Graduate program template

Department Name [Your Department’s Name]Austin Peay State University

Self-Study Report for Master of [Degree Designation] in [Name of Program]

[Current Academic Year] Program Review

Program Review Team Lead: [Name of Team Lead]Focal Area 1: [Name(s) of Author(s)/Contributor(s)]Focal Area 2: [Name(s) of Author(s)/Contributor(s)]Focal Area 3: [Name(s) of Author(s)/Contributor(s)]Focal Area 4: [Name(s) of Author(s)/Contributor(s)]Focal Area 5: [Name(s) of Author(s)/Contributor(s)]Focal Area 6: [Name(s) of Author(s)/Contributor(s)]

Table of Contents should be included on the second page of the report. Please include all sections, focal areas and appendices on this page. Start each chapter on a new page.I. INTRODUCTIONMission: (insert the department or program’s mission)

Program History and Structure:

Introduce the program. Describe program structure such as college and department program is housed, if program offered partly or entirely online, other special characteristics of program. Include a brief history if applicable to understanding of program’s current status.

Faculty:

Full Time Part TimeFull ProfessorAssociate ProfessorAssistant ProfessorInstructorAdjunct

Figure 1. Head count of program name current faculty.

Other faculty and staff assigned administrative duties, etc.

Student Demographics:

Describe appropriate unique characteristics of program students. See Resource 1 (page 12) for examples of providing tables.

Program Review Process

Describe how the program conducted its self-study process – who was engaged (faculty, adjunct faculty, stakeholders, students); how they were engaged (meetings, online methods, focus groups, survey, etc.); and how the self-study report was drafted, reviewed, and finalized.

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II. OVERALL PERFORMANCE

This section is essentially the Executive Summary or Abstract of the self-study report. Begin this section with a brief assessment of the unit’s education quality assurance processes and how you work together as a faculty and with stakeholders to improve quality. The Program Review Team will ask about the logic and evidence behind the assessment, but it will not collect additional evidence nor substitute its judgment about education quality. The objective is to provide an accurate state of the program in terms of teaching and student learning. It is not expected that the program flawlessly delivers exemplary quality education. For example, candid descriptions of areas that will benefit from attention and improvement, supported by evidence, will be received better than unsupported claims of excellence.

A reflective summary statement of how the Program Review self-study processes benefited the program should be included in this section.

III. FOCAL AREAS

Focal Area 1: Learning Outcomes

1.1 Program and student learning outcomes are clearly identified and measureable. (Use rubric description as the title of each subsection.)

Begin by describing the university’s Institutional Effectiveness process in which you participate. Information about this process can be found on the Office of Institutional Effectiveness and Assessment’s website at https://www.apsu.edu/institutional-effectiveness/ie-assessment/index.php. After that description, explain student learning outcomes for the program under review. This may include the program SLOs and/or student achievement-related (departmental) administrative outcomes associated with the program. Include Nuventive printouts (IE Reports for previous year; IE Plan for current year) as an appendix. Consider including course student learning outcomes if the program has a core.

Program learning outcomes:1.2.3.4.

Student learning outcomes of core courses:

Course #11.2.

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3.4.

Course #21.2.3.

Etc.

Describe your program’s process for evaluating program and student learning outcomes. This process should be taking place on a regular basis taking into account best practices, stakeholder feedback, and appropriate benchmarks in the field.

1.2 The program uses appropriate evidence to evaluate achievement of program and student learning outcomes. (Use rubric description as the title of each subsection.)

Give examples of evidence that has been collected about the program from SLOs and/or student achievement-related (departmental) administrative outcomes reported in Nuventive (the Institutional Effectiveness process) or other sources you may access. Discuss the mechanism for review of this data; consider the IE departmental meeting scheduled in the pre-semester calendar.

1.3 The program makes use of information from its evaluation of program and student learning outcomes and uses the results for continuous improvement. (Use rubric description as the title of each subsection.)

Describe how the program takes data and information collected as part of its Institutional Effectiveness process and uses it to advance the program. Give examples of improvements made to the program.

