apc handbook - university of wisconsin-platteville web viewapc handbook. program review. ... asks...

Academic Planning Council Handbook

Overview

Purpose and DutiesIf you are new to APC, you may wish to

familiarize yourself with the bylaws. Specifically, you can view the Faculty Constitution and Bylaws, Part II, Article III, Section 2, which is located in the Faculty Handbook, chapter four 4.2 To see click, Faculty Constitution and Bylaws.

As you can tell from the bylaws, the APC is charged with short-term and long-term academic planning. To this end, the APC has developed a review process to inform APC and give them the tools for academic planning. A typical year as it relates to the review process is shown below.

Typical Academic Year for APC

Fall Semester Spring Semester

August Retreat OrientationReview Form B January Retreat Meet with Financial Services

Form A Discussions

September (2nd Week) Open January (4nd Week) Meet with UABC Form A Discussions

September (4nd Week) Meet with Chancellor or Program Reviews (2) – Form B February (2nd Week) Meet with Deans

Form A Discussions

October (2nd Week) Meet with Chancellor or Program Reviews (2) – Form B February (4nd Week) Form A Recommendations

October (4nd Week) Meet with Chancellor or Program Reviews (2) – Form B March (2nd Week) Form A Recommendations

November (2nd Week) Program Reviews (2) – Form B March (4nd Week) Form A Recommendations

November (4nd Week) Open April (2nd Week) Form B Recommendations

December (2nd Week) Program Reviews (2) – Form B April (4nd Week) Open

May (2nd Week) APC Chair Election

Of course, there are other

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University of Wisconsin-Platteville

APC HANDBOOKProgram Review

5-11-2016

https://www.uwplatt.edu/files/governance/Faculty_Senate/Files/faculty_handbook_spring_2016_for_the_web_as_of_may_2016.pdf

https://www.uwplatt.edu/files/governance/Faculty_Senate/Files/faculty_handbook_spring_2016_for_the_web_as_of_may_2016.pdf

Academic Planning Council Handbook as of May 2016

duties charged to APC, but the amount of time devoted to annual and in-depth reviews (Form A and Form B respectively) shows how seriously the APC considers these program reviews.

Guide to APC Reports & ReviewsAnnual ReportAnnually, each program will complete a short report called Form A. The first part of Form A asks programs to provide information similar to the information found on a 10-day report and to make predictions regarding upcoming needs. The remainder of Form A asks programs to provide short narrative responses to 5-6 questions. This form will be completed and submitted using University Planning and Review Process on or before October 15. The link is uwplatt.compliance-assist.com. If you want to preview the type of information you will be asked to provide, or if you want a version in MS Word for your records, click Form A (LINK 1). A general calendar for Form A is shown below.

Calendar for Form A

Fall Spring

APC reviews the action taken on the recommendations made the previous semester. This may take the form of a visit from the Chancellor.

Form A is due from each program by October 15.

APC begins reviewing Form A.

Early in the semester, APC completes the review of Form A and in consultation with the college deans and UABC, makes recommendations.

APC reports recommendations to programs, deans, and faculty senate by April 1.

In-Depth ReviewEach program will undergo an in-depth review every 6 years. The in-depth review occurs over a period of two years and requires programs to complete Form B, which is due on or before October 15. To see Form B, click Form B (LINK 2). Once completed, this form can be sent electronically to the Governance Office at [email protected].

In the first year, parts of Form B will be reviewed by the Assessment Oversight Committee (AOC) and the Academic Standards Committee (ASC). Each of these committees will make recommendations to the APC based on their section of Form B. Programs will have the opportunity to respond to each recommendation.

In the second year, after each program has been reviewed by AOC and ASC and after each program has had an opportunity to respond to the review, APC will review each program. To see the evaluation sheet for Form B, click Form B Evaluation Sheet (LINK 3) .

A general calendar for how Form B is reviewed is shown below.

