry program

with an aim to pursue graduate

school in chemistry or

research & Development

career paths in industry.

Students and 80% of our

graduates have obtained

gainful employment.

Retain

Applied

Chemistry -

Pre-

Professional

(BS)

-0.54

(2.34)

Retain Retain This program attracts those

students interested in pre-med

chemistry program with an

aim to pursue medical,

pharmacy, or dental school.

Revise and Enrich based

upon the creation of

Intensive English

Language Institute and

proposed ESL certificate

Applied

Chemistry

(MS)

0.97

(2.50)

Retain Retain This program attracts those

students with an interested in a

graduate program with a

research focus, but not at the

advanced level of a doctoral

program. Most of our graduate

students in the MS program

are education, industry,

government professionals.

Retain; enrollment

Applied

Chemistry

(MA)

NR NR Deactivate Historically low numbers in

this program track

Deactivate

Applied

Chemistry

(PhD)

0.97

(2.50)

Retain Retain This program has maintained a

steady population of students

with increasing numbers of

applications and incoming

students annually.

Retain

Increased use of MS and

Ph.D. students as

teaching assistants,

instead of adjunct faculty

Applied Optics

(MS)

0.07

(2.23)

Retain Retain This is a high profile program

and has received lots of

attentions recently with 2/3

students graduating in each

year.

Retain, external demand,

critical for our optics

program



the program

Grow through increased

grant activity and

through partnering with

the Delaware Institute of

Science and Technology

Computer &

Information

Technology

(BS)

-0.63

(1.08)

Retain While not very many students

graduate from this program

every semester, those who do

either, obtain highly

competitive and lucrative jobs

or enroll into prestigious

graduate programs. With the

exception of a couple of years,

over 85% or our students

obtain jobs within their field

of study before or within 3

months of graduating. More

recently, we have had 100% of

our students obtaining

employment within 3 months.

The new curricula, redesigned

in 2013, have helped

significantly in retaining high-

quality students. We will not

see the result of this change in

degree trends till 2017.

We have recently hired a new

faculty member in

cybersecurity, which will

strengthen our program due to

the interest by students and

anticipated growth in demand

in the industry. Adequate

support for the development of

the cybersecurity component

will increase the enrollment of

the information technology

program.

Retain

Computer

Science (BS)

-0.89

(1.65)

Retain Retain While not very many students

graduate from this program

every semester, those who do

either, obtain highly

Retain, important to our

STEM and SAP

Initiative

competitive and lucrative jobs

or enroll into prestigious

graduate programs. With the

exception of a couple of years,

over 85% or our students

obtain jobs within their field

of study before or within 3

months of graduating. More

recently, we have had 100% of

our students obtaining

employment within 3 months.

The new curricula, redesigned

in 2013, have helped

significantly in retaining high-

quality students. We will not

see the result of this change in

degree trends till 2017.

We have recently hired a new

faculty member in

cybersecurity, which will

strengthen our program due to

the interest by students and

anticipated growth in demand

in the industry. Adequate

support for the development of

the cybersecurity component

will increase the enrollment of

the information technology

program.

Computer

Sciences (MS)

-0.27

(1.89)

Modify Retain This program is very new and

has not had time to fully

develop and become well

established. The program has

received no financial support

from the University since its

inception. Interest in the

program is now visibly

growing. In the short time it

has existed, the program has

resulted in one student

entering a PhD program and

two more students will be

completing their thesis this

year.

Retain, Important to our

STEM initiative, the

SAP Initiative, and the

STEM Initiative


grant activity, and




and research universities

in China

Mathematics

(MS)

-- Modify Retain This program is the stepping-

stone to the Ph.D program. It

attracts a small number of

students each year, but 100%

Retain

of the graduates are gainfully

employed in their field of

study or in the doctoral

program. According to the

BLS, "Employment of

mathematicians is projected to

grow 23 percent from 2012 to

2022, much faster than the

average for all occupations.

Businesses will need

mathematicians to analyze the

increasing volume of digital

and electronic data."

Mathematics

Education

(MS)

-- Modify Deactivate This program attracts the least

number of majors in the

department. Only 2 students

have graduated from the

program from 2011-2015, and

there are currently no major in

this area. The department

seems unable to identify how

to attract students to this

major.

