The graduate program self-study report is typically a stand-alone document that represents a single master's degree program. If a graduate program has specializations, they should all be included within a single report. Details that are specific to each specialization should be highlighted within the report. If the program supports blended students, data that is pertinent to the integration of blended students should also be highlighted within the report.

I. Executive SummaryProvide a 1-2 page summary of key findings including program strengths and challenges, current status of program, and priorities the program has identified for improvement.

II. Identity What department or academic unit supports this graduate program? Whom do you serve? What is your plan and purpose and how does the graduate program impact your goals?

A. HISTORY & CONTEXT

Provide a brief history and description of the department and programs offered in the department, including concentrations/specializations and minors.

Include the year that the program was implemented, the accrediting agency, if applicable, and the year of the most recent program/accreditation review.

B. PROGRAM MISSION & GOALS

1. State and then evaluate the department mission, vision, values, and goals to the degree that these elements are developed.

2. How current and relevant are these elements?

3. How do these elements align with the mission, vision, values, and goals of the college and university?

4. How do these elements shape the decisions and direction of the department and program?

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Self-Study Graduate TEmplate

C. PROGRESS ON ACTION PLAN

1. Briefly describe the results of the previous self-study and site visit as represented by the action plan — issues identified, recommendations made, and actions proposed.

2. Describe significant achievements and progress made since the last program review.

3. What proposed changes have not been made, and for what reasons?

III. Master’s ProgramWhat are the educational objectives of your graduate program? What is the program’s current state of development? What is the vision for the future?

The goal of the self-study is to provide a concise assessment of the quality and currency of the graduate program that is part of this academic unit. Graduate programs are typically reviewed in a stand-alone self-study. If integrated with the undergraduate program review, a separate section of the self-study report should be dedicated to a review of the graduate program associated with the academic unit. Any interconnections between the undergraduate and graduate programs such as the distribution of resource should be explained in this report. If appropriate, the graduate program review can reference data contained in the undergraduate report or its’ appendices.

A. ADMISSIONS

1. Evidence of Prior Academic Success

a. Analyze the following data for the past 5-years: how many students applied to the program? How many students were admitted? How many students enrolled?

b. What are the undergraduate GPA expectations for admissions to this program? Over the past five years what percentages of the admitted students meet the GPA target threshold?

c. If your program requires a standard test such as the GRE or GMAT for entrance to your program, what were the average scores for admittance over the past 5-years?

d. How do you determine if your students have the writing competence necessary to perform adequately at the graduate level?

e. How do you weigh factors other than GPA in determining potential for academic success among your applicants?

f. For international students, what have been the average TOFEL scores over the past 5-years? Indicate the number of non-native English speakers that have been admitted in the last 5-years.

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g. Is the program developing students that can engage with diverse communities in a competent and appropriate way?

2. Recruitment

a. Identify potential undergraduate programs in CA that could supply students for this program.

b. Describe any key educational outcomes that differentiate this programs from others offered in CA and the nation.

c. Identify a Graduate Coordinator who will support recruitment efforts for the program.

3. Market Demand and Capacity

a. Identify the stakeholders that the program serves.

b. Evaluate the market demand for graduates of this program.

c. Identify industry sectors and specific companies that hire Cal Poly graduates from this program.

d. Identify competitor universities for the program.

e. Analyze the opportunities for enrollment growth in relation to market demand for the next 2, 5 and 10 years.

B. ACADEMIC PROGRAM

1. Program Learning Objectives

a. State the program learning objectives/outcomes (PLOs). Explain any changes that have been made during the last six years. Analyze the results and explain any patterns, imbalances, or gaps.

b. Evaluate the PLOs using the WASC Rubric for Assessing the Quality of Academic Program Learning Outcomes (See Appendix A). Determine the program’s level of performance from initial too highly developed and explain the rating. How appropriate are the current PLOs for the program? Do they need revision?

c. PLO Alignment (See Appendix B): Map the curriculum (all the required courses to complete a degree) to the PLOs, indicating the minimum expected level of skill development (introduced, developed, or mastered) for each course. Provide a thorough analysis. Are the students expected to achieve PLOs at an appropriate level of development? Do the knowledge and skills developed in required courses build on each other in an intentional, progressive manner? Discuss any patterns, imbalances, or gaps.

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2. Course Learning Outcomes

a. Respond to AS-739-12 Resolution on Course Learning Outcomes which the Academic Senate adopted in response to the WASC self-study. What percentages of the courses have learning outcomes? How current are these outcomes? How are they shared with faculty and communicated to students?

b. Review all 5XX course learning outcomes and be sure they reflect the proper degree of mastery that is expected from a graduate level course.

c. Describe the required courses and how their learning objectives meet the program learning objectives.

d. Describe any support or elective courses that students are required to take and how they integrate into the learning objectives.

