The program review report should demonstrate the critical review of the current effectiveness of the program. The primary audience for the report is the external reviewer, in its initial draft, and the dean and provost in its final form. While some description and context may be necessary for the committee to understand the programs’ analysis, the majority of the report should focus on evaluating and interpreting the findings of the process. Departments are encouraged to strive for brevity and reports are typically not to exceed 35 pages.
Program Review Guide and Template: Programs are required to use this template to complete their program review. The guide includes detailed questions to be addressed during the review process, prompts for discussions with faculty and students, templates for tables, and information on the review process.
Examples of successful program reviews
The components of the report are as follows:
Background – Program Context
The purpose of this section is to provide the external reviewer and APBP with the context to read and understand the program review.
Component 1 — Review of the Current Program: Curriculum
The purpose of this section is to review the effectiveness of the current curriculum in addressing student learning outcomes and examine the program’s contribution to achieving the university’s fundamental competencies or graduate-level competencies. PIE will provide programs with data tables for this section.
Component 2 — Review of the Current Program: Faculty, Resources, and Cooperation
The purpose of this section is to assess the current faculty roster to ensure that the program has sufficient faculty qualified to teach in the program’s field of study, efforts to promote civic engagement and service, and the adequacy of the program’s physical resources. PIE will provide programs with data on program faculty.
Component 3 – Benchmarking of Program
The purpose of this section is to explore how Marymount’s program compares to similar programs at other institutions and to professional standards in content and focus. It should also identify additional resources needed for the program to remain competitive and up to date.
- Helpful resource: Marymount’s annual Benchmarking Report
Component 4 – Enrollment, Graduation, and Alumni Outcomes
The purpose of this section is to discuss trends in enrollment, graduation, and alumni outcomes.
- Helpful resource: Data Resources
Component 5 – Student Input
The purpose of this section is the gather information on the experiences of students enrolled in the program and in particular their perception of academic rigor, the quality of instruction, and advising.
- Helpful resource: Strengths, Weaknesses, Opportunities, and Threats (SWOT) worksheet
Component 6 — Advising/Mentoring
The purpose of this section is to examine the quality of academic advising and mentoring for students enrolled in the program. (This section completes the first draft of the report.)
- Helpful resource: Program Review Checklist Rubric
Component 7 – External Reviewer
The purpose of this section is to obtain an external and objective perspective about the program.
- Helpful resource: The External Review, The External Reviewer Site Visit
Component 8– Developing an Action Plan
The purpose of this section is to synthesize the findings of the program review and develop an action plan based on its findings. (This section completes the report.)
- Helpful resource: TOWS Analysis planning worksheet
Component 9 – Reporting on Action Plan Progress
The purpose of this section is to report on progress with the action plan. This report should be submitted with the program’s Student Learning Outcomes Assessment report one year after the program review is completed.