1.4 The program directly aligns with the institution’s mission. (Use rubric description as the title of each subsection.)

Describe how the program supports the university’s mission. For context, Austin Peay’s Mission and Vision Statements can be found at https://www.apsu.edu/about-apsu/mission.php.

Focal Area 2: Curriculum

2.1 The curriculum content and organization are reviewed regularly and results are used for curricular improvement. (Use rubric description as the title of each subsection.)

Describe the process and give examples.

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2.2 The program has developed a process to ensure courses are offered regularly and that students can make timely progress towards their degree. (Use rubric description as the title of each subsection.)

Describe the process and give examples.

2.3 The program reflects progressively more advanced in academic content than its related undergraduate programs. (Use rubric description as the title of each subsection.)

Describe and give examples. See Resource 2 for considerations and possible sample documentation.

2.4 The curriculum is aligned with and contributes to mastery of program and student learning outcomes identified in Focal Area 1.1. (Use rubric description as the title of each subsection.)

Describe and give examples. Consider including a curriculum map as an appendix if the program has mapped its student learning outcomes.

2.5 The curriculum is structured to include knowledge of the literature of the discipline. (Use rubric description as the title of each subsection.)

Describe and give examples. Consider describing your department’s library guide (if it includes databases, etc.) and use of course-embedded librarians for research. See Resource 3 for considerations and possible sample documentation.

2.6 The curriculum strives to offer ongoing student engagement in research and/or appropriate professional practice and training experiences. (Use rubric description as the title of each subsection.)

See Resource 3 for considerations and possible sample documentation.

2.7 Programs offered entirely through distance education technologies are evaluated regularly to assure achievement of program outcomes at least equivalent to on-campus programs. (Use rubric description as the title of each subsection.)

Describe and give examples. Note: this is part of your Institutional Effectiveness process in Nuventive.

2.8 The program incorporates appropriate pedagogical and/or technological innovations that advance student learning into the curriculum. (Use rubric description as the title of each subsection.)

Describe and give examples. For additional information, consider the Tech Tools resources from Distance Education, https://www.apsu.edu/online/technology/index.php

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Focal Area 3: Student Experience

3.1 The program ensures a critical mass of students to ensure an appropriate group of peers. (Use rubric description as the title of each subsection.)

Describe and give examples.

3.2 The program provides students with opportunities to regularly evaluate the curriculum and faculty relative to the quality of their teaching effectiveness. (Use rubric description as the title of each subsection.)

Describe and give examples. For more information, visit Academic Affair’s Course Evaluation website at https://www.apsu.edu/academic-affairs/course-evaluations/index.php.

3.3 The program provides adequate professional development opportunities, such as encouraging membership in professional association, participation in conferences and workshops, and opportunities for publication. (Use rubric description as the title of each subsection.)

Describe and give examples.

3.4 The program provides adequate enrichment opportunities, such as lecture series, to promote a scholarly environment. (Use rubric description as the title of each subsection.)

Describe and give examples.

3.5 The program seeks to include diverse perspectives and experiences through curricular and extracurricular activities. (Use rubric description as the title of each subsection.)

Describe and give examples.

3.6 Students have access to appropriate academic support services. (Use rubric description as the title of each subsection.)

Describe and give examples. See Resource 2 for examples of university support services. Include program-specific evidence or examples.

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Focal Area 4: Faculty

4.1 All faculty, full time and part time, meet the high standards set by the program and expected SACSCOC guidelines for credentials. (Use rubric description as the title of each subsection.)

Describe and give examples. For additional information, see Faculty Qualification Matrix webpage at https://www.apsu.edu/academic-affairs/faculty/faculty_resources/index.php. You may list each faculty member and their academic credentials (or include such a list as an appendix).

4.2 The faculty teaching loads are aligned with the highly individualized nature of graduate instruction, especially the direction of theses or dissertations. (Use rubric description as the title of each subsection.)

Describe and give examples. You may list each faculty member and their academic credentials (or include such a list as an appendix).