Calendar for Form B

Fall Spring

mailto:[email protected]

https://federation.campuslabs.com/ldap


2014-2015

A list of programs in each group is shown in the next section.

GROUP 2, the second group of programs in the 6-year cycle, submits Form B to APC by October 15. At this time, AOC and ASC can begin their reviews.

APC begins reviewing Form B for GROUP 1.

AOC and ASC complete reviews of GROUP 2 and send their recommendations to APC by March 15.

APC sends a copy of the recommendations by AOC and ASC to programs in GROUP 2 by April 1.

APC reviews Form B and recommendations of AOC and ASC for GROUP 1 and makes recommendations to programs, deans, and faculty senate by April 15.

Programs in GROUP 2 submit to APC their responses to the evaluations made by AOC and ASC by May 1.

Programs in GROUP 1 submit to APC their responses to the evaluations made by APC by May 15.

Calendar for Form B

Fall Spring

2015-2016

A list of programs in each group is shown in the next section.

GROUP 3, the third group of programs in the 6-year cycle, submits Form B to APC by October 15. At this time, AOC and ASC can begin their reviews.

APC begins reviewing Form B for GROUP 1.

AOC and ASC complete reviews of GROUP 3 and send their recommendations to APC by March 15.

APC sends a copy of the recommendations by AOC and ASC to programs in GROUP 3 by April 1.

APC reviews Form B and recommendations of AOC and ASC for GROUP 2 and makes recommendations to programs, deans, and faculty senate by April 15.

Programs in GROUP 3 submit to APC their responses to the evaluations made by AOC and ASC by May 1.

Programs in GROUP 2 submit to APC their responses to the evaluations made by APC by May 15.

Review CycleThe following table shows the 6-Year review cycle.

APC 6-Year Review Cycle

GROUP 1

2013-20152019-2021

Civil EngineeringElectrical EngineeringEngineering PhysicsEnvironmental EngineeringGeneral EngineeringIndustrial EngineeringMechanical EngineeringSoftware Engineering

GROUP 4

2016-20182022-2024

BiologyChemistryPhilosophyEconomicsPolitical SciencePsychologySociology


GROUP 2

2014-20162020-2022

Broad Field ScienceComputer ScienceEnglishGeographyGeologyMathematics

GROUP 5

2017-20192023-2025

ArtCriminal JusticeForeign Languages: Spanish, German, French,

ChineseForensic InvestigationsHistoryMusicSustainability & Renewable Energy SystemsSocial and Environmental JusticeTheatre

GROUP 3

2015-20172021-2023

AgribusinessAgricultural EducationAnimal ScienceIndustrial Technology ManagementOrnamental HorticultureReclamation, Environment & ConservationSoil and Crop ScienceTechnology Education

GROUP 6

2018-20202024-2026

AccountingBusiness AdministrationDairy Science B.S. (new program Spring 2016)Ethnic StudiesPhysical EducationMedia StudiesSocial Science – ComprehensiveSTEM Middle Childhood – Early Adolescence

Education B.S. (new program spring 2016)Teacher EducationWomen & Gender StudiesSpeech

CalendarThe following table shows important deadlines pertaining to Form A and Form B for the 2014-2015 academic year.

Important Deadlines for 2014-2015

2014

Late August APC holds an August retreat to discuss/analyze Form B for GROUP 1. Ideally, the date of this retreat coincides with the general faculty meeting.

September 1 APC representative reminds all programs of the annual report, Form A, to APC.

October 15 All programs submit Form A to APC.

October 15 All programs in GROUP 2 submit the in-depth report, Form B, to APC.

2015

Mid-Late January

APC meets with Financial Services and discusses/analyzes Form A at a January retreat. Ideally, the date of this retreat coincides with the general faculty meeting.

4th Wednesday in January APC meets with UABC to discuss/analyze Form A.

2nd Wednesday in February APC meets with deans to discuss/analyze Form A.

March 15 AOC and ASC complete their reviews of GROUP 2 and send their recommendations to APC.

