Program Self-Study Guidelines (Draft)

Purpose:

This procedure provides a more detailed explanation for the components of the self-study report generated for academic program reviews at Winona State University (WSU), including possible sources of information and data.

Rationale for Revision and Major Changes:

(This is for stakeholder review, not for publishing)

This draft is a proposed new procedure document to be associated with

• WSU 3-26 Program Review Policy

This procedure would provide more guidance to academic departments as they construct their self-study reports for academic program reviews. The phrase “Strategic plan for improvement” has been replaced by “Strategic plan for adaptation.”

Suggested Stakeholder feedback deadline:

Feedback should be provided using this WSU form by ??/??/202?.

Guidelines:

A. Overview of the Program Self-Study Report

The program self-study report is a structured, evidence-based, comprehensive analysis of a program. The program faculty may consult with other departments, such as Institutional Planning, Assessment, and Research (IPAR), Career Services, and Admissions, to identify and obtain appropriate data that support the self-study report. The report should be written in a way that is meaningful to an external reviewer. All data used should be appended to the self-study report under the title “Evidence Portfolio.”

B. Self-Study Report Components

The self-study should include the following components; sources to obtain forms of evidence beyond the program’s internal records are provided as suggestions.

1. General description of the program

• A brief history of the program
• The program’s mission and goals
• The program content and organization

2. Program student success

• General characteristics of the program’s student body [IPAR]
• Retention and completion rates
• Recruitment practices [Admissions]
• List of program student learning outcomes (SLOs) and curriculum map
• Date of last review for each SLO and timeline for assessing each SLO over the five-year period
• Results of SLO assessment and adaptations made to curriculum based on those results [Dean]
• Mapping of program SLOs to university SLOs
• Examples of distinguished student achievements
• Post-graduate activities [Career Services]

3. Faculty qualifications, Contributions, and Achievements

• General characteristics of the program’s faculty
• Evidence of appropriate decision-making processes
• Evidence of effective teaching and other activities involving students
• Service to the university
• Scholarly and other professional achievements

4. Program resources

• Number and type of faculty positions [Academic Affairs Office]
• Instructional technologies, equipment, supplies, building space, and library services
• Cost effectiveness, cost recovery, and enrollment history [IPAR]
• History of administrative support

5. Strategic plan for adaptation

• An analysis of strengths, weaknesses, opportunities, and threats/challenges
• Identification of up to five areas for adaptation
• A plan of action to realize the adaptation in these areas
• A discussion of the budgetary implications during the next two years

Related documents:

• Minnesota State Policy 3.36, Part 7, Academic Review

Related definitions:

[3-26] Academic Program:

A course of study leading to an undergraduate or graduate degree, major, minor, or certificate.

Authorizing Policy:

• 3-26 Academic Program Review Policy (Draft)

History:

Adoption date:
Implementation date: