Guidelines for Self-Studies

Revised February 2008

"First and foremost, the purpose of the academic program review (APR) process at Cal Poly is to acknowledge the strengths of our academic programs and, at the same time, to seek ways of further enhancing their quality."

In general terms, this is accomplished by reviewing the program's mission and goals as they relate to: 1) the mission of the institution; 2) the curriculum through which the program's mission and goals are pursued; 3) the extent to which the program is achieving its objectives for student learning; 4) the quality and diversity of the faculty and staff and their contributions to achieving the program's mission and goals; 5) and the quality of the infrastructure supporting the program (e.g., library and other educational resources, physical facilities, etc.).

To support the review, all programs are expected to include in their self-study:

1. General information about the program:
1. Data on students, faculty, staff, facilities, etc. (which will be supplied by the Office of Institutional Planning & Analysis at the request of the Academic Programs Office; and
2. Data from the National Survey of Student Engagement (NSSE) and other institutional surveys (which will be supplied by the Academic Programs Office).
2. A statement of intended student learning outcomes at the program level, as well as the current plan for assessing these outcomes along with assessment data. The plan should include the methods that were used for assessing the program level learning outcomes that includes the use of direct measures. In addition, the APR self study should include:
   1. An executive summary of assessment results to date;
   2. A description of the decision making that led to data analysis, data interpretations and recommendations for improvement;
   3. A description of the use of assessment results in efforts to achieve program improvement; and where possible; and
   4. Evidence of the impact of the curricular or programmatic change. See the WASC rubrics for Evolution of Program Level Assessment, Program level learning outcomes, portfolio assessment and capstone assessment.

      Assistance with assessment activities is available from the college assessment council or other individuals identified by the dean’s office. The Associate Vice Provost for Academic Programs, in consultation with the Academic Assessment Council, can provide consultation and additional resources for program level assessment activities.

3. The results of a focused inquiry addressing issues of particular interest/concern to the program itself, in the context of what is currently important to the college and university. This theme is proposed by the program faculty to the Dean and Vice Provost for approval.

For 2005/07, 2006/08, and 2007/09 reviews, items of special importance to the university include:

1. The evidence of planning, such as an up-to-date strategic plan, that defines the program's mission and provides the context for program development & improvement;
2. Attention to factors affecting graduation rates and other elements of student success (e.g., realistic curricular flowcharts, with courses scheduled to make timely graduation possible; procedures to maximize the likelihood of successful completion of senior project; clear and reasonable requirements for change of major);
3. Total units at, or as close as possible to, the CSU minimum of 180 units; where this has not been achieved, a statement of the reasons why not;
4. Learning outcome and curricular matrices demonstrating how:
1. program learning goals align with university learning objectives
2. program learning goals align with the program’s curricula
3. how university learning objectives align with “typical” curricula of students in the program (this includes GE and support courses);
5. Evidence of the program’s emphasis on the development of cultural and global competence of students, preparing them to be successful professionals, civic leaders, and informed citizens in a diverse national and global society. (Note: programs may be asked to address how they intend to provide educational opportunities for students to achieve university diversity learning outcomes); and
6. Engagement of faculty in research and professional development, as appropriate.

Programs are strongly encouraged to involve their faculty in all stages of the APR process including design of the self-study. The Program Head/Chair, the Dean, and the Vice Provost all sign off on the self-study proposal and the time-line for its preparation. The Office of Academic Programs is available to provide consultation and assistance, as feasible, at all stages in the process.