Deactivate

Mathematics

(BS)

-- Modify Retain/Modify This program attracts the

second largest number of

majors in the department and

at least 80% of the graduates

become gainfully employed in

their field of study or

matriculate into graduate

school. According to the BLS,

"Employment of

mathematicians is projected to

grow 23 percent from 2012 to

2022, much faster than the

average for all occupations.

Businesses will need

mathematicians to analyze the

increasing volume of digital

and electronic data." There

are also numerous initiatives

and grant opportunities to

attract majors to this field. It is

also recommended that the

overall departmental mission

be re-designed to focus on

teaching as it is truly a service

Retain/Modify as

suggested by the Dean

department to the University.

Although faculty are actively

engaged in research, these

individual are not willing to

engage in teaching lower level

math course, which has the

highest demand and critical

need of strong instruction.

Additionally, personnel in the

math department need to be

re-assessed to improve the

quality of teaching within the

department.

Mathematics

Education (BS)

-- Retain Retain This program is nationally

accredited by NCATE/CAEP.

This major is the third largest

major in the department and

100% of the graduates are

gainfully employed in their

field of study or in graduate

school. No separate BLS data

of mathematics teachers exist.

However, according to BLS,

"more than 700,000 new

secondary education jobs

projected between 2010 and

2020. Math teachers are

expected to have better

opportunities than other

teacher because many school

report difficulty finding

qualified math teachers."

Retain; important to

strengthening our

general education

program and improving

our retention and

graduation rates

Interdisciplina

ry Applied

Mathematics

and Physics

(Ph.D)

1.00

(2.51)

Modify Retain This program attracts the

largest number of majors in

the department and at least

75% of the graduates are

gainfully employed in their

field of study or in graduate

school. The BLS report

projects a 19% (faster than

average) increased demand for

jobs that require a doctorate in

Mathematics.

Retain


grant activity

Engineering

Physics (BS)

1.30

(2.98)

Retain Retain The Engineering Physics

Program, which has three (3)

concentrations (Electrical

Engineering, Bio-Engineering

and Optical Engineering), has

attracted the majority of

majors in this department for

the past four year. It is

recommended that the

program be re-examined to

ensure that students are

receiving adequate courses

and training to qualify in the

field of engineering. The

majority of majors are in the

Electrical Engineering

concentration. The US Bureau

of Labor Statistics predicted a

growth rate of 4-5% between

2012-2022. The

Bioengineering concentration

has the potential to grow and

become very successful.

Graduates in past three years

have obtained employment in

Lockheed Martin, Boeing,

Applied Physics Lab or got

admitted at reputable

universities.

It is recommended to

discontinue this concentration

due to the lack of interest by

students for the last four years.

Perhaps it should be re-

designed to fill a critical need

of Biomedical engineering,

which is far more attracting

for our population of students

and the demand in the job

market.

Retain

Implement Dean’s

recommendations

Physics (BS) 0.55

(2.34)

Retain Retain Although nationwide the

physics enrollment is

decreasing, we are graduating

1-2 students per year. The

majority of physics graduates

are accepted in highly ranked

graduate programs.

Retain

Physics (MS) 0.20

(2.51)

Modify Retain Retain

Important degree

program to support the

Optics program and the

Delaware Institute of


Physics

Teaching (MS)

-1.14

(1.55)

Modify Deactivate This program graduated one

student in 2011 and does not

currently have any students

enrolled.

Deactivate

Physics

Education (BS)

-1.21

(1.46)


Optics (PhD) 0.73

(2.42)

Retain Retain This is a high profile program.

Delaware State University is

the only HBCU to offer PhD

in Optics. This program got a

lot of attentions recently with

ten students enrolled.

Retain, Important to our

STEM initiative, the

SAP Initiative, and the

STEM Initiative



the program


grant activity and




A summary of the high priority degree programs for all of the colleges recommended for

growth and investment is provided in Table 4.

