Kim Gingerich, Office of the Vice-President, Academic & Provost
Office of the Provost Academic Program Review
description
Transcript of Office of the Provost Academic Program Review
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FROM DATA AND ANALYSIS TO ACTION
Tuesday, October 13, 2009
Office of the ProvostAcademic Program Review
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Participants in the APR Conversation
Karin Wurst Dean, College of Arts and Letters
Thomas Berding Chair, Art and Art History
JR Haywood Chair, Pharmacology and Toxicology
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Resource People
Linda Stanford Associate Provost for Academic Services
Kelly Funk Director, Academic Assessment, Program Review, and Accreditation
Mary Black Director, Institutional Studies
Rene Stewart O’Neal Director, University Planning
Karen Klomparens Associate Provost for Graduate Education and Dean of the Graduate School
Douglas Estry Associate Provost for Undergraduate Education and Dean of Undergraduate Studies
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Origin and Purpose of APR
Originated with Academic Governance
Align the APR and the self study process with: Annual college planning process Curricular change Accreditation Assessment of student learning
Assist the unit in improving
Assist dean in advancing the college
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The Self Study
Aligned around six key questions
Focused on data, analysis, and action
Limited to 12-15 pages
The self study is not a narrative description. It is a thoughtful analysis of the most important issues facing a
unit.
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The Six Key Questions
1. What do we do?
2. Why do we do it?
3. How well do we do it and who thinks so?
4. What difference would it make whether we did it or not?
5. Given our present status, how do we intend to change in ways that help us advance?
6. How will we evaluate our future progress and successes?
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What do we do?
● Provides context and framework for the document
● Draws connections to other processes
Planning
Curriculum
Accreditation
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Why do we do it?
● Focuses on goals and priorities
● Defines role within discipline, college, institution
● Analyzes change over time and how mission aligns with actual responsibilities
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How well do we do it and who thinks so?
● Data-driven analysis of strengths and challenges
● External statements of quality provided within a context (Why the statements are important)
● Assessment of student learning outcomes
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What difference does it make whether we do it or not?
● Intellectual and scholarly value of the unit and the implications for the college and university
● Contributions the unit makes to support institutional initiatives
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Given our present status, how do we intend to change in ways that help us
advance?
● Interpretation of data as the basis for analysis of preceding discussion
● Framed in terms of unit priorities as they relate to college and institutional priorities
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How will we evaluate our future progress and success?
● Provides framework for the action plan
● Measureable priorities clearly aligned with college and university metrics
● Inclusion of incremental steps and a timeline to shape realistic goals
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The Unit’s Perspective
Approaching the self study: faculty involvement
What worked? What didn’t work?
Answering the six questions
Using data
Using the self study results (How does the self study help?)
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The Dean’s Perspective
How the self study is used
How the six questions are helpful
How a self study is most useful to the dean
What units should avoid doing
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Office of Planning and Budgets
The Graduate School
Outreach and Engagement
Office of the Registrar
Data: Where it lives and how to find it
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Everything Else You Might Want to Know
Go to MSU home page and type in APR. Gives you: Calendar and timeline for self study Guidance on student learning outcomes Outside review procedures Narrative explanation of questions Data sources and who to contact Documents implementing APR process
http://www.esp.msu.edu/APR.asp
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http://www.esp.msu.edu/APR.asp
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Resource People
Linda Stanford [email protected], 5-5767
Kelly Funk [email protected], 3-0661
Mary Black [email protected], 3-6463
Rene Stewart-O’Neal [email protected]
Julie Harrison [email protected], 5-5767