Annual Program Update Instructions and Rubric (Revised 7-18-17)

Due September 30 annually, the Annual Program Update (APU) informs strategic plan, curriculum, assessment, budget, and staffing decisions. The Director for Institutional Research and Assessment and the Assessment Committee will review submissions and provide feedback to programs. Information about the required sections and rubric follow. 

  1. Program Data: (Enrollment, completion, and placement data for majors should be presented in a purposeful manner with discussion of relevant trends.) Enrollment trends and graduation data are posted in the Registrar’s folder. Placement information is available from the Career Services office, which publishes the “First Destination” booklet each year summarizing this data. Additional related data, such as credit hour or FTE production, available within the Registrar’s folder, may also be included within the APU.
  2. Learning Outcomes: (Outcomes should cover key knowledge, skills and professional dispositions relevant to the program; be clearly stated and measurable; and reflect multiple learning levels. Outcomes are posted in the VCSU catalog and on program website/promotional information. Outcome alignment with program goals and ILO’s is routinely revisited with students and faculty.)
  3. Learning Outcomes Assessment: (Learning outcome measures must be related and appropriate to the learning outcome. Programs should identify how the information will be evaluated to program strengths and weaknesses and verify that students are achieving identified learning outcomes.)
  4. Learning Outcomes Map: (The map should identify learning outcomes and corresponding activities in required courses within the major, identifying processes for review and revision of learning outcomes.)
  5. Assessment Process: (Education programs should include at least Praxis II data and non-Education programs should include at least one directly-integrated additional measure. Discussion should include data collection, review, sharing of data, meaningful presentation, and support for program improvement, curriculum changes, and budget requests. Needs for revised or new assessments should be identified.)
  6. Strategic Plan Update: (This highlights program aspirations and support of the VCSU Mission and Vision. Identify progress on specific and measurable goals (typically 3-5) or strategies comprising goals (typically 2-3 per goal. Goals must be specific and measurable. Related budget information must be present with appropriate rationale.)
  7. Reflection
    1. Discuss program decisions that have been made based upon the assessment data collected in this cycle.
    2. Discuss any program changes that will be made based upon assessment data collected in this cycle.
    3. Identify any actions that administration should consider that would assist programs in their assessment activities.
APU Section Developing—Needs Attention
Workable
Target

Program Data: (Enrollment, completion, and placement data for majors should be presented in a purposeful manner with discussion of relevant trends.) 

Data is not purposefully presented and is difficult to read. Trends are not identified or discussed. 

Data is purposefully presented in table format and formatted for easy reading. Trends are not highlighted with little discussion. 

Data is purposefully presented in a table format. Relevant trends are highlighted and discussed. 

Learning Outcomes: (Outcomes should cover key knowledge, skills and professional dispositions relevant to the program; be clearly stated and measurable; and reflect multiple learning levels. Outcomes are posted in the VCSU catalog and on program website/promotional information. Outcome alignment with program goals and ILO’s is routinely revisited with students and faculty.)

Learning Outcomes are identified without specific accompanied measures, program connections are unclear, the outcomes reflect lower-level student learning domains, are not posted in the VCSU catalog and website/promotional material, and there is no evidence of routine review.

Learning outcomes are relevant to the program; clearly-stated, measurable, and include some higher level domains. The program outcomes are consistent with the current catalog, but not adequately posted on websites or promotional material. There is little evidence of routine review.

Learning outcomes are relevant to the program; clearly stated and measurable; reflect multiple levels of learning including some higher levels. Outcomes are appropriately posted. Outcome alignment is routinely revisited with students and faculty.

Learning Outcomes Assessment: (Learning outcome measures must be related and appropriate to the learning outcome. Programs should identify how the information will be evaluated to program strengths and weaknesses and verify that students are achieving identified learning outcomes.)

Learning outcome measures are identified with limited presentation or discussion of corresponding results.

Learning outcome measures are identified and baseline results are presented, with limited discussion or connection with program improvement. 

Learning outcome data is collected and reviewed with clear examples of improvements to curriculum and instruction based upon the results. Program strengths and weaknesses based upon the assessment data are identified.

Learning Outcomes Map: (The map should identify learning outcomes and corresponding activities in required courses within the major, identifying processes for review and revision of learning outcomes.)

The map includes learning outcomes for each required course in the major. Processes for review or revision are not identified. 

The map identifies learning outcomes and corresponding activities for each required course in major.

The map identifies learning outcomes and corresponding activities for each required course in the major with discussion of the review process and use of the map in revising learning outcome activities.

Assessment Process: (Education programs should include at least Praxis II data and non-Education programs should include at least one directly-integrated additional measure. Discussion should include data collection, review, sharing of data, meaningful presentation, and support for program improvement, curriculum changes, and budget requests. Needs for revised or new assessments should be identified.)

The program has identified at least one additional assessment measure; but connections to other measures, program effectiveness, and support curricular and budget requests is inadequate.  

The program has identified more than one additional connected assessment measure, with some evidence of program effectiveness and support for curricular and budget requests.

The program has developed a set of connected assessments documenting program effectiveness and presented meaningful data to support curricular and budget requests. Revised or new assessments to collect required data are identified.

Strategic Plan Update: (This highlights program aspirations and support of the VCSU Mission and Vision. Identify progress on specific and measurable goals (typically 3-5) or strategies comprising goals (typically 2-3 per goal. Goals must be specific and measurable. Related budget information must be present with appropriate rationale.)

The goals and strategies within the plan do not emphasize connections with the VCSU Mission, Vision, and program aspirations. Goals are not easily measurable and strategies are of little value in achieving the goals. Budgetary considerations are not discussed. 

The goals and strategies within the plan are connected with the VCSU Mission, Vision, and program aspirations. Goals are measurable and strategies are appropriate to achieving the goals. Budgetary considerations are noted. 

The goals and strategies within the plan are connected with the VCSU Mission, Vision, and program aspirations. Goals are measurable and strategies are appropriate to achieving the goals. Budgetary considerations are noted. Appropriate context is provided through discussion. 

Reflection: (•Discuss program decisions that have been made based upon the assessment data collected in this cycle.

•Discuss any program changes that will be made based upon assessment data collected in this cycle.

•Identify any actions that administration should consider that would assist programs in their assessment activities.)

The program included little or no reflection upon program decisions, changes based upon assessment data, or actions that administration should consider to assist programs in their assessment activities.

Reflection discusses annual activity, incorporating assessment data, progress on program goals, and the yearly achievements of faculty and students in the program.

Reflection discusses accountability from previous year and should include changes and the result of changes on the quality of the program. Over time this should be the overview.