ACADEMIC PROGRAMS SUBCOMMITTEE

• Undergraduate and graduate programs
• Liberal education program
• UC (coordinate with Subcommittee on External Relationships)
• Assessment of student outcomes

The following list gives examples of information which will be described in the self-study report and in other materials (e.g., Bulletin, Campus Data Book) made available to North Central. Existing sources of information will be used where possible. What descriptive information related directly to academic programs do you think it is important to include in the self-study report itself?

a. Undergraduate degrees, majors, minors (list plus requirements)
b. Liberal education program (requirements)
c. Graduate degrees, programs (requirements)
d. Processes for adding, deleting, changing degrees, majors/minors, and courses - undergraduate, liberal education, graduate.
e. Enrollment history (headcount, student credit hours) by degree, by college, by program
f. Description of assessment of student outcomes procedures.
g. Description of change to semesters and implications for academic programs.
h. Staffing (faculty, support staff), funding, and facilities for academic programs.

The following questions focus on evaluation and are the major responsibility of this subcommittee. The goal is to identify strengths and weaknesses (areas of concern) in how the campus functions. The following should be considered about the questions:

a. Is the question stated clearly and does it address appropriate issue(s)?
b. What type of information is needed to answer the question and is it feasible the obtain this information?
c. Are there other issues which need to be included?
d. When concerns are identified, how serious (widespread) are they? How important are they in evaluating the overall effectiveness of our programs?

a. programs up to date?
b. related to job opportunities?
c. sensitive to students' backgrounds, ability levels?

a. clarity to those who must use them?
b. extent of interaction between faculty and administration?
c. extent of student involvement in curricular change?
d. efficiency?
e. bases upon which and quality of decisions made?
f. consistency of administration?
g. communicated effectively?

4. Are objectives of educational programs described in terms of desired changes and end results students are to achieve?

5. Are there adequate and suitable instructional methods consistent with mission?

6. Are appropriate alternative methods of instruction or granting credit being used or being explored? (This refers to things such as CLEP, Credit by Examination, ITV, credits for experience, etc.)

7. Is there effective academic advisement provided to students?

8. Does the liberal education program have clearly articulated purposes and content?

9. Are appropriate procedures for assessment of student outcomes being used in liberal education program? In degree programs?

10. What do assessment procedures show about effectiveness of academic programs?

11. Are appropriate programmatic changes occurring as the result of assessment procedures?

12. Are students adequately involved in decisions regarding educational programs?

13. Are objectives of post-baccalaureate programs appropriate to campus mission?

14. Is there an institutional commitment to excellence in both teaching by faculty and the learning expected of students?

15. Does campus have resources necessary to maintain strengths, correct weaknesses, and respond to threats and opportunities with respect to academic programs?