departments are included in the process. Comments: h. Faculty There is no clear There is some Department A range of teaching Development system or plan for attention to teaching leadership can methodologies is used, identifying the methodologies and identify where the including a variety of teaching student engagement multiple teaching approaches and methodologies and methods, but it is not methodologies and innovative student student engagement systematic; there is student engagement engagement methods; the methods used by no plan to identify methods are being department can identify department faculty. faculty training needs used; the department faculty training needs in in outcome-based has a plan to identify outcome-based design design. faculty training needs and/or has identified some in outcome-based faculty who can serve as design. mentors. Comments: 5. Evidence-based Change is rarely The process of There is a regular Changes to department changes initiated; changes are making changes process of examining offerings, curriculum, not based on based on available evidence on student staffing, policies, and examination of evidence is success to drive partnerships are based on evidence. (Evidence beginning, but not changes. the analysis of evidence includes learning fully implemented. (Evidence includes on student success. outcome (Evidence includes learning outcome (Evidence includes achievement, learning outcome achievement, learning outcome graduation rates, achievement, graduation rates, achievement, graduation and/or other sources graduation rates, and/or other sources rates, and/or other of data related to and/or other sources of data related to sources of data related to student success.) of data related to student success.) student success.)
departments are included in the process. Comments: h. Faculty Development There is no clear system or plan for identifying the teaching methodologies and student engagement methods used by department faculty. There is some attention to teaching methodologies and student engagement methods, but it is not systematic; there is no plan to identify faculty training needs in outcome-based design. Department leadership can identify where the multiple teaching methodologies and student engagement methods are being used; the department has a plan to identify faculty training needs in outcome-based design. A range of teaching methodologies is used, including a variety of approaches and innovative student engagement methods; the department can identify faculty training needs in outcome-based design and/or has identified some faculty who can serve as mentors. Comments: 5. Evidence-based changes Change is rarely initiated; changes are not based on examination of evidence. (Evidence includes learning outcome achievement, graduation rates, and/or other sources of data related to student success.) The process of making changes based on available evidence is beginning, but not fully implemented. (Evidence includes learning outcome achievement, graduation rates, and/or other sources of data related to There is a regular process of examining evidence on student success to drive changes. (Evidence includes learning outcome achievement, graduation rates, and/or other sources of data related to student success.) Changes to department offerings, curriculum, staffing, policies, and partnerships are based on the analysis of evidence on student success. (Evidence includes learning outcome achievement, graduation rates, and/or other sources of data related to student success.)
Prog%20rev%20revised%20for%202017-18.docx