March 15 APC representative notifies GROUP 3 of their in-depth reviews beginning next Fall.

April 1 APC reports recommendations on Form A to programs, deans, and faculty senate.

April 1 APC sends a copy of the recommendations by AOC and ASC to programs in GROUP 2.


April 15 APC reviews Form B and recommendations of AOC and ASC for GROUP 1 and reports recommendations to programs, deans, and faculty senate.

May 1 Programs in GROUP 2 submit their response to the evaluations of Form B made by AOC and ASC.

May 15 APC representative notifies all programs of the annual report (Form A).

May 15 Programs in GROUP 1 submit their response to the evaluations of Form B made by APC.

Academic Planning CouncilAnnual Program Report [Form A]

SECTION ONE – DATA TABLE Some of the data in this table will be supplied to each program. Unless indicated otherwise, the entries in the cells refer to the current fall semester numbers. Please provide any missing data and correct any inaccurate data. For a definition or description of what to enter in the cells, please click Definitions and Descriptions for Form A.

Personnel Program Profile Budget (current fiscal year allocations)

TotalFaculty FTE

Provided to ProgramNumber of Student

Credit Hours

Provided to ProgramTotal Salary for All

Faculty

Provided to Program

Entered by Program Entered by Program Entered by Program

Faculty FTE with Administrative Duties (Chair,

Assistant Chair etc.)

Provided to Program Number of Student Credit Hours Taught

by Faculty

Provided to Program Salary for Faculty with Administrative

Duties (Chair, Assistant Chair etc.)

Provided to Program


Faculty FTE with Non-Classroom

Duties (other than Chair, Assistant

Chair, etc.)

Provided to Program Number of Student Credit Hours Taught

by Academic Staff

Provided to ProgramSalary for Faculty

with Non-Classroom Duties (other than

Chair, Assistant Chair, etc.)

Provided to Program


Faculty FTE(Instructional)

Provided to ProgramNumber of Majors

Provided to ProgramSalary for Faculty

(Instructional)

Provided to Program


Teaching Academic Staff FTE

Provided to ProgramNumber of Minors

Provided to ProgramSalary for Teaching

Academic Staff

Provided to Program


Non-Teaching Academic Staff FTE

Provided to ProgramNumber of Graduate

Students

Provided to Program Salary for Non-Teaching Academic

Staff

Provided to Program



Number of Faculty and Academic Staff

Members (Headcount)

Provided to Program Number of Graduates (previous

year)

Provided to Program Salary for Classified Program

Administrative Staff

Provided to Program


Classified Program Administrative Staff

FTE

Provided to Program Number of Student Credit Hours for

Courses Taught as Overload

Provided to Program Salary for LTE Program

Administrative Staff

Provided to Program


LTE Program Administrative Staff

(Headcount)

Provided to ProgramStudent Help

Provided to Program

Entered by Program Entered by Program

Credit Hours Taught as Overload

Provided to ProgramCapital

Provided to Program

Entered by Program Entered by Program

SuppliesProvided to Program

Entered by Program

1. If you know the reason for any discrepancy between the data provided in the Personnel column and the data you entered, please let us know the reason. Your response to this question is optional.

We will capture this response and store it in a spreadsheet.

2. If you know the reason for any discrepancy between the data provided in the Program Profile column and the data you entered, please let us know the reason. Your response to this question is optional.


3. If you know the reason for any discrepancy between the data provided in the Budget column and the data you entered, please let us know the reason. Your response to this question is optional.



SECTION TWO – NARRATIVEThis section is completed by each program.

The data from Section One and the narrative responses in Section Two will help the APC make recommendations regarding the allocation of campus resources. Because the APC will review each program annually, please respond concisely. The questions are general so that they will apply to every program; however, responses should be specific. Many questions may trigger multiple responses, so please restrict your responses to the most salient issues in the program. The responses to these questions will be recorded, along with the recommendation made by the APC and any subsequent actions taken. In this way, the collection of annual reviews will serve as a record over time.

