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					History, development and expectations of the program
 Why was the program established?
 How has the program evolved over the years?
 What were the institution's original expectations?
 How have those expectations changed?
 How have the demographics of the students changed?
 What is the maturity level of the program?
 Is it a solid cornerstone of the overall curriculum?
 What is the overall visibility of the program?

Have rumors of upcoming changes (good or bad) in the program temporarily impacted enrollments negatively?
Is this a new program that needs a chance to get underway?

External demands for the program
 National demand for the program
 Local demand for the program
 Enrollment trends
 Competing institutions offering the same program

Is this program required to meet a community need? (For example, does the program enable local high school teac

Internal demands for the program
  Required to support other programs
  Enrollments in courses required for other majors
  Impact on General Education
  Services to other parts of the campus

Is this a program that has lots of linkages with other programs, majors, schools, colleges, universities? If it were elim
What is the current and projected student demand for the program? How have the numbers changed over the last
Does the program contribute several courses essential for students in other majors? (One or two courses could pos
Certain departments contribute heavily to the BLA major and get no ‘graduates’ credited to them. We should exam

Quality of program inputs and processes
 Quality of the faculty, students, facilities, equipment, and other resources
 Profiles and numbers of faculty and staff
 Number of faculty with terminal degrees
 Years of experience in the discipline
 Faculty comparisons to competitor institutions
 Percentage of instruction offered by full-time faculty
 Incoming students' profiles (ACT, grades, etc.)
 How current are equipment and materials?

Quality of program outcomes
 Assessing performance
 What are the test scores on national instruments
 What are the degrees of student satisfaction, alumni satisfaction, employee satisfaction, etc.
 Performance on state professional licensure and certification exams
 Measures of teaching effectiveness
 Journal publications
 External validation of program quality
 How has the program brought beneficial recognition to the institution

Is this a program that has achieved national or international recognition?
Is this a program that has maintained or improved its quality as measured by the specified criteria on student learn
Is this a program that is achieving good student retention rates, as measured by specific student populations – gen
Is this a program that is achieving good student graduation rates, as measured by specific student populations – ge
Do the program’s graduates demonstrate a proven record of success, which thus enhances UMKC’s reputation (i.e.

Size, scope & productivity of the program
  How many students (clients, patrons, etc.) are being served?
  How many faculty and staff are assigned?
  What are the credit hours generated?
  Degree and certificates awarded?
  Research developed?
  Creative efforts produced?
  Attendance at performances?
  Breadth and depth of program

What is the student/resource ratio? Student/faculty ratio?
How many overall majors (BOTH primary and secondary!) and minors does the BA/BS program have?
Assign a quantitative value to lower-level courses, not just majors, since certain departments teach large numbers

Revenue and other resources generated
 Resources generated from enrollments
 Resources generated from cross-subsidies
 Resources generated from research grants
 Resources generated from fundraising
 Resources generated from equipment grants
 Resources generated from other sources (e.g., fees, ticket revenues, etc.)
 Anticipated revenue (an expected endowment
 Relationships that benefit the institution

For graduate programs, what fraction of the students provides income to the university (pays tuition)?
Does the program have significant scholarship and/or endowment support?
How would termination of this program affect the university’s grant funding?

Costs and expenses
 Program costs (direct and indirect) against program revenues
 Demonstrable efficiencies
 What investment in new resources will be required to bring the program up to a high level of quality

Is this a program whose elimination would result in substantial loss of revenue?
Is this a program whose cost is minimal relative to tuition or income generated?
Is this a program that represents significant cost relative to tuition or income generated?
What is the incremental cost (in faculty, staff, adjuncts, GTAs, space) of retaining the program vs eliminating it?
Are the resources needed for this program largely provided by other programs so that this program’s majors are pr
Are this program’s courses shared by students in both the MA and PhD programs, so that MA numbers are an adde
Is the MA degree awarded to PhD students en route, at no additional cost?
Are there cost-reduction alternatives for the program (e.g., adjust the adjunct: NTT: TT faculty ratio)?