4.3 The faculty strives to cultivate diversity with respect to gender, ethnicity, and academic background, as appropriate to the demographics of the discipline. (Use rubric description as the title of each subsection.)

Describe and give examples. For additional information, see the Office of Equity, Access and Inclusion’s webpage at https://www.apsu.edu/equity-access/index.php for policies and additional information.

4.4 The faculty engages in regular professional development that enhances their teaching, scholarship and practice. (Use rubric description as the title of each subsection.)

Describe and give examples. See Resource 4 for Faculty Support Services.

4.5 The faculty is actively engaged in planning, evaluation and improvement process that measure and advance student success. (Use rubric description as the title of each subsection.)

Describe and give examples.

4.6 The program uses an appropriate process to incorporate the faculty evaluation system to improve teaching, scholarly and creative activities, and service. (Use rubric description as the title of each subsection.)

Describe and give examples. See Faculty Resources webpage at https://www.apsu.edu/academic-affairs/faculty/faculty_resources/index.php for information on faculty annual evaluation and part-time instructor review as well as the department’s Retention, Tenure and Promotion Criteria information.

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Focal Area 5: Learning Resources

5.1 The program regularly evaluates its equipment and facilities, encouraging necessary improvements within the context of overall institutional resources. (Use rubric description as the title of each subsection.)

Describe and give examples.

5.2 The program has access to learning and information resources that are appropriate to support teaching and learning. (Use rubric description as the title of each subsection.)

Describe and give examples. For additional information, see Distance Education’s webpage for faculty resources at https://www.apsu.edu/online/faculty/ and the Library Liaisons webpage at http://library.apsu.edu/about/liaisons.html for department specific assistance.

Focal Area 6: Support

6.1 The program’s operating budget is consistent with the needs of the program. (Use rubric description as the title of each subsection.)

Describe and give examples.

6.2 The program has a history of enrollment and/or graduation rates sufficient to sustain high quality and cost-effectiveness.

Provide historical program enrollment and degree awards to demonstrate they are sufficient to sustain high quality and cost-effectiveness. Use the below tables (dates as appropriate) with information provided on Decision Support and Institutional Research’s Institutional Data webpage at https://www.apsu.edu/dsir/institutional-data.php.

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Examples:

2011 2013 2014 2015 20160

50

100

150

200

250

BA/BS Fall Census Enrollment

Enrollment

Head count of program name fall enrollments between 2011 and 2016.

2011-12 2012-13 2013-14 2014-15 2015-160

10

20

30

40

50

60

BA/BS Degree Awards

Degree Awards

Number of degrees in program name awarded per year between 2011 and 2016.

6.3 The program is responsive to local, state, regional and national needs. (Use rubric description as the title of each subsection.)

Describe and give examples. Consider contacting APSU’s Career Services and professional organizations within the discipline for current trends and projections.

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6.4 The program regularly and systemically collects data on graduating students and evaluates placement of graduates. (Use rubric description as the title of each subsection.)

Describe and give examples.

6.5 The program’s procedures are regularly reviewed to ensure alignment to institutional policies and mission. (Use rubric description as the title of each subsection.)

Describe and give examples.

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IV.APPENDICES

Appendix 1:

Appendix 2:

Appendix 3:

Appendix 4:

Appendix 5:

A Table of Contents for the Appendices is needed.

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Additional Resources

Resource 1: Student Demographics Examples

Fall 2014

Fall 2015

Fall 2016

Fall 2017

Fall 2018

(n = 31) (n = 29) (n = 34) (n = 40) (n = 72)RaceAmerican Indian * *AsianBlack/African-American

* * * * *

Hispanic/Latino * * * *≥ 2 or more races * * *White * * * * *Unknown * * *

GenderFemale * * * * *Male * * * * *

Enrollment StatusFull-time (9+ hrs/term)

* * * * *

Part-time (<9 hrs/term)

* * * * *

Figure: Program Demographic Data for XXX, 2014 – 2018.