Program:

Department:

Current Academic Year:

Name of Contact Person:

Position of Contact Person:

1. a. What is the mission of your program?


b. Programs have different roles on campus, but for the most part, programs offer courses that satisfy general education requirements, programs offer courses that serve other disciplines, or programs offer courses that prepare majors and minors within the program. i. Are at least 20 percent of your courses offered to fulfill general education requirements?

Yes No

ii. Are at least 20 percent of your courses offered to serve other disciplines?Yes No

iii. Are at least 20 percent of your courses offered for your program’s majors and minors?Yes No

2. Do you anticipate a significant change in the resources required by your program in the next three years? For example, check yes if there is an expensive piece of equipment that is up for purchase in the next three years. Do not check yes if your program requires more resources due to the general increase in student population. Yes No

If yes, please identify the resources required and the reason for the significant change in resources.



3. Did the APC identify significant concerns on your most recent in-depth review? Yes No

If yes, please identify the year and how you are addressing these concerns. (The maximum response is 1,500 characters.)


4. Please identify one or two (if any) significant changes in your program that have occurred since the last annual report. You might consider details such as retirements, new hires, unexpected growth or decline in majors, etcetera. (The maximum response is 1,500 characters.)


5. Please identify one or two (if any) of the program’s most significant concerns regarding resources. While the APC recognizes the temptation to list many concerns, please identify the areas of greatest and most immediate concern. (The maximum response is 1,500 characters.)


6. Please identify any relevant information you would like APC to consider. Again, the APC recognizes how open-ended this question is, but please respond briefly. (The maximum response is 1,500 characters.)


Recommendations Made by APCBased on data provided in the annual report and the responses to the narrative part of the report, the APC will make recommendations to the Deans and Provost on allocation of resources.


Definitions and Descriptions of the Cells in Form A – Personnel

Total Faculty FTE – For this cell, add the FTE for faculty members with responsibilities in your program/department. For faculty members with split appointments, include only the FTE associated with your program/department. For example, if a faculty member has 0.75 appointment in your department and has 0.25 appointment for duties that are not specific to your department (teaching courses for another department, working in the Teaching Excellence Center, Faculty Senate chair, etc.), then you would only consider the 0.75 appointment. Use data for the current, fall semester.

Faculty FTE with Administrative Duties – For this cell, add the FTE for faculty members with administrative responsibilities in your program/departments. In most cases, this will correspond to the FTE of the Program Coordinator / Department Chair. For example, if your program/department has a chair with 0.75 appointment and an assistant chair with 0.50 appointment, you should enter 1.25 in this cell. Use data for the current, fall semester.

Faculty FTE with Non-Classroom Duties – For this cell, add the FTE for faculty members with non-teaching responsibilities in your program/department, but not counted in previous category. Do not consider duties that are not specific to your department (teaching courses for another department, working in the Teaching Excellence Center, Faculty Senate chair, etc.). If your program/department has 2 faculty members with non-classroom duties, one with a 0.75 non-teaching appointment in your program/department and one with a 0.50 non-teaching appointment in your program/department, you should enter 1.25 in this cell. Use data for the current, fall semester.

Faculty FTE (Instructional) – For this cell, add the FTE for faculty members teaching courses in your program/department. For faculty members with split appointments, include only the FTE associated with your program/department. If your program/department has 2 faculty members with teaching responsibilities, one with a 0.50 teaching appointment in your program and one with a 0.75 teaching appointment in your program, you should enter 1.25 in this cell. Theoretically, subtracting the second and third cells in this category from the first should yield the same result. Use data for the current, fall semester.

Teaching Academic Staff FTE – For this cell, add the FTE for academic staff members teaching courses in your program/department. For teaching academic staff members with split appointments, include only the FTE associated with your program/department. If your program/department has 2 academic staff members with teaching responsibilities, one with a 0.50 teaching appointment in your program/department and one with a 0.75 teaching appointment in your program/department, you should enter 1.25 in this cell. Use data for the current, fall semester.

