University of Idaho Successful External Program Review Archie George, Director Institutional Research and Assessment Jane Baillargeon, Assistant Director Archie George, Director Institutional Research and Assessment Jane Baillargeon, Assistant Director

INTRODUCTION Overview of EPR Purpose of EPR Participants and Responsibilities Timeline Standards and procedures Upcoming changes Overview of EPR Purpose of EPR Participants and Responsibilities Timeline Standards and procedures Upcoming changes

OVERVIEW Mandated in 1994 by NWCCU (NASC) Developed by University-level committee Aimed at building quality not financial enhancement Both academic and service/support units Seven year cycle Can be integrated with specialized accreditation One-year follow-up provides continuity Mandated in 1994 by NWCCU (NASC) Developed by University-level committee Aimed at building quality not financial enhancement Both academic and service/support units Seven year cycle Can be integrated with specialized accreditation One-year follow-up provides continuity

Purposes of EPR Enable UI to effectively meet the goals implied by our role and mission Improve UI’s ability to respond to student demand and to regional and state education and economic needs Insure integration of key performance indicators, program improvement, and ongoing assessment efforts with strategic planning Enable UI to effectively meet the goals implied by our role and mission Improve UI’s ability to respond to student demand and to regional and state education and economic needs Insure integration of key performance indicators, program improvement, and ongoing assessment efforts with strategic planning

Purposes continued: Provide a sound foundation for internal planning and budgeting decisions within units Broaden the knowledge base for establishing priorities, strategies, and budgets Make cost-effective use of state resources as we fulfill our mission Assist the institution in making sound decisions regarding allocation and reallocation of funds Provide a sound foundation for internal planning and budgeting decisions within units Broaden the knowledge base for establishing priorities, strategies, and budgets Make cost-effective use of state resources as we fulfill our mission Assist the institution in making sound decisions regarding allocation and reallocation of funds

Participants and Responsibilities Program personnel and faculty Administration including department chair or director, dean or vice president, provost and president External Review Team members Institutional Research and Assessment External Program Review Committee Unit titles and roles will vary among institutions Program personnel and faculty Administration including department chair or director, dean or vice president, provost and president External Review Team members Institutional Research and Assessment External Program Review Committee Unit titles and roles will vary among institutions

Participants and Responsibilities Program personnel and faculty: Develop the self-study Participate in nominating persons for the review team Active participation in the review team’s site visit Collegial discussion of and response to the reviewer comments and evaluation Participation in subsequent quality improvement activities Complete a one-year follow-up report Program personnel and faculty: Develop the self-study Participate in nominating persons for the review team Active participation in the review team’s site visit Collegial discussion of and response to the reviewer comments and evaluation Participation in subsequent quality improvement activities Complete a one-year follow-up report

Participants and Responsibilities Administration Department Chair or Director Provides primary leadership for unit process Works with Dean and administration to meet goals of the process Handles routine matters related to the review including scheduling and travel arrangements Provides feedback to Dean and Provost along with evaluator’s report Dean or Vice President Works with Department Chair or Director to articulate goals of the process Provides feedback to department chair and Provost Examines program focus and possible changes Administration Department Chair or Director Provides primary leadership for unit process Works with Dean and administration to meet goals of the process Handles routine matters related to the review including scheduling and travel arrangements Provides feedback to Dean and Provost along with evaluator’s report Dean or Vice President Works with Department Chair or Director to articulate goals of the process Provides feedback to department chair and Provost Examines program focus and possible changes

Participants and Responsibilities President and/or Provost Meets with all review committees Review all self-study and evaluator reports, providing appropriate feedback May reallocate resources as appropriate and recommended by Dean and Department Chair President and/or Provost Meets with all review committees Review all self-study and evaluator reports, providing appropriate feedback May reallocate resources as appropriate and recommended by Dean and Department Chair

