Periodic departmental and program assessment are valuable components of DePauw University’s strategic plan. Assessment provides the opportunity for creative and constructive evaluation of curriculum, student learning, and faculty development. Further, it serves to respond to the need for accountability to outside accrediting agencies and to our own constituencies within the University.
The start of periodic departmental assessment is a self-study, including a review by an external team of consultants. The self-study should trigger thoughtful and creative discussions among colleagues and provide a sound basis for fruitful and constructive dialogue between the department or program and the administration on the one hand, and between the department or program and the faculty academic policy committee on the other hand.
Ultimately, the self-study should play a significant role in strategic and long-range planning. At the heart of the University’s strategic and operating plans are three key objectives:
- Provide an outstanding learning and living environment that encourages academic excellence and the formation of intellectual communities;
- Prepare students to make a positive difference in the diverse and interconnected world in which they will live and work; and
- Cultivate alumni loyalty though opportunities for engagement that serve their needs throughout their lives.
As part of the 2005-2010 DePauw University strategic plan, several specific initiatives have been identified. These initiatives include increasing academic engagement, internationalizing the University, enhancing the creative and performing arts community, increasing diversity, and promoting ethics throughout the University. Departments and programs should be sensitive to these initiatives as they conduct their self-studies and as they develop their strategic plans, identifying ways in which they can contribute to the University’s objectives and initiatives.
DePauw University Assessment
Self-Study Guidelines
2007-08
Departments under review conduct a self-study and produce a self-study report during first semester of the assessment year. This report should be a well-written, reflective narrative with documentation rather than a collection of graphs and tables. The emphasis should be on analysis and evaluation rather than description. The report should be concise but thorough. An honest appraisal of the strengths and weaknesses of the department will be most useful in developing effective strategic plans in later stages of the assessment process.
It is essential that the self-study be the work of all members of the department or program, not just one or two individuals. This an opportunity for faculty colleagues to discuss and assess the department or program’s role in the academic program of the University, the quality of its curriculum and students’ learning, and the professional development of its faculty. Funds are available for special meetings away from campus or outside the typical department meeting.
The guidelines provided here are not absolute, nor should they be viewed as exhaustive. Different departments and programs have different needs and concerns. It is, however, beneficial to have some measure of uniformity across departments and programs. The self-study should attempt to address the following points, if applicable:
1. Executive Summary - a five- to seven-page summary of the self-study.
a. Key points from parts 6-8 below
b. Brief summary of conclusions
c. Issues and questions for the department/program and external reviewers
2. Description of the self-study process.
3. Brief overview and history of the department or program.
4. A summary of the key issues from the previous self-study, the key recommendations of the previous external review team, and the key elements of the prior strategic plan, together with a statement of outcomes of the implementation of the prior strategic plan.
5. Personnel
a. Faculty
(1) List of faculty (full-time and frequent part-time; Steering Committee and active affiliated members) and their areas of expertise, current teaching assignments, qualifications. (Include complete vitas of all faculty in an appendix)
(2) Professional development of departmental faculty.
(3) Service of departmental faculty (committee work, etc.)
b. Support staff.
c. Secretarial and work study support.
6. Department purpose and objectives.
a. Department purpose or mission statement.
b. Curriculum Issues (Include a sample of current syllabi, tests, exams in an appendix.)
(1) Examine the coherence of the major.
(2) Deal with the issues of breadth and depth within the department.
(3) Consider consistency across sections of the same course.
(4) Discuss the quality and rigor of the senior thesis, seminar, or capstone requirement.
(5) Discuss pedagogical approaches, practices, and methods.
(6) Discuss grading standards and practices.
(7) Compare DPU offerings to other liberal arts schools of similar size and aspiration.
(8) Examine general education courses - are they serving the desired function?
c. Other departmental issues
(1) A review of initiatives to strengthen the diversity of the students and faculty members in the program, including an assessment of faculty recruiting initiatives, access, and outcomes.
(2) Define and assess the department’s role in supporting university programs such as the competence programs, first-year seminars, Winter Term, interdisciplinary courses, and programs, etc.
(3) Define and assess the department’s role in supporting university initiatives that are part of the current strategic plan for increasing academic engagement, internationalizing the University, enhancing the creative and performing arts community, increasing diversity, promoting ethics throughout the University, and utilizing information technology to enhance teaching and learning.
d. Student Outcomes
(1) Assessment Plan
Current list of learning goals and objectives
Description of current and completed plans
Description of results of completed assessment projects
Description and evaluation of improvements made in the program
(2) Assess student achievement in the major, the minor, and department-related general education courses.
(3) Interpret standardized test scores where available
(4) Examine the adequacy of majors’ preparation for graduate and professional schools
e. The role of the department in advising
(1) First-year advising
(2) In relation to curricular choices
(3) In relation to choices of graduate and professional schools
(4) In relation to career choice and planning
f. Extra- or Co-curricular programming and activities such as:
(1) Special lectures or performances
(2) Other department- or program-related activities, e.g., student organizations,
(3) Faculty-student collaboration in research activities
(4) Internships
7. Statistics and other departmental information (May have been included in prior sections.)
a. Departmental statistics over the last ten years (majors, minors, average GPAs,
course enrollments, teaching load, comparisons with other departments.*
b. Alumni survey**
c. Relevant survey data (Senior Survey, CIRP, etc.)*
d. Interview or focus group information from current majors.
e. Information from the Career Services on recent graduates and their activities.
f. Test scores (GRE, MCAT, LSAT, etc.) when appropriate.
g. Internship information.
h. Any other information that would be useful.
8. Resources
a. Library holdings (Review the holdings report prepared by the acquisition librarian.)
b. Equipment
c. Space and facilities
d. Special funds
e. Budgetary considerations
9. Conclusions
a. Summarize present and recent performance of the department
b. Identify strengths and weaknesses
c. Identify faculty and support staff needs
d. Summarize curricular needs and changes
10. Identify preliminary goals for the future in the context of long-range planning.
* This information is available from the Office of Institutional Research. It should be considered as part of student outcomes data in your Assessment Plan.
** The Office of Institutional Research will send a web-based alumni survey to department or program majors who graduated in the last 10 years. If appropriate, an alternative sampling frame can be arranged (e.g., majors since the last program review, majors and minors of small programs). The alumni survey includes standardized questions about the department or program. The department or program is strongly encouraged prepare additional close- and open-ended questions about specific issues the department would like to address.
Timeline for 2007-08 Self-Studies
and External Reviews
Late Spring 2007 -
Preliminary meeting to discuss assessment process with Vice President for Academic Affairs (VPAA) and Assessment Coordinator.
September 14, 2007 - List of potential reviewers submitted to the VPAA. The department should nominate at least ten to twelve professionals. Provide a brief description of their expertise, their credentials, and if possible, their curriculum vitae. Provide as much information as possible about contacting them (addresses, phone numbers, e-mail addresses, etc.).
September 14, 2007 -
Alumni Survey Questions. The Office of Institutional Research will send a web-based survey to majors who graduated in the last 10 years. The Assessment Coordinator can assist in developing the questions.
December 3, 2007 -
Provide a draft of the self-study—hard and electronic copies—to VPAA and Assessment Coordinator. There should be a table of contents and pages should be numbered.
December 2007/January 2008 -
Revisions and editing of the report.
February 1, 2008 -
Final copy of self-study report ready for binding.
February 15, 2008 -
Self-study will be sent to reviewers.
February, March or April 2008 -
External review team visits campus.
April or May, 2008 -
See stages 4-7 in the “Overview of the Assessment Process” section.
nfer with the department, students, and the administration.
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