Impact, justification, and overall essentiality of the program
 Summative measure of why the program needs to be continued or strengthened
 What are the benefits to the institution of offering the program?
 What is the relationship between the program and the institution's mission?
 Academic centrality
 Does the program respond to a unique societal need?
 Does the program help differentiate the institution from others?

Expectations for an Urban Research institution
Is this a program that is essential to every University?
Is this a program that is unique - One of few in the state or nation?
Is this a program that is distinctive – that sets UMKC apart?
Is this a program that offers significant instruction, research or service that UMKC is better equipped to offer than
Is this a program whose elimination would have a substantial negative impact on education or societal concerns in
Is this a program that has a substantial impact at the campus, community, or national level. What is the contributio
How essential is the program to the campus mission as defined by the Board of Curators: health sciences, visual an
How does the program help UMKC attain its strategic goals and/or mission?
Do faculty in the program regularly and significantly contribute to other programs by teaching interdisciplinary cou
Is this program unique and valuable to the state?
Does the program capitalize on resources and opportunities unique to the local area or region?
Even if this program is not unique statewide, is it still needed locally, or regionally?
How would elimination of this program affect affiliated programs in the KC community?
Do professional agreements with area institutions exist? (e.g., The Nelson-Atkins Museum of Art)
To what extent does the program contribute to the reputation of the University? Is it recognized regionally or natio
What impact would termination of this program have on alumni and other donor support for the university?
How would termination of this program affect the community’s perception of the university?
Does this program attract students to the university (as indicated on inquiry/application documents, for example)?
Will elimination of the program affect the recruitment and retention of high quality faculty?

Opportunity analysis of the program

Is growth appropriate for this program? If yes, what are the plans for growth? Are they realistic? What are the barr
Instead of being eliminated, can the program be revised or combined with other programs to meet numerical crite
ed enrollments negatively?

m enable local high school teachers to maintain certification? Does it provide trained professionals [e.g., social workers] to the

eges, universities? If it were eliminated, would the costs of other programs go on, or might costs end up being assigned to a di
 numbers changed over the last 5/10 years? (What is the program’s trajectory?)
? (One or two courses could possibly be absorbed by or taught by other departments.)
dited to them. We should examine the BLA and assign fractional credit to the various departments that produce the BLA majo
 ecified criteria on student learning outcome assessments – (some units may not have this now, but all will have them soon)?
 cific student populations – gender, SES, race/ethnicity, transfer student population
pecific student populations – gender, SES, race/ethnicity, transfer student population?
 hances UMKC’s reputation (i.e. acceptance to graduate or doctoral programs, professional internships, professional positions—

BS program have?
 artments teach large numbers of essential ‘feeder’ courses: Physics 210 and 220, for example.

 sity (pays tuition)?
gh level of quality

e program vs eliminating it?
 at this program’s majors are produced at minimal additional cost? (American Studies in an example.)
o that MA numbers are an added bonus, actually lowering the cost of the PhD program?

 TT faculty ratio)?

 better equipped to offer than other organizations?
 ucation or societal concerns in the state?
 al level. What is the contribution of this program? What dominoes would fall if the program were eliminated? Does it contribu
ators: health sciences, visual and performing arts, urban mission, community engagement, service learning, internships?

y teaching interdisciplinary courses, cluster courses, and cross-listed courses, or through research collaborations, or iPhD work

a or region?

useum of Art)
 t recognized regionally or nationally? Has it garnered awards?
 pport for the university?

 tion documents, for example)?

hey realistic? What are the barriers? Should this be maintained in its small state?
ograms to meet numerical criteria?
nals [e.g., social workers] to the community?)

s end up being assigned to a different area.

nts that produce the BLA majors
but all will have them soon)?

rnships, professional positions—locally, regionally, nationally and even internationally)?
re eliminated? Does it contribute to economic development? Health? Workforce? Other?
ce learning, internships?

ch collaborations, or iPhD work? Thus are the program’s resources shared with other programs, reducing the resources ‘assign
, reducing the resources ‘assigned to’ the program under scrutiny? And, would eliminating the program deprive other program
program deprive other programs of shared courses and faculty?

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