Table 4

Programs Recommended for Growth and Investment

COLLEGES Baccalaureate Graduate

Arts, Humanities, and

Social Sciences

Criminal Justice

Mass Communication

Psychology

Teaching English as a

Second Language

Agriculture and Related

Sciences

Agriculture Natural Resources, MS

Natural Resources

Food and Nutritional

Sciences

Business

Aviation MBA

Sport Management

Education, Health and

Public Policy

Health Promotion Educational Leadership,

Ed.D

Movement Science

Nursing

Mathematics, Natural

Sciences and Technology

Applied Chemistry Neuroscience, Ph.D.

Biology

Molecular and Cellular

Neuroscience

A summary of the low priority degree programs for all of the colleges recommended for

deactivation is provided in Table 5.

Table 5

Programs Recommended for Deactivation

COLLEGES BA/BS MA/MS

Arts, Humanities and

Social Sciences

English Education Historic Preservation

Spanish Art Education

French

World Language Education

Art Management

Agriculture and Related

Sciences

Family and Consumer

Sciences

Education, Health and

Public Policy

Science Education Curriculum and Instruction

Secondary Special

Education – Grades 7-12

Adult Basic Education

Elementary Special

Education- Grades 1-8

Special Education

Science Education

Educational Leadership

Master of Art in Teaching

Mathematics, Natural

Resources and Technology

Biology Education Applied Chemistry

Chemistry Education Mathematics Education

Forensic Chemistry Physics Teaching

Physics Education

Summary and Conclusions

The Program Prioritization Initiative (PPI) was an opportunity for DSU to review its

entire span of programs, courses, and services that we deliver in relation to how each

aligns with our mission and how they position the University for growth while

concurrently navigating the ever-changing landscape of higher education. That landscape

includes shifting demographics, rising operational costs, shrinking federal and state

appropriations, competing forces (online, nonprofits, MOOCs, etc.) greater accountability

regarding student learning, retention and graduation, and declining confidence in its value

proposition. These pressures clearly necessitate changes, and required DSU to engage in

a proactive process of self-study and reflection designed to develop and inform our

understanding of our academic programs and the resources that support them in order to

make planned and systematic changes that enhance quality and effectiveness. The PPI

process also examined the current status of educational offerings, assessed the future

potential of these programs, identified opportunities for program alignment and

reinvestment to strengthen the University, and enabled the University to take control of

its resources and direction, ensure quality and chart its future.

With few new resources available for investment in strategic priorities, DSU used a

validated framework developed by Dickeson (2010), and a triangulation methodology to

prioritize the degree programs. These programs were reviewed not only in terms of

enrollments and degree productivity, but also in terms of the appropriate balance of

available resources against the obligation to respond to the external demand for the

program, program costs; and quality of program inputs. The rationale for retaining

and/or investing in a program included centrality to the institutional mission, support

provided for other necessary programs, quality of program outcomes, maintaining

institutional program diversity, regional uniqueness and relevance of the program, and

recent developments that may lead to increased enrollments in the future (opportunity

analysis). In essence, DSU has undertaken prioritization or reallocation as a significant

means of reinvesting in itself.

Nineteen degree programs were identified as high priority programs and were

recommended for growth and investment: Baccalaureate - Agriculture, Natural

Resources, Food and Nutritional Sciences, Criminal Justice; Mass Communication;

Psychology; Teaching English as a Second Language, Aviation, Sport Management,

Health Promotion, Movement Science, Nursing, Applied Chemistry, Biology,

Molecular and Cellular Neuroscience; and Graduate - Natural Resources, Master of

Business Administration, Educational Leadership- Ed.D, and Neuroscience, Ph.D.

Twenty-four degree programs were identified as low priority programs and were

recommended deactivation: Baccalaureate - Art Management; English Education;

French; Spanish, World Language Education; Elementary Special Education – Grades 1-

8; Secondary Special Education – Grades 7-12, Biology Education, Chemistry Education,

Forensic Chemistry, Physics Education, and Graduate - Family and Consumer Science,

Art Education, Historic Preservation, Adult Basic Education, Curriculum and Instruction,

Special Education, Science Education, Educational Leadership - M. Ed., Master of Art in

Teaching, Applied Chemistry, Mathematics Education, and Physics Teaching. All

students currently in these programs will be accommodated (program switch; graduate

out, etc.).