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Black Asian/Pacific Islander/Multi-Racial

Hispanic Non-Resident Alien

White Unknown Total

2016 * * - - * * *2017 * * * * * * *2018 * * * * * * *2019 * * * * * * *Total * * * * * * *

Table 3. Enrollment by self-identified race in XXXX program Fall Semesters 2016-2019.

Active Dependent Veteran No Vet Status

Total

2016 * * * * *2017 * * * * *2018 * * * * *2019 * * * * *Total * * * * *

Table 4. Enrollment by military affiliation in XXXX program Fall Semesters 2016-2019.

Female Male Total2016 * * *2017 * * *2018 * * *2019 * * *Total * * *

Table 5. Enrollment by gender in XXXX program Fall Semesters 2016-2019.

Resource 2. Student Support

The following (excerpted from SACS-COC – The Fifth-Year Interim Report (2020), Section 12) may be useful in considering the Program Review rubric dimensions related to Student Experience and Learning Resources, in particular:

Students have access to appropriate academic support services. The program has access to learning and information resources that are appropriate to

support teaching and learning.

Please consider these as items to consider, not mandated inclusions. As always, your self-study will be strengthened by any examples of ways in which your program interacts with these support areas.

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Resource 2. Student Support at APSU

College of Graduate Studies (COGS)The College of Graduate Studies (COGS) provides current and prospective students with assistance in admissions, enrollment and registration for graduate degree programs. For graduate assistants participating in research, referred to as graduate research assistants, and for any graduate student participating in research, the University requires Collaborative Institution Training Initiative (CITI) training according to their type of research.

Office of Financial Aid and Veterans AffairsThe Office of Financial Aid and Veterans Affairs seeks to assist students and veterans in processing their Free Application for Federal Student Aid (FAFSA), financial aid awards, scholarships, and benefits.

Office of International Student ServicesThe Office of International Student Services provides resources to assist international students inPursuing a degree at APSU, and maintaining their legal and student status. In addition, International Student Services provides programming throughout the year which facilitates integration into the APSU and surrounding community.

Office of Student Research and Innovation (OSRI)The Office of Student Research and Innovation pools resources from the Library, Financial Aid(e.g., scholarships), Office of Research and Sponsored Programs (Grants), and Career Services toEmpower students with mechanisms to support their academic and professional careers. Annually, students may apply for travel grants and research support grants in a competitive process, which concludes with a research showcase weekend, where students present their research in either poster or oral format. Every month, OSRI supports professional development for students.

Distance Education Support DeskThe Distance Education Support Desk provides faculty, staff, and student support for resolving technical and instructional needs related specifically to the D2L Bright space learning-management system and third-party instructional technology tools.

Technology Help DeskThe Technology Help Desk is a service provided by the Office of Information Technology (OIT) in the Division of Finance and Administration and provides the first point of contact for computing, networking hardware and software, PC, Macintosh and printer problems.

Academic Support Center (ASC)The Academic Support Center (ASC) offers a number of services designed to help students meet their educational objectives and achieve academic success. Through the services offered by the ASC, students grow in personal responsibility and gain meaningful, marketable skills while earning their degree and contributing to the surrounding community.

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Peer tutoring and technology assistance are offered to enrolled students through the Academic Support Center (ASC). Tutoring is available for most general education core courses, as well as some upper-division courses. The ASC provides face-to-face tutoring as well as online tutoring through Tutor.com that is available 24/7 for many undergraduate courses. The Writing Center is located in the Woodward Library and provides students with writing support related to grammar, vocabulary, writing proper citations, adhering to writing styles such as MLA and APA, and preventing plagiarism. Additionally, the Writing Center allows students to submit written papers online for review and timely feedback, typically within 48 hours of their submission. The Structured Learning Assistance (SLA) program serves undergraduate students who entered the University with an academic deficiency by using a co-requisite model to provide SLA supported courses, courses designated with an “E” in the course description. SLA also supports courses that are known to be challenging to students. These courses are designated with an “S” for success in the course description.

