The Simpson College Assessment and Program Review Process

Revised by APRC Fall, 2007

The assessment and program review process consists of (a) the completion and submission of a regularly scheduled assessment report to be completed by departments and academic programs on an eight year cycle, and (b) the completion and submission of brief, annual updates to the regularly scheduled assessment report.

The Assessment and Program Review Committee is charged with reviewing the regularly scheduled assessment reports of all departments and programs. To this end, the committee reads all assessment reports, asks questions for clarification, and makes suggestions in the interest of improving the assessment and evaluation and report. It should be clear that the committee is not tasked with evaluating the department or program, but validating the assessment process and final evaluation report. The required External Evaluation Team (see attached External Visit Guidelines) will be instrumental in providing an evaluation of program and department structure.

Note that the term “department” will be used throughout the following as a synonym for “program” simply to ease readability. Also, in some cases isolated cases, items listed in the assessment and evaluation guidelines might not apply to a specific department or program.

It is understood that a critical attribute of the assessment report is the assumed participation of all members of the department in the assessment and evaluation process. If the completion of the report is to serve its full potential, it is mandatory that all members of a department be actively involved in the construction of the report.

APRC has adopted the following guidelines or template for cyclical, major assessment reports. It is the intent of these guidelines to promote an analytical evaluation of departments, not simply a description of departments. Emphasis is placed on strengths, concerns and issues for the future for each department. It is important to note that these guidelines will allow individual program reviews to flow directly into the assessment of the College for future North Central accreditation evaluations. More importantly, this self-assessment will help departments to build upon their strengths and make plans to remedy areas in need of improvement or strengthening.

In most general terms, the APRC is looking for clear articulation of (a) the department’s mission statement and goals, (b) departmental goals in relation to the college’s mission statement, and (c) a data-driven evaluation of goals attainment. Two overarching themes that should be integrated through the report: What has been learned by the department from previous assessments and how have changes arising from that previous assessment been implemented since that assessment?

Factual data about the department should appear in an addendum to the document, most of which will be supplied by administrative offices and all of which is to be reviewed by the department chair and department members. It is assumed that assessment reports will reflect a careful analysis of this data.

Criteria for Reporting to the Assessment and Program Review Committee (rev. 9/2007) Note: Please number all pages.

I. Title Page
Include title, date, department chair, and primary author of the report

II. Description of the Department’s Role within the Institution
    A. Department’s mission statement and its relationship to the college’s mission statement
    B. Department’s goals and objectives
    C. Relationship between the department mission statement and the college’s strategic plan
    D. Relationship between the department mission and the general education goals of the college
   E. Service provided by the department to other departments/majors

III. Description of the Department’s Current Assessment Plan

IV. Analysis of the Department’s Performance
    A. Student Learning
         1. Evaluate student learning as defined by the department’s goals and objectives.
         2. Evaluate the department’s efforts to assess student learning.
         3. Assess the effectiveness of the department’s use of curricular activities outside the classroom in meeting the stated goals of the department. (e.g., service learning, internships, practica, student research, etc.)
         4. Evaluate the effectiveness of the department’s efforts to ensure that its course offerings and content meet the needs of students completing a major or minor within the department and the demands of an evolving discipline.
         5. Evaluate the effectiveness of the department’s efforts to ensure that its course offerings and content meet the needs of students in other majors and programs served by the department.
         6. Compare the department’s curriculum and major/minor requirements with other institutions of similar size and mission.
    B. Resources
         1. Evaluate how the resources at the disposal of the department are allocated to deliver the department's program.
         2. Evaluate how faculty and staff load affects the department's ability to fulfill its mission.
         3. Evaluate the department’s use of general college learning resources (e.g. classroom and laboratory facilities, Dunn Library, Hawley, Counseling and Career Services, Information Services, work-study and undergraduate assistantships, residence life).
         4. Evaluate the department’s use of computer and information technology to meet goals and objectives.
         5. Compare the department’s resources with other institutions of similar size and mission.
    C. Pedagogy and Effective Teaching
         1. Evaluate the match between department goals/objectives and the teaching practices employed by department faculty.
         2. Explain how the department faculty keeps current in both the content of their discipline and the best practices of teaching within their discipline.
    D. Ethical and Responsible Use of Knowledge
         1. Evaluate the methods the department employs to ensure that students understand the ethical implications of their discipline.
    E. Use of Outside Agents
         1. Outline the department’s use of any outside agents, including alumni or advisory boards to evaluate its program and methods.
         2. Summarize the findings and recommendations made by any such outside agents.
    F. Looking to the Future
         1. List future goals for the department/program.
         2. What enrollment trends are predicted for the future and how will the department/program respond to them?
         3. Discuss how faculty and staff structure will impact future plans for the department/program.
         4. What pedagogical or content developments in your discipline merit consideration in future planning?
         5. Evaluate institutional support needed to meet departmental/program goals.
         6. Identify any changes needed in the department’s assessment plan.
    G. Summary of the Findings of the External Evaluation Team

