Academic Affairs Prioritization and Recovery Criteria Template
Prioritization & Recovery Criteria Template:
California State Polytechnic University, Pomona
Academic Affairs 3/30/06
The Committee:
The Prioritization and Recovery Planning Committee (PRPC) is to be an ongoing committee of the University for the purpose of developing a process for reviewing and making recommendations to the University President and the Academic Senate in regard to the organization of and use of resources by all academic and nonacademic programs within Academic Affairs. As part of the Prioritization and Recovery Process in the Academic Affairs Division, criteria have been developed to assist in assessing the extent to which programs are achieving university goals. The Committee used the University goals found on page 12 of the current University Catalog to develop the criteria.
The PRPC does not make final decisions. The PRPC is an advisory group that can recommend: 1. Increased funding of a Program, 2. Level funding of a Program, 3. Decreased funding of a Program, 4. Combine, reduce, or eliminate Programs.
Committee priorities and recommendations are to be coordinated with all other University Divisions for resource allocation throughout the University.
The Charge for the Committee:
- “Identify all academic and nonacademic programs within Academic Affairs.”
- “Identify commonalities among the programs for the purpose of grouping the programs.”
- “Set up common criteria for each group of programs.Each program will be evaluated according to set criteria; recommendations will be made for increased support, decreased support, restructuring or discontinuation based on set criteria.
- “Collect quantitative and qualitative data from various sources such as colleges, schools, departments, or institutional research, which could support such recommendations.”
- “Analyze data and propose recommendations developed by the committee and propose recommendations.”
- “Report findings to the University President and the Academic Senate.”
Important Information:
- While the committee seeks to prioritize programs for the reallocation of resources across the University, the Academic Affairs committee will only deal with prioritizing programs for Academic Affairs.
- The President does not want to see any recommendations that would result in layoffs of tenure or tenure track faculty, increases in teaching loads, or lack of consideration for professional growth.
- Up to 30% of the University resources may be slated for reallocation over the coming 3-5 years.
- Current students will not be abandoned in their pursuit of existing degree programs.
- The goal of the effort is to help facilitate the University becoming a mission driven institution rather than a FTE driven institution, however the committee recognizes the reality of how resources are distributed to the overall University by the CSU and will not jeopardize University funding through overall FTE reduction.
University Mission Statement
A mission statement is “a concise definition of the university raison d’etre, including what it does and for whom.” The mission statement is as follows:
Cal Poly Pomona’s mission is to advance learning and knowledge by linking theory and practice in all disciplines, and to prepare students for lifelong learning, leadership, and careers in a changing, multicultural world.
A Shared Vision for Cal Poly Pomona
The vision statement for the University reflects the Mission Statement and Statements of Goals and Strategies. A vision statement is “a specific statement of selected measurable components which are clear indicators of the scope and magnitude of the future state of the University.” The vision statement is as follows:
Cal Poly Pomona will be a national model of a polytechnic university education distinguished as:
• an institution that mirrors and benefits from the diversity of Southern California;
• an institution that provides the nation’s most diverse urban area access to its educational resources and that takes advantage of that urban area as an educational resource itself;
• an institution that embraces a global perspective;
• an institution that provides an extraordinary education by blending theory with practice, maximizing the contact and accessibility of faculty to students, and providing a strong foundation in general education;
• a community which encourages the free flow of information and open communication, which promotes vigorous debate, and in which all members are empowered and work well together;
• an institution that addresses societal needs through its educational research, and community service activities;
• an institution that has an integrated technology strategy to support teaching and learning;
• an institution that has substantial funding from sources other than the State.
University Goals and Strategies
There are six major University goals. A goal is “an area of strategy where performance has a critical impact on the achievement of the vision.” All of the following goals are essential, and do not appear in priority order.
They are:
Goal 1- To promote excellence in teaching, learning, and educational programs
Goal 2- To enhance effective acquisition, planning, and management of resources
Goal 3- To promote and enhance research, scholarly, professional, and creative activities
Goal 4- To enhance support for students
Goal 5- To improve the campus environment
Goal 6- To increase community involvement
1
California State Polytechnic University, Pomona
Academic Affairs Prioritization and Recovery Criteria Template
1
CRITERIA DIMENSION ONE
(Centrality to Mission/Validation Context)
Context:
Describe why and when the program was created.
(150-word limit)
(Information provided by the Program)
Comment:
The purpose of this question is to establish the history and context of the program-its original goal and/or focus. We are interested in the evolution of the nature and character of the program.
______
Criterion 1.1: Internal and external demand for the program:
Demand for a program will be recognized at different levels. In some cases a program’s demand may be represented by the trend in the number of applicants each year or while other program’s demand may be better represented by recognizing courses taught as service or general education for the larger University population.
Indicator 1.1.1
Number of students enrolled in the program:
Fall 00 / Fall 01 / Fall 02 / Fall 03 / Fall 05(Value provided by the Administration)
Comment:
It is recognized that some programs categorize students according to major while other programs categorize students by options. Double majors do not constitute a significant number of students.
