Appendix 1: Self-Study Report - Xavier University



Appendix 1: Self-Study ReportProgram Self-Study ReportEach program/major within CAS would create a program self-study report that would include three main components: (1) General Program Information, (2) Program Review (Strengths/Challenges), and (3) Program Future. Within each component, standardized report sections are listed (some required or optional), along with potential sources on where section information/data could be obtained.All review reports should follow the outline below with sections labeled appropriately to aid internal and external reviewers.For the purposes of program review at Xavier, both to meet HLC expectations and to better allow us to take account of the health of our academic programs, “program” here refers to any degree-granting program. This may mean that one department would have multiple “programs” attached to it; each program would need to produce an independent program review document. Other programs, if interdisciplinary and interdepartmental in nature, would need to produce their own program review reports led by that program’s director.The core contributions of any given department, while crucial to the academic health of the university and which constitute a bulk of many department’s workload, will only be evaluated under program review to the extent that the degree-granting program requires specific core courses. There are multiple places throughout the self-study report, however, for departments to note the role that core contributions play in their collective department workload, limitations on resources, etc. For questions about how to integrate this content into your self-study, please contact the Program Review Board. General Program Information (this section can be written in a narrative to give context to reviewers about the program’s history, aims, etc.)Report SectionPotential Sources of Information/DataRequiredProgram Description/BackgroundHistory of program, how long in existence, program rationale and relation to program or department mission, etc.Previous program reviews; curricular proposals; new narrativeyesFive-year plan Previous program reviewProgram CurriculumCurrent Program Goals/SLOs Program assessment documentsyesCurrent Catalog Description (including all program requirements for core and major) Catalog.xavier.eduyesCurrent Block Schedule for Program RequirementsCatalog.xavier.edu or program websiteyesIncluding modifications or alternatives to core requirementsCatalog.xavier.eduyesProgram CoursesCurrent CapstoneProgram narrative, curricular proposalsyesCourse InformationExamples: Number of program specific courses, seats per section (listed, actual and ideal), enrollment versus capacity; how often courses are offeredAcademic Program Health (APH) Financial (P1): Seats per Section, APH Financial (P1): Enrollment versus Capacity (Course Capacity)yesSignature aspects of the program, Examples: required study abroad or internshipProgram narrative, catalog descriptionProgram Changes since last review Examples: SLOs, Catalog, Requirements, Courses, other changesProgram narrative, assessment reports, curriculum proposalsyesGeneral Program Information (this section will be more data-driven.)Program FacultyProgram Organizational StructureExamples: Traditional department, director/s, board, otherProgram narrative, program proposalsyesAdvisingHow many people advise this programAcademic AdvisingyesAverage advisee load per advisorAcademic Advising (divide students by # of advisors)yesHow advisors are selectedProgram narrativeyesWhat faculty currently teach in this program? For each faculty member provide the following:Note: Any faculty member that is required to teach a required major courseNameInstitutional Research (IR)yesQualificationsIR or Carol MaeglyyesDepartmentIR or Carol MaeglyyesNumber of courses taught in the programIRyesFrequency of teaching courses in the programIRyesOther load data for the faculty member (including core teaching)Management Accounting System (MAS)yesProductivity (aggregate data across faculty or subsets of faculty in program)Instructional Examples: average sections, library databases, softwareIRyesScholarshipAPH Personnel (P3): Faculty Scholarships and Grants, Annual UpdateyesServiceAPH Personnel (P3): Faculty Service, APH Personnel (P3): Faculty Contributions External to XavieryesFaculty Demographics Over TimeFaculty Rank DistributionAPH Personnel (P1): Faculty Rank DistributionyesStudent Credit Hour Production by Faculty Rank APH Personnel (P1): Student Credit Hour Production by Faculty Rank yesFaculty diversityHR, Dean’s officeyesStudents Per Faculty Department RatioAPH Contribution (P2): Students Per Faculty Department RatioyesEmployee TurnoverProgram, Dean’s officeFaculty changes since last reviewHires, retirements, promotions, othersProgram-generated dataOther faculty dataNumber of faculty in department who do NOT teach in major, number of adjuncts, etc. Program-generated dataI.D. Program StudentsStudent Demographics Over time (APH)Student Enrollment and DiversityAPH Academics (P1) Student Enrollment and DiversityyesPersistenceAPH Academics (P1) Persistence by Entry MajorGraduation RatesAPH Academics (P1) Graduation Rates by Exit MajoryesMajor GPA at completion of degree(Eventually) APH Academics (P3) Major GPA by Exit MajorTime to Degree APH Academics (P1) Time to Degree by Exit MajoryesStudent Major Mobility (information on how students move from one major to another)APH Trends (P1) Student Major MobilityDegrees AwardedAPH Trends (P1) Degrees AwardedyesPost-Graduation OutcomesWhat are they doing now (job, graduate school, service, other)APH Academics (P1) Post Graduation Outcomes, program-gathered datayesWhere are they now (location)Program-gathered dataI.E. Other Curricular RelationshipsDescription of relationships between this program and other programs at the university. Could include the following:How this program supports other programsHow this program differs from similar programsHow this program supports minors How this program supports the coreOtherProgram narrative, APH Contribution (P1): Contribution to the CoreI.F. Program ResourcesProgram budgetFunds associated with programFunds provided for scholarshipsDedicated spaceEquipment beyond University-allocated 4-year cycle computerSupport staff available to programProgram-gathered dataYesProgram Review Report SectionPotential Sources of Information/DataRequiredII.A. Program