As the University continues to engage in the program prioritization, current assets will be

redeployed to invest in strong and growing programs and to innovate through the

development of new programs. The result will be improved program quality and student

outcomes, an exceptional educational experience, and in many cases, increased

enrollment and actions that will lead to actions that will strengthen Delaware State in the

years ahead.

References:

Dickeson, R. C. (2010). Prioritizing Academic Programs and Services: Reallocating

Resources to Achieve Strategic Balance. San Francisco, CA: Jossey-Bass.

Appendix A

Academic Program Prioritization Initiative Task Force Members

Donald Becker, Associate Professor, College of Arts, Humanities and Social Sciences,

Chairperson

Jan Blade, Chair, Faculty Senate and Professor, College of Business

Saundra DeLauder, Interim Associate Provost and Vice President for Academic Affairs

and Dean, School of Graduate School and Research

Samuel Hoff, Professor, College of Arts, Humanities and Social Sciences

Gary Holness, Assistant Professor, College of Mathematics, Natural Sciences and Technology

Erica Jackson, Associate Professor—College of Education, Health and Public Policy

Martin Nunlee, Associate Professor, College of Business

Jeanel Lofland---Budget Director, Division of Finance and Administration

Steven Newton, Professor, College of Arts, Humanities and Social Sciences

Venuqopal Kalavacharla, College of Agriculture and Related Sciences

Clytrice Watson, Professor and Interim Dean, College of Mathematics, Natural Sciences and

Technology

Delores Finger-Wright, Professor, College of Education, Health and Public Policy

Alton Thompson, Provost - Champion

Deans:

Dyremple Marsh, College of Agriculture and Related Sciences

Marshall Stevenson, College of Arts, Humanities and Social Sciences

Donna Covington, College of Business

Marsha Horton, College of Education, Health and Public Policy

Clytrice Watson, College of Mathematics, Natural Sciences and Technology

Saundra Delauder, School of Graduate Studies and Research

Rebecca Batson, William C. Jason University Library

Institutional Research, Planning and Analytics

Kimberly Sudler, Assistant Vice President

Phyllis Edamatsu, Director

Vaughn Hopkins, Associate Director

Diana Yankovich, Technical Assistant

Institutional Assessment

Genevieve Tighe, Assistant Vice President

Bina Daniel, Director

APPENDIX B

Academic Prioritization Task Force

Rubrics to Consider under each Criterion

Rating Scale:

(0) not met

(1) partially met

(2) met

(3) strongly met.

History, Development and Expectations of the Program

Why was the program established?

What are it academic antecedents?

How has the program evolved over the years?

What were DSU’s original expectations?

How have those expectations changed over time?

What degree to which the program has adapted to meet change?

External Demand for the Program

What external indicators are there to show the need for and attractiveness of the

program? (often this is data driven such as national and local statistics)

Job prospects/placement

What are the trends over time (student enrollment, etc.)?

What programs/services are provided to stakeholders outside of DSU?

Who are the key users of this program?

Internal Demand for the Program

In what ways is the program interdependent on, or does it serve, other

programs?

What are enrollments in courses required for other programs?

What proportions of enrollments are for major, minor, general education, or

service purposes?

What other programs are providing a service or function similar to the one

provided by your program?

What would the impact be on other programs if this program was altered or

discontinued?

Quality of Program Inputs

Number of faculty and staff

Percentage of instruction offered by full-time faculty

Number of students/majors

Curriculum (appropriate to the breadth, depth, and level of the discipline;

degree to which it matches the learning styles and needs of students, etc.)

Extent has the program has adapted to technology

Equipment

Facilities

Other resources

Quality of Program Outcomes

List your program outcomes

What examples of exemplary performance has the program produced (i.e.,

research awards, publications, presentations, exhibits, shows, or other faculty

productivity measures)?

Has the program brought recognition to DSU?

To what degree do outcomes mirror the best practices at similar institutions?

Student scores on national exams

Student learning outcomes

Size, Scope and Productivity of the Program

Number of students served

Student credit hours generated

Degrees awarded

Research grants/contracts

Faculty and Staff productivity

Revenue and Other Resources Generated

Enrollments

Research grants/contracts

Equipment grants

Fundraising

Potential revenues

Other . . .

Costs and Other Expenses Associated with the Program

Are there demonstrable efficiencies associated with the program, relative to

other programs (attempts to reduce costs and/or operate more efficiently)?

