Periodic Program Review Manual Part I - Ryerson University · 2020. 7. 19. · 1 . Periodic Program Review of Undergraduate Programs . Periodic Program Review Manual . PART I: The

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Periodic Program Review of Undergraduate Programs

Periodic Program Review Manual

PART I: The Self-Study Report

2015 Original Version: October, 2012 1st Revision: November, 2013 (content unchanged from previous version; more clarity provided for data tables) 2nd Revision: September, 2015 (content unchanged from previous versions; edits to format only) 3rd Revision: October 20, 2016 (edits to page numbering and update of key contacts) (for PPRs due up to and including 2018 – 2019)

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Table of Contents

Read Me First ....................................................................................................................................................................................3 SECTION 1: Overviews and Guides .........................................................................................................................................4

Navigating your Program Review ...................................................................................................... 4 Timing your Program Review .............................................................................................................. 9 Approvals & Review Table ................................................................................................................. 11 University Undergraduate Degree Level Expectations .......................................................... 13 Key Contacts & Information Sources ............................................................................................. 15

Professionally accredited programs ..................................................................................... 17 Programs offering both graduate and undergraduate studies ................................ 17 Forming the Program Review Committee .......................................................................... 18

SECTION 2: The Self-Study Report....................................................................................................................................... 21 1. Basic Information ........................................................................................................................... 21 2. Developments since Previous Program Review ................................................................ 21 3. Societal Need .................................................................................................................................... 22 4. Program Learning Outcomes .................................................................................................... 23 5. Academic Quality............................................................................................................................ 24 6. Academic Quality Indicator Analysis ..................................................................................... 31 7. Resources .......................................................................................................................................... 32 8. Strengths, Weaknesses and Opportunities .......................................................................... 34 9. Developmental Plan ...................................................................................................................... 35 10. Executive Summary....................................................................................................................... 35 11. Appendix I – UPO Program Review Data Tables ............................................................... 36 12. Appendix I – Additional information ..................................................................................... 37 13. Appendix II – Faculty CV’s .......................................................................................................... 38 14. Appendix III - Course Outlines .................................................................................................. 38 15. Appendix IV– Approval and Consultation Documentation ........................................... 38

SECTION 3: TEMPLATES ............................................................................................................................................. 39 1. Accreditation to Periodic Program Review Comparison Template .......................... 40 2. Common Elements of Graduate and Undergraduate Program Reviews Template ................................................................................................................................................. 433 3. Curriculum Breakdown by Year and Course Type Template ...................................... 44 4. Course Prerequisites Template ................................................................................................ 45 5. Required Courses to Program Learning Outcomes Matrix Template ...................... 46 6. Course Methods and Assessments Matrix Template ....................................................... 47 7. Undergraduate Degree Level Expectations Template (UDLEs) .................................. 48 8. Three Year Course Enrolment and Size Template (previous 3 years) ..................... 51 9. Ryerson Program Review Student Satisfaction Survey Template ............................. 52 10. Planning Overview and Projections Template ................................................................... 57 11. SWOT Table Template ................................................................................................................. 58 12. Record of Approvals...................................................................................................................... 59

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Read Me First This document may look formidable, but the core consists of 17 pages (pg. 19 to 36) outlining what is required in each section of the final Periodic Program Review Report. The document is organized as follows: Section 1 Overviews, and guides to navigating the periodic program review Section 2 Preparing the self-study section by section guide Section 3 Templates and additional information This manual is a “user’s guide” to Undergraduate Periodic Program Reviews (PPR), based on Policy 126 Periodic Program Review of Graduate and Undergraduate Programs. This is one of four Senate policies that form Policy 110, Ryerson’s Institutional Quality Assurance Process (IQAP) as approved in 2011. The manual integrates Senate’s formal policy and procedures with a series of explanations, interpretive comments, supplementary information and templates. Advice on all aspects of the review can be obtained from the Office of the Vice Provost Academic and the Senate. The University Planning Office can assist in information gathering and interpretation. Important

This document is about: • analyzing the undergraduate program, • writing a reflective, self-critical review, and ultimately • preparing a developmental plan to constructively move the program forward. • A developmental plan cannot be written before data has been collected and

analyzed; so plan well ahead for the data collection phase to provide sufficient time for thoughtful analysis and planning for the final report.

