«Site: Intensive English Program American University of Kuwait Type: Programmatic Dates of Visit: February 21-24, 2009 Site Reviewers: Sarah ...»
“Department”, as defined in this policy, is an administrative unit that may manage one or more academic programs.
1. All Intensive English Programs and undergraduate degree programs fall within this policy.
2. Academic program review is a function of the Dean of Academic Affairs and is supported by Institutional Research.
3. Since academic program review is the major assessment of all academic programs, appropriate support should be given to programs to ensure a thoughtful, critical appraisal of the program.
4. Academic programs are normally reviewed periodically at intervals of three (3) to five (5) years.
4.1. The timeline will be disseminated by the Dean of Academic Affair’s office in September.
4.2. This schedule may be accelerated in individual cases either at the discretion of the Dean of Academic Affairs or in compliance with recommendations from prior program reviews.
5. Professional or specialized accreditation reports will substitute for the program review document required by this policy.
5.1. Wherever possible, academic program reviews will be coordinated with specialized accreditation reviews.
5.2. Any information required by the program review but not included in the professional or accreditation review should be added before the report is submitted as a program review.
6. The basic components of academic program review are the following:
6.2. Review and recommendations by the program or college.
6.3. Review and recommendations by the University Program Review Committee.
6.4. Review, recommendation and approval by the Dean and the President.
7. The dean or faculty may recommend that a program which has very low enrollments be subject to an independent (external) evaluation to help assist in assessing the program and determine if new strategies to increase enrollment are warranted.
Administration Dean of Academic Affairs History
Approval Date: dd Month yyyy By:
Appendices A. Elements of the Self-study B. Academic Program Review Process
Elements of the Self-study
1. Introduction and update since last review.
How has this discipline/field changed over the past three (3) to five (5) years? How has your curriculum changed to address these developments? What actions have been taken in response to recommendations made in any previous reviews?
2. Commitment to student learning.
What are the learning goals of your program? How do you measure that students are achieving these goals?
How do you gather and use data collected in your assessment program? For undergraduate programs, identify the general education goals/skills that are most critical for majors entering your program. What is your assessment of student achievement in these goals/skills as they enter your major courses? On what evidence do you base this assessment?
3. Describe enrollment trends in the program for the past three (3) to five (5) years.
Provide an analysis of how successful the program is in recruiting, retaining and graduating students. Include information about service courses (for other majors, general education, remediation) if appropriate.
4. Does faculty expertise cover the breadth of the program?
Please report how faculty members are engaged and supported in development of expertise and skills required to strengthen the program and how they are engaged in meritorious teaching, service and/or scholarly performance/creative activity.
5. Recommendations and implementation plan.
What are the recommendations of the program in response to this review? Provide the plan that shows implementation of these recommendations and projections for the program for the next three (3) to five (5)
years. In the course of your plan, please address the following:
5.1. Are there any changes you can reasonably anticipated in the profile of the students in your program, including number and types of students?
5.2. What curricular changes are planned? What scheduling changes are planned? How will the program contribute to non-traditional modes of delivery (i.e. short courses, web, TV)?
5.3. What types of human, fiscal and physical resources are needed to implement your enrollment projections and recommendations?
6. Preliminary and final draft.
A preliminary draft should be included with the self-study; however, the final draft should reflect not only the views of the program faculty but also recommendations by AUK committees. The final implementation plan will result from discussion and consultation among the self-study coordinator, the department chair, the dean of the college, and the provost. The implementation plan will link the program plans and goals to those of the college and AUK and will guide the activities of the program for the subsequent three (3) to five (5) years.
7. Data appendices (information provided by the Office of Institutional Research)
Academic Program Review Process
1. The Office of the Dean of Academic Affairs announces the programs to be reviewed one year prior to the completion date of the self-study along with its recommendations and implementation plan.
2. The program representative(s), program administrator, dean and Institutional Research establish a schedule for completion of the review within AUK’s timeline for review.
3. For accredited programs, the Dean of Academic Affairs, in consultation with the program administrator, will determine whether the accreditation review process covers the essential elements of APR.
4. The program representative conducts the self-study and then prepares recommendations and a suggested implementation plan along with the budgetary/resource issues identified in the self-study.
5. The college reviews the self-study, requesting additional materials as needed, and makes recommendations.
A copy of the self-study and implementation plan is forwarded to the Office of the Dean of Academic Affairs for distribution to the University Program Review Committee.
6. The Program Review Committee reviews the self-study, recommendations, and implementation plan of the program and makes recommendations.
7. The program representative(s), the program administrator, the representative of the Program Review Committee, and the Dean of Academic Affairs meet to discuss recommendations.
8. The program administrator submits to the Dean of Academic Affairs a final implementation plan that identifies resource needs consistent with the recommendations of reviewing committees, and consistent with the college mission strategic plan. Programs responsible for core curriculum courses may also factor needs resulting from such participation into their resource needs.
9. A copy of the self-study, recommendations, and action plan is submitted to Institutional Research, which forwards it to the President.
