The Three Stages



 

Stage Three: The Action Plan

OUTLINE FOR THE INTERNAL SELF-STUDY REPORT

I. Executive Summary for the Internal Self-Study
II. Narrative Section
III. Documentation


II. Narrative Section

A. History and Mission
B. Discuss program structure and reputation
C. Evaluate the programs role in the college and the university
D. Evaluate the role of students in the program
E. Provide assessment data on student learning objectives using the guidelines below.
F. Assess the faculty in the following areas
G. Evaluate the quality and quantity of academic support
H. Strategic Goals and Objectives (as found in Annual Reports, Action Plans and the University Planning Database)


A. History and Mission

1. Give a brief history of the program.
2. What is the current mission statement?
3. How was the current mission statement developed and who participated in it?
4. How does the current or proposed mission statement support the college and university mission statements?

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B. Discuss program structure and reputation:

     1. Evaluate the program in the following areas:
          a. Viability of the program in terms of state, regional and national needs.
          b. Coherence and integrity of the curriculum when compared to standards of best practice as determined by regional and national learned societies.
          c. Currency (timeliness) of the curriculum both now and for future students.
          d. Compare the program to other programs in the Commonwealth of Virginia and/or comparable programs offered elsewhere. What is unique about the JMU program?
          e. Discuss the national accreditation status of the program, if applicable.

     2. Assess the size of the program regarding need for expansion or contraction. Use regional and national sources of data regarding demand for the program and placement of majors in the employment market.

     3. Discuss the service that the program provides to non-majors, if, applicable.

     4. Discuss the reputation of the program among current students, graduates, employers and other faculty throughout the University.

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C. Evaluate the programs role in the college and the university:

     1. Discuss the process whereby program faculty work collectively to develop curricula and do long-range planning for the program.

     2. Identify the degree of participation and involvement of individual faculty in carrying out program objectives.

     3. Discuss cooperative or joint efforts with other programs

     4. Discuss the relationship of the program to college-wide efforts (e.g. minor offerings and interdisciplinary programs).

     5. Discuss the relationship of the program to general education, if applicable.

     6. Discuss faculty involvement in governance and curricular activities in the department, college and the university

     7. Discuss the commitment of the program to diversity both among program faculty and students within the program.

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D. Evaluate the role of students in the program.

     1. Describe the academic and pre-career advising system and the student's perception of it.

     2. Describe the involvement of the students in program affairs.

     3. Provide information on:

          a. The academic standard or passing level of various competencies contained within the program.

          b. Provide information regarding the percentage of students that have met or exceeded the academic standards set by the program.

          c. Provide an interpretation of assessment findings about the quality of the program, including strengths and weaknesses regarding various program components (e.g., courses, field experiences, internships, etc.)

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*E. Provide assessment data on student learning objectives using the guidelines below.  

     Click here to view Section E as a printable Word Document.

Assessment Progress Template for Annual Academic
Department Reporting

Introduction and Purpose:

The purpose of this template is to provide the most current assessment related information for each of JMU's academic programs. A separate template will be completed for each academic major program offered at JMU. With this information, James Madison University will have information to share with both internal and external constituents about the quality of all academic programs.


How to Obtain Assistance with Template Completion:

PASS is a service that provides assessment-related assistance to members of the JMU community, including help with the writing of objectives, the creation of an assessment design, and the analysis of data. You may also directly contact your CARS faculty assessment liaison for assistance (please contact PASS if you do not know who serves as your CARS faculty assessment liaison). To contact PASS by phone, you may call 568-7962. You can also reach PASS via email at programassessment@jmu.edu.


I. Objectives - Please provide your academic program's learning goals and objectives. Describe the process by which the objectives receive faculty review. Which, if any, of your objectives were modified, deleted, or added in the last year?


II. Course/Learning Experiences - Provide the linkage between your program's goals and objectives and their instructional delivery via your curriculum. This can be demonstrated with a matrix that lists the goals and objectives by the courses that address each. See page 19.


III. Evaluation/Assessment Methods - Provide a listing of the systematic methods and procedures for gathering information about achievement of your goals and objectives. This can also be demonstrated with a matrix or similar form that lists the goals and objectives by assessment methods. See the form on page 19 of these guidelines. Please also describe the process for systematic data collection.


IV. Objective Accomplishments/Results - Provide a description of your program's assessment results for the last two years. Provide an interpretation of the program's assessment results. What do these results mean for you and your faculty?


V. Dissemination- Describe how your assessment results are shared with your faculty and others concerned with your program. Illustrate how your assessment results are incorporated in the planning and governance structure of your program.


VI. Uses of Evaluation/Assessment Results and Actions Taken. Demonstrate how the program's assessment results have been used to contribute to program improvement and enhanced student learning and growth. Examples of program actions taken might include modification and or additions to learning objectives, curriculum revisions, instructional delivery changes, changes in course sequencing, or increased emphasis on specific skill development.


* Section E must be completed and sent to the Center for Academic and Research Studies (CARS) for review before the ERT is scheduled.

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F. Assess the faculty in the following areas:

     1. The commitment of the program faculty to teaching, advising, scholarship, and service activities.

     2. The perception of students regarding the overall level of teaching in the program.

     3. The level of research and service activity of the faculty.

The quality of faculty credentials as compared to comparable institutions throughout the country. (Complete curriculum vitae may be included in the appendix of the review or, if extensive, on a CD.)

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G. Evaluate the quality and quantity of academic support:

     1. The adequacy of the staffing level of the program, given its mission.

     2. Assess the library resources, indicating the levels and quality of access to information. Also assess the level to which students are able to locate and use relevant materials.

     3. Evaluate the adequacy of non-salary based support (e.g. operating budget, grants, foundation money).

     4. Evaluate the level of technological support necessary to carry out the program mission.

     5. Evaluate the adequacy of facilities utilized in the program including classrooms, labs, other instructional facilities, and office space.

     6. Where appropriate, provide specific recommendations for future modifications in facilities for the program.

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Stage One: The Internal Self-Study
Stage Two: The External Review
Stage Three: The Action Plan