• Programs are strongly encouraged to follow the outline laid out in this manual as closely as possible.

http://www.ryerson.ca/senate/policies/pol126.pdf

http://www.ryerson.ca/senate/policies/pol126.pdf

http://www.ryerson.ca/content/dam/senate/policies/pol110.pdf

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SECTION 1: Overviews and Guides

Navigating your Program Review

Title Resources U

PO D

ata

Program

Creates

Add to

Report as Comments

1. Basic Information x 1 a. Program / Degree

Information • Office of the Registrar x

1 b. Program Description x 1 c. Mode of Delivery

Moved to 5. g i x

1 c. Program History x 1 e. Administrative

Structure Moved to 7.a ii

2. Developments since Previous Program Review

x

2 a. Previous Developmental Plan

x AI-A

2 b. Annual Academic Plan x AI-B

2 c. Response to Recommendations made by Senate (if any)

• Office of the Secretary of the Senate • Senate Website

AI-C

2 d. Response to Issues Arising from Previous Accreditation Assessment (if any)

x AI-D

3. Societal Need x 3 a. Current and Anticipated

Societal Need • Appendix I - UPO Tables 18 - 22 • Appendix I- O, P, Q Surveys • Human Resources and Skills

Development Canada

x x x

3 b. Existing and Anticipated Student Demand

• University Planning Office • Appendix I-N, O, P Surveys

x x

4. Program Learning Outcomes

4 a. Program Learning Outcomes

• Curriculum Development Consultant • Defining and refining the curriculum

4 b. Program Consistency with other Academic Plans

x

5. Academic Quality x 5 a. Description of the

Program Curriculum and Structure

• Curriculum Development Consultant

x

AI-E Template provided

http://www.ryerson.ca/senate/

http://www.workingincanada.gc.ca/


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Title Resources

UPO

Data

Program

Creates

Add to

Report as Comments

• Calendar copy x AI-F Provide course descriptions

• Curriculum Breakdown by Year and Course Type Template

x AI-G Template provided

• Course prerequisites Template x AI-H Template provided

• Courses to Program Learning Outcomes Template

x AI-I Template provided

• Course Methods and Assessments Matrix Template

x AI-J Template provided

• Comparator Programs x AI-K

5.b Diversity and Inclusion • Course Methods and Assessments Matrix Template

• Survey data from Section 6

x

5 c. Curriculum and Structure – Undergraduate Degree Level Expectations (UDLEs)

• Undergraduate Degree Level Expectations

• UDLEs Mapping Template

x AI-L

5 d. Curriculum Development

5 e. Enrolment in program courses

• Office of the Registrar • Appendix I - UPO Tables 4-17, 24 • Three Year Course Enrolment and Size

Template • Class Size Distributions by Teaching

Department Table 24

X x

x AI-M

Template provided

5 f. Relationship to Current Discipline and Profession

x

5.f i Professional Practice • UDLEs Expectations • Courses to Program Learning

Outcomes Template • Course Methods and Assessments

Matrix Template

x

5.f ii Accreditation x 5 g. Student Engagement x 5.g ii Innovative or Creative

Content and/or Delivery x

5.g iii Partnerships or Collaborative Agreements

x

5.g iv Experiential Learning Opportunities

• Experiential Learning (EL) • Survey data from Section 6

X

5 h. Student Assessment • Course Methods and Assessments Matrix Template

x

5 i. Student Success and Achievement

• Appendix I - UPO Table 28 - 29 • Appendix I - UPO Tables 7-17

x x

http://www.ryerson.ca/experiential/

6

Title Resources

UPO

Data

Program

Creates

Add to

Report as Comments

5 j. Variation from GPA Policy

5 k. Library Resources • Library • Appendix I-N

AI-N

5 l. Student Surveys, Focus Groups, and Graduate Surveys

• Ryerson Program Review Student Survey Template

• Surveys Appendix O, P,Q, R Faculty Course Survey

x x x

x A1-O,P,Q

6. Academic Quality Indicator Analysis

6 a. Faculty 6.a i Faculty Qualifications • Appendix II– Faculty CVs

• The Ontario Council of Graduate Schools (OCGS) C.V. Format

x AII 2 copies on CD, one electronic.

6.a ii Scholarly, Research and Creative Activities

x

6 b. Students and Graduates x 6.b i Admission

Requirements • Office of the Registrar • Ryerson Calendar

x

6.b ii Student Qualifications • Appendix I - UPO Tables 2-3

x x

6.b iii Enrolment, Retention and Graduation Data

• Appendix I - UPO Tables 4-22 x x

6.b iv Program Review Student Satisfaction Survey Moved to 5l

• x

AI-O –survey conducted and data

6.b v Graduate survey Moved to 5l

x

6.b vii Employer survey Moved to 5l

x

6.b iv Additional program feedback (if applicable)

7. Resources 7 a. Human resources • Planning Overview & Projections

Template x Template

provided 7.a i Faculty • Planning Overview & Projections

Template x

7.a ii Support Staff and Administrative Structure

• Planning Overview & Projections Template

• Administrative Structure Template

x

7.a iii Academic Assistants • Planning Overview & Projections Template

x

7.a iv Curriculum Counselling / Advising

http://www.ryerson.ca/teaching/fcs/

http://www.rms.uottawa.ca/researchers_guide/ocgs.asp


http://www.ryerson.ca/about/registrar/contact/index.html

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Title Resources

UPO

Data

Program

Creates

Add to

Report as Comments

7 b. Physical and Financial Resources (from 8 policy 126)