Non-Teaching Academic Staff FTE – For this cell, add the FTE for academic staff members with non-teaching responsibilities in your program/department. For non-teaching academic staff members with split appointments, include only the FTE associated with your program/department. If your program/department has 2 academic staff members with non-classroom duties, one with a 0.50 non-teaching appointment in your program/department and one with a 0.75 non-teaching appointment in your program/department, you should enter 1.25 in this cell. Use data for the current, fall semester.

Number of Faculty Academic Staff Members (Headcount) – For this cell, add the number of faculty members, academic staff members, and non-teaching academic staff members with teaching responsibilities in your program/department. This is a headcount, so pretend you’re counting mailboxes in the mail room. Each program/department member is counted as 1, regardless of whether the appointment is considered full time. If your program/department has three faculty members and 2 academic staff members, teaching or non-teaching, at any level of appointment, you should enter 5 in this cell. Use data for the current, fall semester.

Classified Program Administrative Staff FTE – For this cell, add the FTE for classified program administrative staff members with responsibilities in your program/department. For classified program administrative staff members with split appointments, include only the FTE associated with your program/department. If your program/department has 2 classified program administrative staff members, one with a 0.50 appointment in your program/department and one with a 0.75 appointment in your program/department, you should enter 1.25 in this cell. Use data for the current, fall semester.


LTE Program Administrative Staff (Headcount) – For this cell, add the number of LTE program administrative staff members with responsibilities in your program/department. Since this is a headcount, each LTE program administrative staff member is counted as 1, regardless of the appointment level. Use data for the current, fall semester.

Credit Hours Taught as Overload – For this cell, add the number of credits that are being taught as an overload. There is no need to distinguish between faculty and academic staff members. Use data for the current, fall semester.

Definitions and Descriptions of the Cells in Form A – Program Profile

Number of Student Credit Hours – For this cell, add the number of student credit hours for each course in your program. Please include credit-bearing courses outside the classroom such as independent study courses, internships, and co-ops. To calculate the student credit hours for a course, multiply the number of students in the course by the number of credit hours awarded for the course. If your program/department offers only two courses, a 3-credit course with 20 students (60 student credit hours) taught by a faculty member and a 4-credit course with 25 students (100 student credit hours) taught by an academic staff member, you should enter 160 in this cell. Use data for the current, fall semester.

Number of Student Credit Hours Taught by Faculty – For this cell, add the number of student credit hours for each course in your program that is taught by a faculty member. Please include credit-bearing courses outside the classroom such as independent study courses, internships, and co-ops. To calculate the student credit hours for a course, multiply the number of students in the course by the number of credit hours awarded for the course. If your program/department offers only two courses, a 3-credit course with 20 students (60 student credit hours) taught by a faculty member and a 4-credit course with 25 students (100 student credit hours) taught by an academic staff member, you should enter 60 in this cell. Use data for the current, fall semester.

Number of Student Credit Hours Taught by Academic Staff – For this cell, add the number of student credit hours for each course in your program that is taught by an academic staff member. Please include credit-bearing courses outside the classroom such as independent study courses, internships, and co-ops. To calculate the student credit hours for a course, multiply the number of students in the course by the number of credit hours awarded for the course. If your program/department offers only two courses, a 3-credit course with 20 students (60 student credit hours) taught by a faculty member and a 4-credit course with 25 students (100 student credit hours) taught by an academic staff member, you should enter 100 in this cell. Use data for the current, fall semester.

Number of Majors – For this cell, use the number of students who have declared a major in your program/department and are identified in PASS. Please include double majors. Use data for the current, fall semester.

Number of Minors – For this cell, use the number of students who have declared a minor in your program/department and are identified in PASS. Please include double minors. Use data for the current, fall semester.

Number of Graduate Students – For this cell, use the number of graduate students who are seeking a graduate degree in your program/department. Use data for the current, fall semester.

