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EAPR – Self-Study

Accredited programs follow the self-study specifications established by their accreditors. All others follow the guidelines posted here.

At the heart of a useful self-study for program review is a question: What is the program’s performance in relation to its purposes/goals and its intended outcomes/objectives? To answer that question, a program offers evidence and analysis in support of conclusions reached on the basis of agreed-upon criteria. It stands to reason that the value of the conclusions reached will depend on the soundness and persuasiveness of the evidence offered and the analysis performed. The self-study requires identification of external reference points and disciplinary/professional best practices to ensure an appropriate context for the evidence, analysis, and evaluation.

Note: The order of elements in this outline is not required in detail; it has, however, been chosen to provide a reasonable progression of information, ideas, and evaluation. The ADHE document “Existing Program Review: Institutional Self-Study Guidelines” outlines specific information that must be included as relevant to the program (see ADHE Self-Study Guidelines). СӰԺ’s EAPR processes allow for additional components or materials as a program sees fit. Evidence for conclusions drawn should include relevant data and the views of as many constituents as is appropriate to the particular matter being considered.

  1. Title Page
  2. Introduction
    • Program history, purposes, and description, including alignment of the program with university mission/purposes and core values
    • Program’s student “outputs” over time: number of majors and minors, number of graduates, information about graduates’ placements (e.g., graduate or professional school, discipline-related employment, etc.). This sort of information is generally reported as annual numbers during the years covered by the self-study.
    • Summary response to the last program review
    • Identification of the program’s external reference points and disciplinary/professional best practices supported in the literature. External reference points might include benchmark programs at other institutions, published professional standards, and government-/foundation-sponsored (e.g., NSF) criteria.
  3. Physical and Financial Resources
    • Description
    • Evaluation in relation to external reference points and best practices
    • Conclusions: strengths and concerns
  4. Faculty and Staff Resources
    • Description (See ADHE Faculty Information Guidelines for specific information required for full-time faculty.)
    • Evaluation in relation to external reference points and best practices
    • Conclusions: strengths and concerns
  5. Curriculum
    • Description
    • Evaluation in relation to external reference points and best practices
    • Conclusions: strengths and concerns
  6. Assessment of Program Outcomes, Including Student Learning Outcomes
    This is the evaluative heart of the self-study, focusing on the program’s performance in relation to its intended outcomes or objectives and informed by the program’s established continuous improvement plan and results of its use.
    • Description of continuous improvement plan and processes
    • Results of assessment
    • Conclusions: strengths and concerns
  7. Evaluative Conclusion: Program Improvement
    This section brings together in one place the evaluative material from all the other sections of the self-study, presenting in summary format the strengths and concerns identified in those evaluations and outlining the program’s planned responses. The outline of planned responses should clearly set forth a plan for action for each area of concern, including specific information about steps to be taken, their sequence, a projected timetable for action, how outcomes of the plan of action will be evaluated, and person(s) responsible for action.