Program Review Template Focused on Budget Allocation:

 ABC UNIVERSITY

Program Review Template Focused on Budget Allocation

Cindy Ward

CSUEB

 Ed Plan & Development for Online

03.08.2021


INTRODUCTION

In evaluation of academic programs, we use best practices in our strategic academic program review.  We respect traditional program strengths and the institutional mission.  Our specific attention in this review is focused on budget allocation, balancing efficiency in resource allocation, to judge the viability of programs, program sustainability, and finding viable strategies for balancing cost and academic quality.  We will reflect, access, and plan with open communication.  We strive to make continuous improvements a priority and to work collaboratively.  

Sustainability 

Sustainability includes cost effectiveness and the efficient use of resources; fund raising; being a source of national prestige; and visibility for itself and the University as a whole; and the strength of the program’s support network as established by a demonstrated record of external support and assistance.

Source:  Howard University

Sustainability Includes

  1. Enrollment over a number of years and cost of the program

  2. Academic quality of the program as compared to other programs

  3. How students are performing on direct measure of student learning

PROCEDURE

  1. Data Measures 

  2. Information on who analyzes the assessment data each year to see if benchmarks have been met.

  3. Information on what campus personnel the data analysis is shared

  4. Information on how the program has used the data to make revisions to the program.

  5. A section related to justification for continuing the program if any of the above sections are weak.

DATA MEASURES

Program Demand

Academic Quality & Student Performance

Data Collection

External & Internal Demand

Academic Quality compared to internal programs

What types of data measures the program collects for yearly analysis

Enrollment over a number of years

Academic Quality compared to external programs

Data Analysis:  Who measures data annually to see if benchmarks are met

Cost of the program

How students are performing on direct measure of student learning

Data Dissemination:  What campus personnel the data analysis is shared with

Program Name______________________________________________________

Program Goals (what will be accomplished with enrollment)?

  1. ________________________________________________________________

  2. ________________________________________________________________

  3. ________________________________________________________________

List Program Assessment Tools/What Types of Data Measures the Program Collects for Yearly Analysis

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Data Analysis:  Who Measures Data Annually to See if Benchmarks are Met?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Data Dissemination:  What Campus Personnel the Data Analysis is Shared with

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Program Demand

External Demand ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Internal Demand  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Enrollment Over Number of Years

  • Enrolled in 2021 ________________________________________________________________

  • Enrolled in 2020____________________________________________________________

  • Enrolled in 2019____________________________________________________________

  • Enrolled in 2018____________________________________________________________

  • Enrolled in 2017____________________________________________________________

Cost of the Program (including faculty, staff, equipment, special facilities, required support services, tutoring services etc.)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Academic Quality and Student Performance

Academic Quality Compared to Internal Programs?  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Academic Quality Compared to External Programs?  ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


How Students are Performing on Direct Measure of  Student Learning?  ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Resulting Actions and Reassessment of Changes Made

What actions has the program taken in the past as a result of data analysis to address problems?

  1. ________________________________________________________________

  2. ________________________________________________________________

  3. ________________________________________________________________

Justification for continuing the program if any of the above sections are weak

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mission of your program (how you will obtain your vision)?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does the program support the mission of the organization?

  1. ________________________________________________________________

  2. ________________________________________________________________

  3. ________________________________________________________________

Comments

Post a Comment

Popular posts from this blog

Course Design Strategies that Contribute Toward Student Retention

Image
  Reflection:  Course Design Strategies 3 factors that contribute toward student retention Researchers have helped distance learning leaders create a course design that contributes toward student retention.  According to research, 3 factors that contribute toward student retention are Representation, Action & Expression, and Engagement.  These are the three main principles of: Universal Design for Learning (UDL).   Image found at:  http://udloncampus.cast.org/page/udl_about The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn, ( The UDL Guidelines. (2020, October 06). Retrieved from https://udlguidelines.cast.org/ Factors affecting online student retention at the institutional level are Student support services, online course orientation, tutoring services, technical support, outreach, res...
Read more

Online Program Design Analysis - The Shift to Distanced Learning:

Online Program Design Analysis:  The Shift to Distanced Learning Cindy Ward California State University East Bay Department of Education OTL 608:  Critical & Contemporary Practice in eLearning Design & Technology July 18, 2021 Introduction Quality Matters is a non-profit organization focused on improving the quality of online education.  According to Quality Matters (2021) CHLOE Report 6:  Online Learning Leaders Adapt for a Post-Pandemic World, institutions relied on their chief online officer to coordinate the response to the Covid-19 pandemic, but few were expecting a major acceleration of future online undergraduate enrollment.  The pandemic’s forced shift to fully-distanced learning requires a big investment in online learning technologies, course conversions, faculty training, student preparedness, technology capability, and quality assurance (Quality Matters, 2021).  The Quality Matter’s program offers web-based tools like the Quality Matt...
Read more

Bloom's Revised Taxonomies

Image
  Why was the order of thinking skills changed from the old to the new version and why did the authors change from nouns to verbs on the pyramid of thinking skills?        (I agree with these changes and I think they are more appropriate). From Bloom’s Taxonomy:  What’s Old Is New Again by Cecilia Munzenmaier, MS, with Nancy Rubin, Phd The revision published in 2001 is not a heretical departure from the original Handbook, but a continuation of Bloom’s work. The original taxonomy was revised for two reasons:  To refocus attention on the value of the original handbook in developing accountability programs, aligning curriculums, and designing assessments  To update the original based on new understanding of learning and new methods of instruction   In the revised taxonomy, evaluation is no longer the highest level of the pyramid.    A new category, creating, claims the peak. This category was originally known as synthesi...
Read more