Number of Graduates (previous year) – For this cell, use the combined total of undergraduate students and graduate students who graduated from your program/department in the last academic year, including summer.

Number of Student Credit Hours for Courses Taught as Overload – For this cell, add the number of student credit hours for each course in your program that is taught as an overload by faculty or academic staff members. Please include credit-bearing courses outside the classroom such as independent study courses, internships, and co-ops. To calculate the student credit hours for a course, multiply the number of students in the course by the number of credit hours awarded for the course. If your program/department offers only two courses as overload, a 3-credit course with 20 students (60 student credit hours) taught by a faculty member and a 4-credit course with 25 students (100 student credit hours) taught by an academic staff member, you should enter 160 in this cell. Use data for the current, fall semester.


Definitions and Descriptions of the Cells in Form A – Budget

Total Salary for All Faculty – For this cell, add the portions of the salaries that correspond to faculty members with responsibilities in your program/department. You do not need to include overloads or fringe benefits. Use data for the current, fall semester.

Salary for Faculty with Administrative Duties – For this cell, add the portions of the salaries that correspond faculty members with administrative responsibilities in your program/department. You do not need to include fringe benefits. If a faculty member who earns $100,000 has a 0.75 appointment for teaching and a 0.25 appointment for administrative duties, you should use $25,000 for this calculation. Use data for the current, fall semester.

Salary for Faculty with Non-Classroom Duties (other than Chair, Assistant Chair, etc.) – For this cell, add the portions of the salaries that correspond to faculty with nonteaching responsibilities (other than chair, assistant chair, etc.) in your program/department. You do not need to include fringe benefits. If a faculty member who earns $100,000 has a 0.75 appointment for teaching and a 0.25 appointment for nonteaching duties performed for your program/department, you should use $25,000 for this calculation. Use data for the current, fall semester.

Faculty FTE (Instructional) – For this cell, add the portions of the salaries that correspond faculty with teaching responsibilities in your program/department. You do not need to include overloads or fringe benefits. If a faculty member who earns $100,000 has a 0.75 appointment for teaching and a 0.25 appointment for administrative duties, you should use $75,000 for this calculation. Theoretically, subtracting the second and third cells in this category from the first should yield the same result. Use data for the current, fall semester.

Teaching Academic Staff – For this cell, add the portions of the salaries that correspond to teaching academic staff members with responsibilities in your program/department. You do not need to include fringe benefits. Use data for the current, fall semester.

Non-Teaching Academic Staff – For this cell, add the portions of the salaries that correspond to non-teaching academic staff members with responsibilities in your program/department. You do not need to include fringe benefits. Use data for the current, fall semester.

Classified Program Administrative Staff – For this cell, add the portions of the salaries that correspond to classified program administrative staff members with responsibilities in your program/department. You do not need to include fringe benefits. Use data for the current, fall semester.

LTE Program Administrative Staff – For this cell, add the portions of the salaries that correspond to LTE program administrative staff members with responsibilities in your program/department. You do not need to include fringe benefits. Use data for the current, fall semester.

Student Help – For this cell, identify the money allotted for student salaries. Use data for the current, fall semester.

Capital – For this cell, identify the money allotted for capital. Use data for the current, fall semester.

Supplies – For this cell, identify the money allotted for supplies Use data for the current, fall semester.


Academic Planning Council In-depth Program Review [Form B]Evaluation Sheets

Assessment Oversight Committee

To be completed by the Assessment Oversight Committee.

Your response by be received by the APC by March 15.

Please provide the following information.

Name of AOC Member

Date

Program Reviewed

Threshold score for the final AOC review:

Based on the above scoring system, a program can attain a score between 0 and 20 points. The threshold scores for classifying the program assessment status are presented as follows.

Points AOC final suggestion

18-20 The program’ s assessment plan exceeds expectations

12-17 The program’s assessment plan meets expectations

0-11 The program’s assessment plan does not meet expectations

Please provide a brief summary of your review including a justification for your recommendation above.