V. Addendum Factual data about a department to be supplied by Registrar, Dean’s Office, Financial Aid Office, DAL Office, Financial Affairs Office, Alumni Office, Counseling and Career Services Office, and the department chair:

A. Courses offered o Required courses (identified by major)

- Cornerstone offerings
- Competencies (if any)
- Elective offerings
- Service courses
- Internships
- Interdisciplinary courses

    B. Average enrollments in courses
    C. Courses with multiple sections
    D. Frequency of course offerings
    E. DAL offerings including summer school
    F. Other offerings (programs, conferences, etc.)
    G. Majors and minors offered by the department
    H. Majors and minors supported by courses offered
    I. Enrollments in each major by year

- General trends in enrollment over the past 10 years
- Traditional students vs. DAL students

J. Advising loads of faculty
K. Graduates

- Number by year, major and minor
- Trends
- Tracking of graduates five years out

     L. Current full time faculty
     M. Brief resume for each faculty member
     N. Ranks, dates of hire, tenure decisions
     O. Adjuncts and affiliates on staff
     P. Teaching loads by faculty
     Q. Departmental support staff

- Status (full or part time)
- Job descriptions

R. Work Study students

- Numbers employed by the department
- Job descriptions

     S. Budget
     T. Dedicated or specialized teaching facilities
    U. Special equipment

VI. Relevant Documents
    A. A copy of the previous Assessment Report
    B. Copies of Annual Updates to the Assessment Report
    C. Report from External Evaluators