10. The President reviews the study, makes recommendations and returns it to Institutional Research.
11. Institutional Research submits a year-end report to the Board of Trustees on the program reviews completed that year.
12. Academic Affairs and the individual disciplines build the program review recommendations into planning for the coming year(s).
Goal of Assessment The goal of assessment in IEP is to determine if students have improved their English for Academic (EAP) skills while in the IEP program and if they have met the exit goals of the program upon completion of level 3.
Results of assessment are used to guide programmatic decisions over time. Results are not used to make shortterm or immediate decisions regarding the academic readiness of any particular student, the effectiveness of any particular instructor, or the effectiveness of any particular course.
Procedure Data are collected in a number of ways, including testing, survey, interview, and analysis of student products.
Faculty review data in faculty meetings and at the annual orientation. In addition, they meet at least twice per year in meetings dedicated to reviewing data relevant to student achievement of program goals. Decisions faculty make relate to testing and placement, curriculum, student services, and general program operation.
Assessment 1 What exactly is assessment? Assessment is a process of defining a program‘s mission, developing desired 0utcomes, continuously monitoring progress towards those outcomes, communicating results, and using those results to make improvements. Assessment is an outstanding tool for faculty and administrators: at its best, it communicates expectations, provides feedback, engages students and staff in achieving desired results, and provides useful information to help improve learning and guide decision making and resource allocation.
Assessment is a teaching and management tool, designed to provide departments and units with quality information on which to improve learning and base organizational decisions. It is a process of defining a program or unit’s mission, developing desired outcomes, continuously monitoring progress towards those outcomes, communicating results, and using those results to make improvements.
Assessment is a not a self-study, with a start date and end date; instead, it is a continuous process of gathering, evaluating, and communicating information and using it to improve learning and institutional effectiveness. Fig. 1 explains the assessment process in more detail and also illustrates its cyclical nature, with the information provided by one assessment cycle used to refine outcomes, assessment tools, learning experiences, and more in the next cycle.
Fig. 1: The Assessment Cycle The purpose of assessment is to engage the campus community in developing a systematic, ongoing, and transparent process to define goals and measure progress towards those goals, improving student learning and
the overall effectiveness of the university. Outcomes assessment can benefit faculty and students by:
• Helping clarify the mission of a program and identify the knowledge, skills, values, and perspectives that are critical for students to be taught 1 American University of Cairo..Assessment: A Guide to Developing and Implementing Effective Outcomes Assessment. Institutional Planning, Assessment, Research, and Testing (IPART) 2007.
Review Team Report Responses 2009 Page 35
• Providing coherence and direction to the program’s curriculum
• Ensuring that graduates of the program have acquired all of the essential skills and values and have achieved all key outcomes.
• Improving communication, coordination, and cooperation among faculty members in a program or department and across the university
• Providing students with clear expectations that help them understand how faculty will evaluate their work
• Providing students with feedback that helps them understand their strengths and weaknesses and where they need to focus more attention (Suskie 2004)
• Providing faculty with better information about what students understand and how they learn so that faculty can adjust their teaching methods, improve their skills as instructors, and build a knowledge base of scholarly research on learning within the discipline.
For administrators, assessment results can be used:
• As evidence of quality of teaching for tenure, promotion and salary decisions, grants and other funding, as well as for accreditation from professional associations (Suskie 2004)
• To ensure that general education outcomes are being met and that the University’s core values are being integrated into student learning experiences (“Student Learning Assessment” 2003)
• To document the success of a program, department, or institution for employers, donors, government agencies, and accrediting organizations
• To help make informed decisions about budgeting, new programs, personnel decisions, faculty or staff hires, the need to improve or expand services, and more
• To ensure that resources are being allocated in the most effective way possible – where they’ll have the greatest impact on helping the university achieve its mission. (Suskie 2004) Eight Steps to Effective Outcomes Assessment Step 1: Define the mission of your department or program Your program’s mission serves as the foundation for assessment planning. The mission statement should describe the purpose of the program as well as reflect the mission of the university.
For academic departments, the mission should focus on educational values, areas of knowledge in the curriculum, and careers or future studies for which graduates are prepared. Ideally, it should be stated concisely, in a few sentences.
The following are examples of mission statements:
Example 1: Construction Engineering (AUC) To provide a high quality engineering education within a liberal arts context to students from Egypt as well as from other countries. The aim is to produce generations of engineers who will be leaders in their profession and able to manage projects and construction organizations. The pursuit of excellence is central to the department's mission, maintaining high standards of academic achievement, professional behavior, and ethical conduct.
Example 2: Engineering Services (AUC) The mission of Engineering Services at the American University in Cairo is to provide high quality training and service to the industrial community in Egypt and other countries.
Example 3: The Writing Center (AUC) The Writing Center is committed to developing students’ communication abilities by providing services to enhance critical thinking, presentation, and writing skills for both graduates and undergraduates in Review Team Report Responses 2009 Page 36 all disciplines. As a function of this mission, we support the efforts of teaching and non-teaching faculty in all disciplines.