To be completed by the program.


Name of Program

Name of Program or Department Member

Date

Although it is not required, you may briefly respond to the review by the Assessment Oversight Committee. Your response is due back to the APC by May 1.


Academic Standards Committee

To be completed by the Academic Standards Committee.

Your response by be received by the APC by March 15.


Name of ASC Member

Date

Program Reviewed

A copy of this evaluation was sent to program coordinator or department chair on (date).

Based on Form B question 6, please place and X in the appropriate row.

The program exceeds expectations in regard to academic standards.

The program meets expectations in regard to academic standards.

The program does not meet expectations in regard to academic standards.

Please provide a brief summary of your review including a justification for your recommendation above.




Name of Program


Date

Although it is not required, you may briefly respond to the review by the Academic Standards Committee. Your response is due back to the APC by May 1.


Academic Planning Council

To be completed by the Academic Planning Council.


Name of APC Member

Date

Program Reviewed

A copy of this evaluation was sent to program coordinator or department chair on (date).

Based on Form B and the recommendations of ASC and AOC, place and X in the appropriate row.

The APC recommends continuing the program in its present form.

The APC recommends modifying the program in form or direction.

The APC recommends strengthening the program.

The APC recommends consolidating the program with other programs.

The APC recommends phasing out the program.

Please provide a brief summary of your review including an explanation of and justification for your recommendation above.




Name of Program


Date

Although it is not required, you may briefly respond to the review by the Academic Planning Council. Your response is due back to the APC by May 15.


Academic Planning CouncilIn-depth Program Review [Form B]

Form B is due on or before October 15.

Please supply the following information

Program

Department

Current Academic Year

Date of Last In-Depth Review

Name of Program Contact Person

Position of Program Contact Person

To be completed by the program/department1. In a paragraph, briefly describe your program’s Mission Statement and how it relates to the

University Strategic Mission.

2. List your program’s long-term (5+ years) goals as reported on at your last APC review and describe how your program met those goals. If there was a need to modify those goals, briefly explain why.

3. At this point in your long-range planning, list your program’s most important (5+ years) goals and briefly describe the resources your program will need to be successful, as well as any concerns or issues your program is facing. Also briefly address how these goals support your program’s Mission Statement.

(maximum of three)

Long-term Goal One

Resources Needed

Issues or Concerns

How Goal Supports Program’s Mission Statement


Long-term Goal Two

Resources Needed

Issues or Concerns


Long-term Goal Three

Resources Needed

Issues or Concerns


4. If your program was reviewed by any outside accrediting bodies since the last APC review, please identify the review body and briefly summarize the results in 1-2 paragraphs.

Information Required by the Assessment Oversight Committee5. Please provide the following information.Supporting data/documents may be downloaded from https://www.uwplatt.edu/oiea/academic-assessmentWhere possible, it is strongly recommended to present information in table format (some sample tables are provided below).

A. Program Assessment Plan (14 pts)i. The Program’s Learning Outcomes.

All programs must complete section a below. If your program has changed/updated its program learning outcomes since the last AOC review, or if it is in the process of doing so, also complete section b below.

a. All programs provide the following: a table that maps all courses in the program to the appropriate program

learning outcome

b. If your program has changed/updated its program learning outcomes since the last AOC review, or if it is in the process of doing so, please also provide the following:

a description of the change(s)/update(s) and a rationale for each change/update

a timetable of when the change(s)/update(s) took effect or the anticipated date by which they will take effect

https://www.uwplatt.edu/oiea/academic-assessment


ii. The Program’s Assessment Tools (Measures).

All programs must complete section a below. If your program has changed/updated its program assessment tools since the last AOC review, or if it is in the process of doing so, also complete section b below.

a. All programs provide the following: a table of the program assessment tools that shows

1) the reason for selecting that specific assessment tool and2) the criteria for the measurement of what is considered to be a

“successful” result (success criteria).Sample table:

Assessment tool (measure) Reason for selecting this tool (measure)

Success Criteria

Alumni survey This type of indirect assessment tool allows the program to assess the overall quality of the program.