Participants and Responsibilities External Review Team Members Assess and report their judgment on: Program quality according to the criteria provided Alignment of the program goals with departmental, college and university role and mission The projected value or feasibility of various planning alternatives and priorities set forth by the department Recommendations to assist the unit toward continual improvement External Review Team Members Assess and report their judgment on: Program quality according to the criteria provided Alignment of the program goals with departmental, college and university role and mission The projected value or feasibility of various planning alternatives and priorities set forth by the department Recommendations to assist the unit toward continual improvement

Participants and Responsibilities External Review Team Members Prepare the Review Team Report reflecting: The quality of the unit self-study Program strengths and weaknesses relative to the criteria and questions provided The centrality of the program to the UI role, mission and goals The validity of the self-study’s identification of demand and need for the program Evaluation of the various program improvement alternatives proposed by the unit in the context of available and projected resource levels External Review Team Members Prepare the Review Team Report reflecting: The quality of the unit self-study Program strengths and weaknesses relative to the criteria and questions provided The centrality of the program to the UI role, mission and goals The validity of the self-study’s identification of demand and need for the program Evaluation of the various program improvement alternatives proposed by the unit in the context of available and projected resource levels

Participants and Responsibilities Institutional Research and Assessment Facilitates the campus-wide process Maintains the schedule and the archives Provides units with an overview of the process Provides guidance regarding process Provides data, standard measures and additional as requested Assists in site visits as requested Provides $2500 funding for travel, hosting and perhaps honoria Institutional Research and Assessment Facilitates the campus-wide process Maintains the schedule and the archives Provides units with an overview of the process Provides guidance regarding process Provides data, standard measures and additional as requested Assists in site visits as requested Provides $2500 funding for travel, hosting and perhaps honoria

Participants and Responsibilities External Program Review Committee Develops policy, standards and guidelines Monitors the campus-wide process Reviews draft self-study reports and provides feedback as requested External Program Review Committee Develops policy, standards and guidelines Monitors the campus-wide process Reviews draft self-study reports and provides feedback as requested

Timelines: Seven Year Cycle

Timelines

EPR Standards and Procedures Academic Standards include: Mission and vision Teaching/Undergraduate Education Core/Service Obligation Graduate Education Research Outreach Enrollment Assessment Personnel Facilities and Equipment Finances Innovation and Distinction Academic Standards include: Mission and vision Teaching/Undergraduate Education Core/Service Obligation Graduate Education Research Outreach Enrollment Assessment Personnel Facilities and Equipment Finances Innovation and Distinction

EPR Standards and Procedures Service/Support Standards include: Mission and vision Teaching/Undergraduate Education Graduate Education Research Outreach Personnel Facilities and Equipment Finances Advancement Innovation and Distinction Service/Support Standards include: Mission and vision Teaching/Undergraduate Education Graduate Education Research Outreach Personnel Facilities and Equipment Finances Advancement Innovation and Distinction

EPR Standards and Procedures 1.Proposed timeline 2.Selection of the review team 3.Contact selected reviewers 4.Collect data and prepare the self-study 5.Schedule the site visit 6.Distribute the self-study 7.The site visit 8.The exit interview 9.Responding to the report 10.The follow-up 1.Proposed timeline 2.Selection of the review team 3.Contact selected reviewers 4.Collect data and prepare the self-study 5.Schedule the site visit 6.Distribute the self-study 7.The site visit 8.The exit interview 9.Responding to the report 10.The follow-up

EPR Standards and Procedures

Upcoming Changes Expanding EPR Committee Develop review committee for self-studies Beef up assessment component Add assessment to service/support units Develop formal communication with Provost to address requested schedule changes Expanding EPR Committee Develop review committee for self-studies Beef up assessment component Add assessment to service/support units Develop formal communication with Provost to address requested schedule changes

Upcoming Changes Refine the standards to include more: Discussion of unit vision - standards should reflect a more forward looking process Information on how unit planning is done Discussion of new initiatives Comparative metrics (standard data items) Discussion of relationships with other campus units Refine the standards to include more: Discussion of unit vision - standards should reflect a more forward looking process Information on how unit planning is done Discussion of new initiatives Comparative metrics (standard data items) Discussion of relationships with other campus units