Office of Career ServicesThe Office of Career Services mission is to assist students in making a successful transition from academia to the world of work by equipping them with the tools to take ownership of their professional development for lifelong career satisfaction. The Office of Career Services provides one-on-one counseling and career assessments that allow students to be guided through the decision making process. On campus recruiting events also provide students with an opportunity to explore the many employment options available to them. Additionally, the office provides resume feedback, career assessments, mock interviews, job search strategies, and workshops covering various career-related topics.

Office of Student AffairsThe Office of Student Affairs offers advocacy, wellness, diversity, involvement, engagement, spirit, recreation, and leadership opportunities.

Office of Equity, Access, and InclusionThe Chief Diversity Officer works in the Office of Equity, Access, and Inclusion works in collaboration with the Diversity Committee and is responsible for developing strategies to attract and retain a diverse student body and to recruit, retain, advance, recognize, and promote a diverse faculty and staff.

Office of Disability ServicesThe Office of Disability Services provides support for students to ensure access for any student with a disability to all curricular and co-curricular opportunities offered by Austin Peay State University.

Center for Service Learning and Community EngagementThe Center for Service Learning & Community Engagement (CSLCE) provides students with opportunities to connect their academic and personal growth to the betterment of their community.

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Adult, Nontraditional, and Transfer Student Center (ANTS)Wilbur N. Daniel African American Cultural CenterMilitary Student CenterHispanic Cultural Center

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Resource 3. SACSCOC Principles

SACSCOC principles align with program review criteria with respect to the PR Rubric: Graduate Programs dimensions 2.5 and 2.6. The SACSCOC Resource Manual offers helpful suggestions for material to include in the self-study in terms the Questions to Consider and Sample Documentation below.

Source: Resource Manual for The Principles of Accreditation: Foundations for Quality Enhancement (SACSCOC, 2018)

Post-baccalaureate professional degree programs and graduate degree programs are progressively more advanced in academic content than undergraduate programs, and are structured (a) to include knowledge of the literature of the discipline and (b) to ensure engagement in research and/or appropriate professional practice and training. (Post-baccalaureate rigor and curriculum) Standard 9.6

Questions to Consider• Are there clear indications of more advanced content in graduate and post-baccalaureate

programs when compared to the institution’s own undergraduate programs in similar subjects?

• If the institution has no comparable undergraduate programs, are there clear indications of more advanced content in the institution’s graduate and post-baccalaureate programs when compared to peer institutions’ undergraduate programs in similar subjects?

• What process is used by the institution to establish the expected content and rigor of postbaccalaureate degree programs?

• How does the institution maintain higher rigor for graduate and post-baccalaureate programs if the same course is offered (or cross-listed) to both graduate/post-baccalaureate students and undergraduate students?

• How is the literature of the discipline incorporated into curriculum requirements?• How does the institution ensure its graduate and post-baccalaureate students are engaged in

research and/or appropriate professional practice and training experiences?

Sample Documentation • Publications that show curricular differentiation between undergraduate and post-

baccalaureate programs. • Comparative course syllabi describing the advanced body of learning to be accomplished

through the graduate/post-baccalaureate coursework. • Graduate or post-baccalaureate studies policies and procedures used to ensure minimum

course requirements. • Examples of independent research projects, portfolios, case studies, theses, dissertations, or

other examples of graduate research/professional practice. • Assessment findings from graduate and post-baccalaureate programs related to research or

professional practice with identified expected student learning outcomes beyond the

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undergraduate level http://www.sacscoc.org/pdf/2018%20POA%20Resource%20Manual.pdf

Resource 4. Support Services for Faculty

The following (excerpted from SACS-COC – The Fifth-Year Interim Report (2020), Section 12) may be useful in considering the Program Review rubric dimensions related to Focal Area 4: Faculty (Full-time and Part-time):

First Year Faculty ProgramAcademic Affairs offers the “I AM A GOV: First Year Faculty Program” to support the professional success of tenure-track first-year faculty at APSU. Program participants develop an in-depth understanding of retention, tenure, and promotion criteria through an exploration of teaching, creative or scholarly achievement, service, and advising in predominantly active-learning environments with extensive peer interactions for cohort cohesion and community building. New faculty receive a course release in the Fall and Spring semesters of their first year.