Indicator 1.1.2
External Demand- Total number of applications each year for the program:
First time Students Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
Comment:
These data may be used to understand the overall external demand for a program.
Indicator 1.1.3
Annual admits to the program:
First-time Students Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
Comment:
These data may be used to understand the show rate of students accepted/enrolled.
Indicator 1.1.4
New student enrollments in program:
First-time Students Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
First-time Students Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Fall
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Winter
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
New Transfers Spring
00 / 01 / 02 / 03 / 05(Value provided by the Administration)
Comment:
These data may be used to establish how effective a program is in enrolling perspective students. Low numbers could be used as a justification for additional resources.
Indicator 1.1.5
List the degree options and the number of students in each.
Degree Options / No. Students(Value provided by the Administration)
Indicator 1.1.6
Internal Demand:(Current academic year)
FTE taught in General Education
(Value provided by the College Dean)
FTE taught in Service Courses
(Value provided by the College Dean)
Total FTE Taught By Program
(Value provided by the College Dean)
Comment:
Please note that service courses are defined as those courses consisting of 50% or more students outside the major. These data may be used to support a program’s internal demand as an integral part of the University Mission.
(Optional) If appropriate, please comment on the internal demand data
(100-word limit)
(Information provided by the Program)
Indicator 1.1.7
Describe the profile of incoming students: (Fall 2005)
First-time Student GPA
Mean/Median GPA (Value provided by the Administration)
First-timeStudent SATscores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores (Value provided by the Administration)
First-time Student ACT scores
(Total Math and Verbal) Mean score/25 th and 75 th percentile scores(Value provided by the Administration)
First-time Student GRE scores
(Total Math and Verbal) Mean score/25 th and 75 th percentile scores(Value provided by the Administration)
First-time Student Gender:
Male Female
% / %(Value provided by the Administration)
First–time Student Ethnicity
Black, non-Hispanic / %American Indian/Alaskan Native / %
Asian/Pacific Islander / %
Hispanic / %
White, non-Hispanic / %
Nonresident alien / %
Race/ethnicity unknown / %
(Value provided by the Administration)
Transfer Student GPA
Mean/Median GPA (Value provided by the Administration)
Transfer Student SATscores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores(Value provided by the Administration)
Transfer Student ACT scores
(Total Math and Verbal) Mean score/25th and 75 th percentile scores(Value provided by the Administration)
Transfer StudentGRE scores
(Total Math and Verbal) Mean score/25% and 75% 25th and 75 th percentile (Value provided by the Administration)
Transfer Student Gender:
Male Female
% / %(Value provided by the Administration)
Transfer Student Ethnicity
Black, non-Hispanic / %American Indian/Alaskan Native / %
Asian/Pacific Islander / %
Hispanic / %
White, non-Hispanic / %
Nonresident alien / %
Race/ethnicity unknown / %
(Value provided by the Administration)
Comment:
These data are intended to provide information about both the diversity and excellence of students in the program.
(Optional) If appropriate, please comment on the external demand data
(100-word limit)
(Information provided by the Program)
______
Criterion 1.2: Essentiality of the Program:
Indicator 1.2.1
How does this program contribute to meeting the educational needs of the campus, region, and/or state?
(200-word limit)
(Information provided by the Program)
Comment:
Please consider the fundamental knowledge and skills, what makes the program unique, and/or how it addresses employment or market needs.
______
Criterion 1.3: Support of the polytechnic mission of the university and support for campus-wide programs and priorities
Indicator 1.3.1
Describe how the program promotes “learn by doing” activities. Give evidence and examples of how these activities are embedded in the program curriculum.
(150-word limit)
(Information provided by the Program)
Indicator 1.3.2
List Service Learning Courses and the communities or organizations that have been affected (See University definition of designated Service Learning Courses) (04-05)
(Information provided by the Program)
Comment:
In light of the Cal Poly Pomona mission to link theory and practice, please outline how this program integrates this goal.List or describe service learning courses.
Indicator 1.3.3
Describe how the program supports campus-wide priorities/initiatives such as Teacher Preparation, Honors Program, Life Long Learning and Interdisciplinary teaching.
(150-word limit)
(Information provided by the Program)
______
2
CRITERIA DIMENSION TWO
(Quality/Outcomes)
Criterion 2.1: Learning assurance
This section informs the Prioritization and Recovery Planning Committee of the program’s achievements in supporting the university goals to promote, enhance and/or improve: teaching, learning, and educational programs; research, scholarly, professional, and creative activities; support for students; the campus environment; and, to increase community involvement.
The information adds to a better understanding of the relationship of department activities to the success of the university in meeting its mission.
Indicator 2.1.1
Number of full-time & part-time faculty serving the program: (Fall 05)
FTE tenure and tenure-track faculty
(Value provided by the College Dean’s Office)
FTE lecturers
(Value provided by the College Dean’s Office)
Please include changes or trends that may be relevant to these data. Also describe policies and practices for role of lecturers that may be relevant to the discipline or market conditions.