Equipment and Maintenance

Software and Maintenance

What investments are needed to bring this program up to a high level of quality?

Impact, Justification, and Overall Essentiality of the Program

Why should this program be continued or strengthened?

What impact has the program had or does it promise to have?

What are the benefits to DSU of offering this program?

What is the connecting relationship between the program and achievement of

DSU’s mission?

How essential is this program to DSU?

How is the program related to the success of other programs?

Opportunity Analysis of the Program

What external environmental factors affect the program and what opportunities

are created?

How might these opportunities be capitalized upon?

Would a change in program format/structure/content be beneficial?

What could this program do for DSU if it had

Appendix C

Provost Introductory Message to Department Chairs

Dear DSU Chairperson, As you are aware, in November 2013, President Williams appointed two task forces, Academic Program Prioritization and Administrative Support Services, to provide scholarly and thoughtful recommendations with respect to prioritizing academic programs and administrative support services. Prioritizing academic programs and administrative support services are consistent with our new strategic plan, PRIDE 2020, Goal #1 (Intellectual Climate and Culture) and Goal #6 (Institutional and Operational Effectiveness). The Academic Program Prioritization Task Force has developed a questionnaire to capture the data needed to review and assess the University’s portfolio of academic programs. Completing this questionnaire will help shape the direction of how the University will deliver its academic programs and how to focus financial resources in a purposeful and efficient way to ensure a strategic balance with limited resources. For ease of data collection and analysis, you need to complete one questionnaire per degree area. Each survey includes multiple sections and is configured to allow collection of a single response or a 360 degree team response (e.g. Links to the survey can be forwarded in sequence to others who can complete assigned sections and save them along the way. The chair finalizes the survey response.) Instructions for collecting a team response appear at beginning of the survey. To assist in planning/assigning team responses, a PDF version of the survey can be downloaded from the embedded link below. In the degree areas in which you share faculty, staff, resources, equipment, etc., please include these data on only one questionnaire and make the appropriate notation on the questionnaire. If you share faculty across degree areas, please provide unduplicated data, and again, make the appropriate notation on the questionnaire. For example, if Dr. X is teaching in two degree areas, only list his or her scholarly productivity once. The degree areas for your department can be found at: http://www.desu.edu/academics/majors-and-concentrations. Concentrations are to be included with their respective degree areas. In addition, given the way that revenue and cost data are captured, you only have to analyze these data by departments, not by each degree area. Again, these data will be provided in the electronic links provided by Institutional Research, Planning, and Analysis (IRPA). As you complete the questionnaire(s), it would be both helpful and advisable to include the program coordinators and faculty as much as possible. In fact, group sessions by degree areas would be effective and should result in a healthy dialogue. It is important to complete and submit this questionnaire on or before Monday, May 26, 2014. To assist you in responding to the questions, the IRPA office has embedded an electronic link

http://www.desu.edu/academics/majors-and-concentrations

below to the data for your academic unit. As such, you only need to analyze these data, not provide it. If you have any questions about this questionnaire or the prioritization process, please email or call Donald Becker ([email protected]; x 6685) or Alton Thompson ([email protected]; x 6100). For questions or issues with accessing data for your unit, please email or call Kimberley Sudler ([email protected]; x 7036). PPI for Academic Programs Questionnaire Link: https://www.surveymonkey.com/s.aspx?sm=rBEbyBOmXyQiaPhfN8xo3A_3d_3d Data Link for PPI for Academic Programs (IRPA): http://dsuhvbishprod/icpd/default.aspx This secure dashboard is accessible from a university desktop or laptop. If this survey is forwarded to others for completion, please also forward the relevant data. The data can be downloaded in a number of formats including PDF and Excel. From the menu on the top of the dashboard, choose ‘Actions, Export, and then the desired format. A paper copy of the survey is available here. Thank you for your participation. Alton Thompson, Ph.D. Provost and Executive Vice President for Academic Affairs Delaware State University

mailto:[email protected]



https://www.surveymonkey.com/s.aspx?sm=rBEbyBOmXyQiaPhfN8xo3A_3d_3d

http://dsuhvbishprod/icpd/default.aspx

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