Potential Questions for Programs and Reviewers to consider when preparing the self-study document, departments are given the questions below to consider.
This is not an exhaustive list, nor are departments required to answer these questions. Rather, these questions are meant to be a starting point for a dialog between departments and reviewers.
Strategic Plan & Goals for Continuous Improvement
- How do the departmental and programmatic mission and goals align with the University’s liberal arts and sciences mission, core outcomes, and current Strategic Plan?
- How is prospective student interest, current student post-graduation plans, and alumni outcomes aligned with the program mission and goals?
- What progress has been made toward the departmental strategic plan arising from the previous review and annual program-level goals?
- How are the strategies, measures of progress, and indicators of attainment appropriate for achieving continuous improvement?
- When the next program review occurs, how will an outside observer be able to tell if the program has been successful in their evolution?
Program and Course Outcomes
- Are program and course outcomes aligned with the mission and goals of the program and department?
- Are these outcomes aligned with campus outcomes, such as the critical thinking framework and the characteristics of graduates?
- How does the department support the Dialogues, including first-year seminar (FYS) and Junior Interdisciplinary Seminar (JINS) courses?
- How does the department support non-majors taking their courses, such as minors, support for other majors, and those exploring with free electives?
- Does every course have appropriate measurable course-level outcomes contained in a syllabus? Do those course outcomes align with program-level outcomes?
- How do the programs in the department support development of broad and program-specific skill development?
- How does the department support co-curricular and extra-curricular activities that promote student development?
- How does the department support outreach initiatives for external and/or non-traditional audiences of learners (e.g., K-12 students, adult learners, online learners, non-degree seeking students), including those organized through the Institute for Academic Outreach?
Quality Processes, Assessment, and Documented Evidence
- To what degree are student knowledge, skills, and attitude learning outcomes for programs in this department clearly articulated and measurable?
- How are the program curriculum and methods designed to promote student learning outcomes?
- What evidence exists (student responses to survey questions, student scores on tests, samples of student work, student ratings on products, performances, etc.) to show that students (within departmental majors and non-majors) are achieving learning outcomes?
- To what degree have faculty in the department contributed to teaching, advising, research, and service?
- Based on assessment results, what institutional support might be needed to ensure program quality improvement?
- How effectively does the department identify, address the needs of, and provide support for at-risk students?
- How effectively does the department develop and implement retention strategies to retain students in the major degree programs and at Truman?
- How effectively does the department collaborate with Admissions in recruiting students?
Questions About the Process? Please direct any questions about this process to the dean of the inviting school. The Office of Academic Affairs is also happy to address any questions you may have. Academic Affairs may be contracted at (660) 785-4105, or you may address questions to Jonathan Vieker (vieker@truman.edu) or Kevin Minch (kminch@truman.edu).