(150-word limit)
(Information provided by the Program)
Indicator 2.1.2
Percentage of FTE instruction provided by tenure and tenure track faculty in the upper division/ graduate courses in the major: (Fall 05)
Tenure/Tenure Track (Upper division courses)
%(Value provided by the College Dean’s Office)
Lecturer (Upper division courses)
%(Value provided by the College Dean’s Office)
Tenure/Tenure Track (Graduate, Professional, Credential courses)
%(Value provided by the College Dean’s Office)
Lecturer ((Graduate, Professional, Credential courses)
%(Value provided by the College Dean’s Office)
Please include changes or trends that may be relevant to these data. Also describe policies and practices for the role of lecturers that may be relevant to the discipline or market conditions. (150-word limit)
(Information provided by the Program)
Indicator 2.1.3
Student-faculty ratio in the program: (Fall 05)
(Value provided by the College Dean’s Office)
Comment:
It is recognized that some faculty members serve multiple programs. The Dean will assist programs in establishing the ratio.
Indicator 2.1.4
Major/Faculty (Serialized Faculty) Ratio:(Fall 05)
(Value provided by the College Dean’s Office)
Comment:
It is recognized that some faculty members serve multiple majors. The Dean will assist programs in establishing the ratio.
Indicator 2.1.5
Average class size: (Fall 05)
Lecture / Lab / Activity / SupervisoryRemedial
Lower Division
Upper Division
Graduate
(Value provided by the College Dean’s Office)
Please provide comments about specific class sizes that may be related to accreditation or space limitations. (100-word limit)
(Information provided by the Program)
Indicator 2.1.6
Describe the status of student learning outcome assessment programs.
(150-word limit)
(Information provided by the Program)
Comment:
Describe whether you are developing a plan, implementing a plan, evaluating data, or using data to affect the program.
Indicator 2.1.7
Describe how the program’s curriculum or teaching pedagogy has changed as a result of internal or external assessment.
(200-word limit)
(Information provided by the Program)
Comment:
You may include interactions with stakeholders, advisory boards, etc.
______
Criterion 2.2: Preparation of students for a diverse/global community
Indicator 2.2.1
Describe courses/experiences related to global and/or diversity issues that are available to students.
(150-word limit)
(Information provided by the Program)
Comment:
These could be on or off campus experiences international travel etc.
Indicator 2.2.2
Diversity of the Faculty:
Male
Fall 05%
(Value provided by the College Dean’s Office)
Female
Fall 05%
(Value provided by the College Dean’s Office)
Black, non-Hispanic
Fall 05%
(Value provided by the College Dean’s Office)
American Indian/Alaskan Native
Fall 05%
(Value provided by the College Dean’s Office)
Asian/Pacific Islander
Fall 05%
(Value provided by the College Dean’s Office)
Hispanic
Fall 05%
(Value provided by the College Dean’s Office)
White, non-Hispanic
Fall 05%
(Value provided by the College Dean’s Office)
Nonresident alien
Fall 05%
(Value provided by the College Dean’s Office n)
Race/ethnicity unknown
Fall 05%
(Value provided by the College Dean’s Office)
Please describe policies and practices or current efforts to address the diversity of the faculty serving the program. (150-word limit)
(Information provided by the Program)
______
Criterion 2.3: Faculty research and creative activity
Indicator 2.3.1
List faculty peer reviewed publications and creative activities:(Years 03-04, 04-05, 05-06)
Department wide
(Information provided by the Program)
Comment:
This information should be available in the annual report.
Indicator 2.3.2
Describe any resources available for professional travel excluding resources made available by the College Dean, Faculty Center, Research and Graduate Studies, or President’s travel funds.(Years 03-04, 04-05, 05-06)
(150-word limit)
(Information provided by the Program)
Indicator 2.3.3
Describe policies, practices and resources for encouraging professional, scholarly and creative activities.
(150-word limit)
(Information provided by the Program)
______
Criterion 2.4:Quality of student advising
Indicator 2.4.1
Describe policies and practices for academic advising within the program.
(150-word limit)
(Information provided by the Program)
Indicator 2.4.2
Graduation rates: by gender and ethnicity:
First time freshman 6-year graduation rate
Male Female
% / %(Value provided by the Administration)
Ethnicity
Black, non-Hispanic / %American Indian/Alaskan Native / %
Asian/Pacific Islander / %
Hispanic / %
White, non-Hispanic / %
Nonresident alien / %
Race/ethnicity unknown / %
(Value provided by the Administration)
Transfer Student 3-year graduation rate
Male Female
% / %(Value provided by the Administration)
Ethnicity
Black, non-Hispanic / %American Indian/Alaskan Native / %
Asian/Pacific Islander / %
Hispanic / %
White, non-Hispanic / %
Nonresident alien / %
Race/ethnicity unknown / %
(Value provided by the Administration)
Indicator 2.4.3
Number and percentage of Students “At Risk”:
Undergraduates
Fall 00 / Fall 01 / Fall 02 / Fall 03 / Fall 05% / % / % / % / %
(Value provided by the Administration)
Graduates