3. Curriculum

a. What courses are required for the degree? How many are electives and identify the approved elective courses. How many courses are offered by your academic unit each quarter?

b. What process does the department use to revise and update curricular content? How does the department assure the currency of course documents, e.g., syllabi and assessment tools? How do you provide for course alignment of the same course taught by multiple instructors?

c. Describe any significant changes made to the curriculum since the previous program review: e.g. delivery, mode, pre-requisites, structure, etc. Have you adopted any new practices in course design such as “flipping,” the conversion of traditional face-to-face courses to online or hybrid modes? Have any of these changes been successful? How do measure success?

d. High Impact Practices: Learning communities, courses that include a community-based project, work with a faculty member on a research project, co-ops/internships and other work-related field experiences are all considered high-impact practices (HIP), which are positively associated with student learning and success. Describe these practices that are available to students in the program. Estimate what percentage of all your students participate in at least one HIP in the major during their academic career? Do you have any evidence for the effectiveness of these experiences?

e. What unique knowledge and skills does this program provide that are beyond those obtained from an undergraduate degree?

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f. Indicate the approximate percentage of teaching effort that is required support the graduate program; utilize the SCU Production Profiles (See Appendix C). Is the academic unit able to meet the course demand needs for your students?

g. What percentages of undergraduate students are enrolled in 5XX level courses in the program? How does the involvement of undergraduates impact the learning experience for your graduate students?

h. Do all 5XX level courses listed in the catalog require graduate standing as a pre-requisite? How do students with a non-Cal Poly undergraduate background perform and does their background satisfy anticipated course pre-requisite knowledge?

i. Verify that 60% of the total required units for this degree are at the 5XX level. These courses must be exclusively at the graduate level (not paired with undergraduate courses). Do they provide a comprehensive foundation for the degree?

C. FACULTY

1. Faculty Profile

a. Describe the faculty who are primarily responsible for teaching your graduate program.

b. How does the department assess and plan for future faculty hires that impact the graduate program?

c. What kind of challenges has the department faced in terms of recruitment, hiring, and retention?

d. Do you provide assign time for your Graduate Program Coordinator? Describe the amount of assigned time and related duties.

2. Faculty Workloads

a. Using the faculty workload data from the FAD report, what are the WTUs assigned to faculty teaching courses that contribute to the graduate program? Does the program have sufficient faculty to deliver the curriculum?

b. How are teaching assignments made within the department/program? What percent of your WTUs are being taught by lecturers and teaching associates/GSAs? What are areas of strengths and areas needing improvement? What is your student-to-faculty ratio?

c. How many WTUs are granted the faculty in support of thesis/project advising? Are these part of the 36 WTU annual target workload for a faculty? Do you grant assigned time credit for faculty who serve on thesis/project advisory committees?

3. TA/GA Appointments

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a. Do you utilize graduate students as Teaching Associates? What undergraduate courses do they teach? Are they the instructor of record or do they assist instructional activities? What type of training do you provide for your TAs? How do you evaluate the performance of your TAs and provide feedback to them for development?

b. Do you utilize graduate assistants to support faculty research? How are their contributions recognized? How is their performance assessed?

D. RESEARCH RESOURCES AND FUNDING

1. Facilities

a. Describe any specialized facilities for the program. Do these facilities meet the current needs of the program?

b. Describe any proposed changes and improvements to resources.

2. Equipment, Technology, and Information Resources

a. Does the current equipment and technology meet the program needs? If not, how are these needs being met?

b. What plans or funds exist for obtaining new resources, maintenance, repair, and replacement? Provide a ranked list of high-priority resource needs.

c. What is the role of Kennedy Library in relation to your program? To what extent does your faculty interface with library and utilize its resources?

3. State-based or Self-support Funding

a. Provide a summary of total program expenditures (operating expenses) for the last 2-3 years. Describe any significant increases or decreases in the cost of the program over the review period, noting factors that may be influencing costs.

b. How are decisions made about funding and expenditures? Describe your department budget process and engagement of faculty and staff in the process?

c. If self-support, include the cost model for operating your program and how it impacts student tuition.

4. Thesis/project Funding

a. Provide a summary of funding sources that support thesis/project work. Describe the primary purpose for the use of these funds.

b. How does the college/department advancement program support your graduate program? Is there a strategic plan that includes graduate programs?

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E. CULMINATING EVENT EFFECTIVENESS

1. Thesis, Project and/or Exam

a. Clearly define the culminating event options that are available for this degree.

b. If the culminating event is collaborative describe how the individual student’s contribution is defined?

2. Assessment

a. How do you assess the uniformity across faculty/student and over time to insure the long-term quality of the program?

b. As part of the program review, a survey should be conducted to characterize the quality of the culminating event(s) for the program.

c. How many students publish their thesis work in peer-review journals? How many present their results at professional conferences?

F. STUDENT SUCCESS: RETENTION AND GRADUATION

1. Retention

a. Provide data regarding the 1-year and 2-year graduation rates for students admitted to the program.

b. How many students were discontinued from the program due to academic performance?

c. How many students left the program without completing their degree requirements? What factors led students to this result and how can you improve your graduation rate?