Faculty Advising ProgramAcademic Affairs provides the Faculty Advising Program which “recognizes the importance of excellence in advising at APSU. In exchange for a course release, the program offers an opportunity for selected faculty to explore advising [in a faculty cohort during a specific semester] as a means to enhance student success.” Accepted applicants meet weekly in the fall semester. This program is offered every other fall semester.

Faculty Teaching ProgramAcademic Affairs provides the Faculty Teaching program. In exchange for a course release, the Faculty Teaching Program offers an opportunity for selected faculty to study teaching strategies that can enhance student success. The Center for Teaching and Learning offers this program every other fall semester. Accepted applicants meet weekly in the fall semester. Additional faculty responsibilities include completing weekly assignments, participating in individual teaching consultations, and delivering a professional-development workshop on a teaching strategy.

Faculty Leadership ProgramThe Faculty Leadership Program offers an opportunity for selected faculty to acquire a more comprehensive awareness of university operations, current or upcoming initiatives, trends, and relevant literature, as well as work on a team project and present its findings to the president and provost. Participants meet for a full academic year, one half-day per week for a full academic year, and campus-led immersion program that assists participants in developing a collaborative project to positively impact the institution and student success. This program is offered every other year.

Online Learning ConsortiumAustin Peay State University is an Online Learning Consortium (OLC) Institutional member. The OLC is the leading professional organization in advancing the continuous improvement of quality online learning. With OLC institutional membership, faculty may receive professional development training in online and hybrid teaching pedagogy and research-based best practices

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for free through the APSU Department of Distance Education. Last, the Online Learning Consortium provides various research publications related to the continuous improvement of online teaching and learning.

Quality MattersAustin Peay State University is a Quality Matters institutional member. Quality Matters provides a set of eight general standards and 43 specific review standards for the quality design of online and hybrid courses. Through Quality Matters, APSU faculty may complete professional development workshops in a variety of areas related to the continuous improvement of online and hybrid course design. The APSU Department of Distance Education can assist faculty with paying for online workshops. Additionally, the Office of Distance Education can assist faculty in reviewing their courses using the Quality Matters rubric and ensuring courses demonstrate at least an 85 percent compliance level with Quality Matters standards.

Instructional Design ServicesThe Department of Distance Education provides instructional design consultation services for APSU faculty. Services include the review of courses for alignment with Quality Matters standards and the continuous improvement of online and hybrid course development. In addition, instructional designers provide flexible training pathways for faculty development such as monthly professional development workshops, one-on-one coaching, and online training.

Instructional Technology SupportThe Department of Distance Education provides training related to instructional technology used to support online and hybrid teaching at APSU. This training includes the D2L learning management system, video and audio production, streaming video, and captioning services. A short description of instructional technology provided by the Department of Distance Education follows:

Desire to Learn (D2L) Bright space Learning Management System – Content management and course delivery platform for APSU courses. This platform provides faculty tools to facilitate grade management, manage course content, collect student artifacts, and implement collaboration tools to promote faculty-to-student interaction and student-to-student interaction.

Smarter Measure Learning Readiness Indicator – Provides online and hybrid learning students an opportunity to assess their level of readiness for taking technology rich courses.

Kaltura Video Streaming Services – Host faculty and student audio and video multimedia content and limit access to students enrolled in APSU courses. In addition, Kaltura video streaming services provide data regarding video usage and average viewing times.

Cielo-24 Captioning Services – Software platform allows faculty to provide accurate captions for multimedia content to ensure compliance with the Americans with Disabilities Act.

Turnitin – Plagiarism prevention service used by faculty and students to improve writing related to grammar and the proper citation of resources.

Examity Online Proctoring – Provides online proctoring, technical and customer services support 24/7, 365 days per year with no interruptions.

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Adobe Presenter – Software platform that allows faculty to develop voice-over-PowerPoint presentations and publish them to the learning management system.

Zoom – Web conferencing software platforms provides faculty and students with online collaborative tools for virtual meetings.

Camtasia – Software for creating and editing videos.

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