	Faculty Resources Academic Committees Academic Council Dean's Bio Prospective Faculty
The Simpson College Assessment and Program Review Process Revised by APRC Fall, 2007 The assessment and program review process consists of (a) the completion and submission of a regularly scheduled assessment report to be completed by departments and academic programs on an eight year cycle, and (b) the completion and submission of brief, annual updates to the regularly scheduled assessment report. The Assessment and Program Review Committee is charged with reviewing the regularly scheduled assessment reports of all departments and programs. To this end, the committee reads all assessment reports, asks questions for clarification, and makes suggestions in the interest of improving the assessment and evaluation and report. It should be clear that the committee is not tasked with evaluating the department or program, but validating the assessment process and final evaluation report. The required External Evaluation Team (see attached External Visit Guidelines) will be instrumental in providing an evaluation of program and department structure. Note that the term “department” will be used throughout the following as a synonym for “program” simply to ease readability. Also, in some cases isolated cases, items listed in the assessment and evaluation guidelines might not apply to a specific department or program. It is understood that a critical attribute of the assessment report is the assumed participation of all members of the department in the assessment and evaluation process. If the completion of the report is to serve its full potential, it is mandatory that all members of a department be actively involved in the construction of the report. APRC has adopted the following guidelines or template for cyclical, major assessment reports. It is the intent of these guidelines to promote an analytical evaluation of departments, not simply a description of departments. Emphasis is placed on strengths, concerns and issues for the future for each department. It is important to note that these guidelines will allow individual program reviews to flow directly into the assessment of the College for future North Central accreditation evaluations. More importantly, this self-assessment will help departments to build upon their strengths and make plans to remedy areas in need of improvement or strengthening. In most general terms, the APRC is looking for clear articulation of (a) the department’s mission statement and goals, (b) departmental goals in relation to the college’s mission statement, and (c) a data-driven evaluation of goals attainment. Two overarching themes that should be integrated through the report: What has been learned by the department from previous assessments and how have changes arising from that previous assessment been implemented since that assessment? Factual data about the department should appear in an addendum to the document, most of which will be supplied by administrative offices and all of which is to be reviewed by the department chair and department members. It is assumed that assessment reports will reflect a careful analysis of this data. Criteria for Reporting to the Assessment and Program Review Committee (rev. 9/2007) Note: Please number all pages. I. Title Page Include title, date, department chair, and primary author of the report II. Description of the Department’s Role within the Institution A. Department’s mission statement and its relationship to the college’s mission statement B. Department’s goals and objectives C. Relationship between the department mission statement and the college’s strategic plan D. Relationship between the department mission and the general education goals of the college E. Service provided by the department to other departments/majors III. Description of the Department’s Current Assessment Plan IV. Analysis of the Department’s Performance A. Student Learning 1. Evaluate student learning as defined by the department’s goals and objectives. 2. Evaluate the department’s efforts to assess student learning. 3. Assess the effectiveness of the department’s use of curricular activities outside the classroom in meeting the stated goals of the department. (e.g., service learning, internships, practica, student research, etc.) 4. Evaluate the effectiveness of the department’s efforts to ensure that its course offerings and content meet the needs of students completing a major or minor within the department and the demands of an evolving discipline. 5. Evaluate the effectiveness of the department’s efforts to ensure that its course offerings and content meet the needs of students in other majors and programs served by the department. 6. Compare the department’s curriculum and major/minor requirements with other institutions of similar size and mission. B. Resources 1. Evaluate how the resources at the disposal of the department are allocated to deliver the department's program. 2. Evaluate how faculty and staff load affects the department's ability to fulfill its mission. 3. Evaluate the department’s use of general college learning resources (e.g. classroom and laboratory facilities, Dunn Library, Hawley, Counseling and Career Services, Information Services, work-study and undergraduate assistantships, residence life). 4. Evaluate the department’s use of computer and information technology to meet goals and objectives. 5. Compare the department’s resources with other institutions of similar size and mission. C. Pedagogy and Effective Teaching 1. Evaluate the match between department goals/objectives and the teaching practices employed by department faculty. 2. Explain how the department faculty keeps current in both the content of their discipline and the best practices of teaching within their discipline. D. Ethical and Responsible Use of Knowledge 1. Evaluate the methods the department employs to ensure that students understand the ethical implications of their discipline. E. Use of Outside Agents 1. Outline the department’s use of any outside agents, including alumni or advisory boards to evaluate its program and methods. 2. Summarize the findings and recommendations made by any such outside agents. F. Looking to the Future 1. List future goals for the department/program. 2. What enrollment trends are predicted for the future and how will the department/program respond to them? 3. Discuss how faculty and staff structure will impact future plans for the department/program. 4. What pedagogical or content developments in your discipline merit consideration in future planning? 5. Evaluate institutional support needed to meet departmental/program goals. 6. Identify any changes needed in the department’s assessment plan. G. Summary of the Findings of the External Evaluation Team V. Addendum Factual data about a department to be supplied by Registrar, Dean’s Office, Financial Aid Office, DAL Office, Financial Affairs Office, Alumni Office, Counseling and Career Services Office, and the department chair: A. Courses offered o Required courses (identified by major) Cornerstone offerings Competencies (if any) Elective offerings Service courses Internships Interdisciplinary courses B. Average enrollments in courses C. Courses with multiple sections D. Frequency of course offerings E. DAL offerings including summer school F. Other offerings (programs, conferences, etc.) G. Majors and minors offered by the department H. Majors and minors supported by courses offered I. Enrollments in each major by year General trends in enrollment over the past 10 years Traditional students vs. DAL students J. Advising loads of faculty K. Graduates Number by year, major and minor Trends Tracking of graduates five years out L. Current full time faculty M. Brief resume for each faculty member N. Ranks, dates of hire, tenure decisions O. Adjuncts and affiliates on staff P. Teaching loads by faculty Q. Departmental support staff Status (full or part time) Job descriptions R. Work Study students Numbers employed by the department Job descriptions S. Budget T. Dedicated or specialized teaching facilities U. Special equipment VI. Relevant Documents A. A copy of the previous Assessment Report B. Copies of Annual Updates to the Assessment Report C. Report from External Evaluators
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