2. Graduates and Alumni

a. How many of your graduates go onto doctoral degree programs?

b. How many of your graduates go into industry? Identity key industry sectors and companies that hire your graduates.

c. What percentage of your graduates have jobs at the time they complete their master’s degree?

d. Describe feedback from graduates or any other measures of graduate success used by the department, e.g., the results of professional exams, certification/licensing/etc.

e. Analyze the results of any alumni surveys from the last six years. To what extent do alumni respondents report that by completing the program it has helped them to succeed in their personal and professional lives? What do they suggest about success

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in terms of employment, salary, and professional advancement? How do their perceptions compare to program expectations?

G. IMPACT ON TEACHER-SCHOLAR

1. In response to the WASC self-study, the Academic Senate adopted AS-725-11 Resolution on Defining and Adopting the Teacher-Scholar Model. Consider this general statement in relation to the policies and practices that impact this graduate program.

a. How is the teacher-scholar model defined in the academic unit supporting this graduate program?

b. To what degree has this model been implemented over the last six years?

c. How have faculty members responded to the competing demands of teaching and scholarship?

d. Do teaching and scholarship have a productive relationship in the department/program?

e. What role do graduate programs play in supporting the teacher scholar model?

f. There is an inherent connection between faculty professional development (scholarship) and graduate education, as faculty use their research activities in teaching students and students frequently participate in faculty research. Please describe this connection along with other benefits that graduate degree programs receive from faculty research efforts.

H. BLENDED PROGRAM

1. Blended programs allow students to integrate their undergraduate and graduate studies. Please describe the value provided to your students by offering a blended program.

a. Identify any double- counted units that are allowed for the program. How does this improve time-to-graduation rates for the students?

b. If the senior project and thesis experiences are integrated, please describe the process used to assess the outcomes of each experience.

c. How does the program insure that if a student does not complete their graduate degree work that they are able to satisfy their undergraduate requirements?

d. Document if the blended program provides any improvement in graduate rates for students.

I. CONCLUSIONS

1. Provide a summary of the health of this graduate program.

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a. Reflect on its overall effectiveness towards meeting the educational objectives articulated at the beginning of this self-study.

2. What is the vision for the future?

3. Is this program on a sustainable trajectory?

4. What processes will be put in place to insure the continued improvement of the program?

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IV. Appendix A: Assessing the Quality of Program Learning Outcomes (PLO)

Assess the program’s learning objectives/outcomes (PLOs) using the WASC Program Learning Outcomes rubric (see link or next page). Using your program learning outcomes, fill out the matrix below.

Assessment Matrix for PLOs

Criterion Quality Comment on Evidence

Initial Emerging Developed Highly Developed

Example:

The Student Experience

X Communication of outcomes to students is minimal. Unless they visit and view outcomes on the department’s website, they are unlikely to be aware of them.

Comprehensive List

Assessable Outcomes

Alignment

Assessment Planning

The Student Experience

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Date of self-study

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V. Appendix B: Alignment of Curriculum Courses to Program Learning Objectives (PLOs)

Produce a map that shows how the required curriculum courses address the PLOs. Use the sample matrix below, which can be edited and adjusted as needed, or create a map of your own design.

Note that an ideal matrix should reflect PLOs broadly implemented over the spectrum of curriculum courses and learning experiences, as well as a progression of mastery.

To create the matrix:

a. Involve the entire faculty members in the process. Feedback from course learning objectives or student surveys can also inform this assessment.

b. Fill in the PLOs across the top of the matrix (column headers). Along the left side of the matrix (row headers) fill in required courses for the major, as well as other required events or experiences (e.g. internships, licensure exams, etc.) as appropriate.

c. Evaluate the degree to which each course addresses each PLO using:

(I) Introduced – the concept or skill is presented for the first time or in a general way, possibly in a survey or foundation course.

(D) Developed – the concept or skill is intentionally built on or reinforced in a new context as students are given opportunities for practice.

(M) Mastered – the concept or skill is sufficiently practiced, possibly in the senior project or other capstone experience, and students can demonstrate mastery at a level appropriate to the degree.

d. Optional: Identify courses with assignments or activities that are targeted for program level assessment. Mark these with an (A).

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Addressing PLOs within Curriculum Courses

Program Learning Objectives

Key:I = Introduced D = DevelopedM = Mastered(A) = Assessment [optional] D

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VI. Appendix C: SCU Production Profiles

1. Fill in the table below using student credit unit (SCU) data from the Student Credit Unit Production Profile available from Institutional Research.

2. Double click on the table to access and alter the cells.3. Omit your own college’s data in the Other College’s section, since it is already considered in

the Home College section.

Departmental SCU Production

Academic Year 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16Total SCUs

In departmentOutside department

College TOTAL 0 0 0 0 0 0CAFESCAEDCENG

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OCOBOther Colleges TOTAL 0 0 0 0 0 0

Other

Summary% in department #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

% in college #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!% other colleges #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0! #DIV/0!

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