7/10 points or 70% satisfaction rate.

External Standardized Test Example, “Fundamentals of Engineering” exam issued by NCEES

This type of direct assessment tool allows the program to investigate the quality of education through an analysis of exam passing rate trends.

The FE exam uses a binary scoring system (pass or fail). Hence 70% passing rate.

a table that shows 1) when each assessment tool was last administered and for which

program learning outcome(s)2) the reason why a particular assessment tool was not administered

(complete this section as needed)3) the most recent results4) an analysis of the results (both positive and negtive); forfor any

unexpected negative result(s), provide a description of the possible cause(s) that led to the negative result(s)

Sample table:Assessment tool

Program learning outcomes & assessment date

The reason for not collecting data

Most recent results

Analysis of the results(positive and negative)

Alumni survey

All outcomes (Not collected)

Due to the establishment of new program through merger.

N/A(Not surveyed)

Survey results will be collected next year.

FE exam All outcomes (Spring 2016)

N/A 68% passing rate The passing rate was lower than 70%, the success criteria set by the program. This lower passing rate may be due to the small sample number (only a few students participated in this exam this year).

b. If your program has changed/updated its program assessment tools since the last AOC review, or if it is in the process of doing, please also provide the following:


a description of the change(s)/update(s) and a rationale for each change/update

a timetable of when the change(s)/update(s) took effect or the anticipated date by which they will take effect

iii. The Program’s Assessment Protocol.

a. If your program has not changed its assessment protocol since the last AOC review, please provide the rationale for determining that no changes have been necessary.

b. If your program has changed/updated its program assessment protocol since the last AOC review, or if it is in the process of doing so, please provide the following:

a description of the change(s)/update(s) made in response to the program assessment results (especially strategies employed to mitigate negative assessment results)For example, if a course receives negative reviews from students due to its complexity, the course may be split into two parts and offered as two semester-long courses.

the timeline that was (or will be) used to implement the change(s)/update(s)

a description of the realized (or expected) result(s) of the change(s)/update(s)

a description of how the effectiveness of any change(s)/update(s) was (or will be) assessed

iv. The Program’s Assessment Schedule Projection.

All programs must provide a schedule for the administration of program assessment tools for the next five years.

B. General Education Assessment (3 pts)

All programs must provide the following:

i. A list of each UUCC-approved general education course within the program/department.

ii. A chart indicating which general education learning outcome(s) each of these courses covers. Also, describe generally how those learning outcomes are assessed.

C. Progress (3 pts)

All programs must describe the program changes that were recommended in the last assessment and program reviews (at both the institutional and accrediting body level) and describe what progress/changes have been made since that review.

If changes were not implemented, describe the reasons why changes were not implemented.

If changes were implemented, present the timeline of implementation and the current status.


Information Required by the Academic Standards Committee6. Briefly describe how your program is engaged in reviewing its own internal academic standards.

In particular:A. What does your program do to ensure that courses, major options, minor options, etc. are

current and relevant? Give examples of two changes that were implemented over the past 5 years in response to these efforts.

B. How does your program monitor consistency in course content, course standards, and grading from semester to semester and instructor to instructor? In particular, explain what group or individual are tasked with this effort and outline the expected course of action that is to be followed if an inconsistency is discovered.

C. Does your program offer any courses in multiple formats (such as traditional on campus, streaming video, winterim, fully or hybrid online, etc.)?

D. If your answer to (c) was yes, what are the two most important differences between the formats from the standpoint of the faculty? What are the two most important differences from the standpoint of the students? Explain what measures are taken to mitigate the differences.

Once completed, please send Form B electronically to the Governance Office at [email protected] B is due on or before October 15.

apc handbook - university of wisconsin-platteville web viewapc handbook. program review. ... asks...

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