Strengths and Effectiveness (NOTE: not just in classroom, educational experience as a whole)Academic/ProfessionalProgram SLOs Discussion (based on annual SLO reviews)Program annual assessment reportsYesAdditional IndicatorsExamples: courses, students, alumni, otherProgram narrativeExamples of format for the narrativeBulleted ListOf the [x #] SLOs that our program specifies, during this review period we’ve demonstrated particular strengths in the following:SLO #/ DetailEvidence to back up strengths (from annual assessment, etc).SLO #/ DetailEvidence to back up strengths (from annual assessment, etc.)In addition to SLO assessment, other important indications of program strength come from our [specify metrics]Paragraph/Narrative OrientationOf the [x #] SLOs that our program specifies, during this review period we’ve demonstrated particular strengths in [x #]: [specify in detail each. First,[SLO #] was assessed [time frame] with particular strength(s) [x] because [evidence to back up strengths]In addition to SLO assessment, other important indications of program strength come from [specify metrics].Discussion of change impacts during period of reviewLiberal Arts Ways that the program encourages connections outside specific disciplineExamples: Flagged courses, community engagement, internships, study abroad, interdisciplinary courses, interdisciplinary research, collaborations between programs, otherProgram narrative and additional data as chosen by programYesDiscussion of change impacts during period of review3 DiversityWays that the program engages and encourages diversityExamples: Faculty/student demographics, course content/curriculum (DCR Flags, inclusive and non-canonical materials, other), Attention to diverse student needs in program/course design, faculty/student recruitment and retention, classroom/program climate, global connections, otherProgram narrative, reference to data displayed in General Program Information, recruitment/interest data from AdmissionsYesDiscussion of change impacts during period of review4 Common GoodWays that the program engages and encourages educating the whole person, promoting the common good and serving othersExamples: Advising and mentoring, inclusion of ethical, moral and spiritual topics; community engagement (courses, research, outreach etc.), otherProgram narrative; useful information may also be found in APH Contribution (P1): Contribution to the Mission and Contribution (P2): Student EngagementYesDiscussion of change impacts during period of reviewII.B. Program Challenges (NOTE: These can include structural, budgetary, market, knowledge, time, resource, obligation constraints, access)1 Academic/ProfessionalProgram SLOs Discussion (based on annual SLOs review)Program annual assessment reports YesAdditional Indicators (courses, students, alumni, other)Including obligations to the core that might prohibit program developmentProgram narrativeDiscussion of change impacts during period of review2 Liberal Arts Challenges to encouraging connections outside specific discipline. Examples: challenges with flagged courses, community engagement, internships, study abroad, interdisciplinary courses, interdisciplinary research, collaborations between programs, otherProgram narrative and additional data as chosen by programYesDiscussion of change impacts during period of review3 DiversityChallenges to engaging and encouraging diversity. Examples: Faculty/student demographics, course content/curriculum (DCR Flags, inclusive and non-canonical materials, other), challenges to attending to diverse student needs in program/course design, faculty/student recruitment and retention, classroom/program climate, global connections, otherProgram narrative, reference to data displayed in General Program Information, recruitment/interest data from AdmissionsYesDiscussion of change impacts during period of review4 Common GoodChallenges to engaging and encouraging educating the whole person, promoting the common good and serving others. Examples: Challenges with advising and mentoring, inclusion of ethical, moral and spiritual topics; community engagement (courses, research, outreach etc.), otherProgram narrative; useful information may also be found in APH Contribution (P1): Contribution to the Mission and Contribution (P2): Student EngagementYesDiscussion of change impacts during period of reviewProgram FutureReport SectionPotential Sources of Information/DataRequiredIII.A. What is the vision for this program over the next 5-8 years taking into account the strengths and challenges discussed above as well as plans for improvement, external opportunities and external threats?APH Trends (P1) Future Career Demand, Road2Xavier interests dataYesIII.B. What resources are needed to meet this vision? In your response, be sure to address the following:Consider all factors (personnel, space, library resources, program budget, etc.) within your program, including required courses for your program offered outside your program designation (or department) and core requirements. What is the impact of resource availability on the ability to meet this vision. Consider your vision in the case of static resource availability and address resource prioritization.YesIII.C. As a program, list 3 questions or concerns for which you would like specific responses from reviewers.YesReview ProcessAppendix 2: Possible Cycle of Reviews1st year2nd year3rd year4th year5th year6th year7th year8th yearMath AdvertisingApplied BiologyArtApplied PhysicsMLIE: Modern Languages & International EconEconomics BABig Minors, e.g. Deaf Studies, Peace & Social JusticeActuarial ScienceCommunication StudiesBiomedical SciencesFine ArtsPhysicsSpanishEconomics, S&SGraduateCSCI BAPublic RelationsEnvironmental ScienceGraphic DesignBioPhysicsSociologyLand, Farming & CommunityPIPGCSCI BSDigital MediaLife Sciences for BusinessPPPEngineering PhysicsPhilosophySustainability, Econ & MgmtMS TheologyMusicClassical HumanitiesBiologyTheologyEnglishPolitical Science Liberal Arts (APEX)URSMusic EducationClassicsTheaterFrenchHistoryInternational StudiesApplied ChemistryScholarsMusic PerformanceClassics & Philosophy Honors ABTheater EducationGermanDIFTGender & DiversityChemistryPrograms wo degree, e.g., Human-Centered Making, Latin American Studies, Asian Studies, Forensic SciencesMusical TheaterChemical Science ................
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