The Three Stages



Stage One: The Internal Self-Study

At the beginning of the Internal Self-Study, the self-study team identifies the major goals they want to achieve. These will vary from program to program depending on the nature of the program, previous reviews that have been conducted and current developments in the particular discipline. Examples of major goals that have been undertaken in previous APR'S include some of the following:

  • Identifying potential linkages between the program and others within a college in order to develop new major concentrations.
  • Examining the relationship of the curriculum to the General Education Program and undertaking appropriate modifications.
  • Performing an environmental scan to determine rapidly changing characteristics of the employment market.
  • Seeking consultation from experts in technology to improve the use of technology in instruction.
  • Undertaking a significant reconceptualization of the curriculum in a discipline that no longer attracts a significant number of majors.
  • Undertaking a significant restructuring of a department to improve the focus of the curriculum and to more efficiently utilize resources within the department.

The self-study team is expected to seek input from faculty and staff both within and external to the program that impact the program. Additionally, students currently enrolled in the program and those who have recently graduated provide information critical to the self-study process. For APR's to be useful, evidence collected over time is preferred to that collected immediately prior to the review. Annual reports are and continue to be increasingly important in establishing both the accomplishments and needs of programs over time. This kind of evidence is necessary to analyze trends and to serve as a reminder to the importance of staying alert to factors affecting the quality of the program. The Alumni Survey and the Employer Survey provide programmatic information that is extremely useful to the self-study process. The result of all these activities leads to the production of an Internal Self-Study of the program that is forwarded to the Academic Unit Head, College Dean, and the Office of the Provost. Early in the development of the Internal Self-Study, prospective members for the ERT are identified and contacted to serve as reviewers of the program.

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Chairperson of the Internal Self-Study Committee

  • Meets with the Coordinator of Academic Program Review (APR) to discuss questions and issues related to the development of the Internal Self-Study.
  • May invite the Coordinator of APR to meet with the Internal Self-Study Committee to discuss the APR Guidelines.
  • Assigns sub-committees as needed to address sections of APR Guidelines.
  • Develops timelines and monitors progress of the Internal Self-Study.
  • Submits the Internal Self-Study to the Academic Unit Head for approval.
  • Develops a list of nominees for the ERT onsite visit.
  • Ensures that Section II-E of the Internal Self-Study is sent to the Coordinator for Academic Program Review before any nominees for the ERT have been contacted.

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Internal Self-Study Committee

Generally composed of six persons from the program or department and should include in addition the liaison librarian/ILR liaison, the program's assessment liaison to the program (program faculty designee), student representatives and graduates of the program, if feasible.

  • Completes the self-study using the guidelines provided within this document, after receiving notification from the Dean or Academic Unit Head.
  • Completes the Internal Self-Study and submits it to the Coordinator of Academic Program Review at least six weeks prior to the visit of the ERT.
  • Responsible for involving the entire program faculty who are not serving directly on the committee.
  • Proposes a specific schedule for the onsite visit of the ERT in consultation with the Dean and Coordinator of APR.
  • Selects, in counsel with the Academic Unit Head, the persons to serve on the ERT and submits the list for approval to the Dean and the Vice Provost for Academic Affairs.
  • Meets and presents an overview of the program to the ERT during the Sunday night dinner at the beginning of the onsite visit.

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Stage Two: The External Review
Stage Three: The Action Plan