7.b i Space allocation Laboratory / studio

facilities

7.b iii Computing facilities 8. Strengths, Weaknesses

and Opportunities • SWOT Table Template • Appendix I - UPO Table1-30

x Template provided

9. Developmental Plan • Planning Overview & Projections Template

x A1-S Template provided

10. Executive Summary

Appendices Appendix I

UPO Tables

• University Planning Office • Appendix I - UPO Data Set • UPO Interactive statistics website

x AI Create tables as specified

UPO Data Set

Appendix I

Additional Information • Additional Information

Appendix II

Faculty CVs OGS or other approved; provide on CD

Appendix III

Course Outlines Provide on CD

Appendix IV

Approval and Consultation Documentation

Advisory Council Comments

http://www.ryerson.ca/upo/statistics

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Appendix I – Additional information

Under the heading above, attach the following appendices to the final report

AI-A Previous Developmental Plan AI-B Annual Academic Plan AI-C Response to Recommendations made by Senate (if any) AI-D Response to Issues Arising from Previous Accreditation

Assessment (if any) Program Curriculum in Table Format Moved to 5 a. AI-E Course Descriptions AI-F Curriculum Breakdown by Year and Course Type AI-G Course prerequisites AI-H Courses to Program Learning Outcomes AI-I Course Methods and Assessments Matrix AI-J Comparator Programs AI-K Undergraduate Degree Level Expectations AI-L Three Year Course Enrolment and Size AI-M Library Resources AI-N Program Review Student Satisfaction Survey Form & Data AI-O Graduate survey Form& Data AI-P Employer survey Form& Data AI-Q Additional program feedback AI-R Planning Overview & Projections Template

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Timing your Program Review This self-study manual is a guide through the various stages required for periodic program review. This includes a guide to data collection and data analysis. Analysis of various forms of program data is key to the self-study and the final report should include concise summaries of the various analyses conducted. This table provides an overview of requirements and timing.

When

Task

Resources

Add to SWOT

Preparation phase As far ahead as possible

• Identify/refine program learning outcomes Note:

This is precursor to everything and necessary to complete within timeframe


• You will be contacted by the Academic Standards Committee (ASC)

1-2 years prior to PPR

• Determine who will serve on the Department/School Program Review Committee (include staff and faculty)

• Communicate composition of the committee to the VPA

• Attend info sessions regarding PPR • Attend info sessions regarding DLEs

• Check Senate website for dates

• Check LTO website for dates

• Recommend Program Review Team (PRT) to VP Academic

• See Policy 126 on Senate Website

• Map learning outcomes to courses (optional early prep.)

• Map learning outcomes to Undergraduate Degree Level Expectations


• This self–study document

• UDLEs document

• Write program history • Previous PPR reports • Review developments since previous PPR • Previous PPR reports

• Academic Plan

• Prepare a SWOT (strengths, weaknesses, opportunities, threats) chart as a working document for ongoing observations, insights, and later analysis

• SWOT chart

1 year prior

Accreditation-related tasks (if applicable) • Complete the Accreditation to Periodic Program

Review Comparison and obtain approval from VP Academic to proceed.

• Prepare Table of Contents for the Accreditation Supplementary Report and obtain approval from VP Academic

• VP Academic and/or Director Quality assurance

• Determine at what stage to consult with Program Advisory Committee


http://www.ryerson.ca/senate/policies/index.html

http://www.ryerson.ca/senate/policies/index.html

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When

Task

Resources

Add to SWOT

Data collection Phase Year of the PPR

• Locate and start collecting required data • Create Appendix I from UPO data Interactive statistics

• Dept./School records • Registrar’s Office • Any previous PPR report • Senate

• Collect University Planning Office data from website regarding standard PPR data set for Appendix I

• University Planning Office (UPO)

• UPO Interactive statistics website

• Contact Subject Librarian regarding preparation of the library brief

• Subject librarian

• Contact the Curriculum Development Consultant to discuss curriculum components of PPR and invite Consultant to introduce dept. to curriculum components of PPR

• If not completed earlier, work with dept. to identify program learning outcomes map courses and UDLEs

• Conduct SWOT analysis exercise with all program instructors

• Add observations to SWOT table working document


• SWOT Table

• Consider what additional data might be collected (e.g., student focus groups)

• Standardized surveys to add (e.g., alumni survey, employer survey)

• Conduct surveys

• See Program Review Student Satisfaction Survey Template

Analysis Analyse data collected

• Standard data set from UPO • Curriculum data • Survey data • Other relevant data collected

Add observations to SWOT working document

• Appendix I - UPO • UPO Interactive

statistics website • Curriculum

Development Consultant

Reporting Phase • Prepare Developmental Plan • Curriculum Development

Consultant

• Assemble final report

http://www.ryerson.ca/about/registrar/




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Approvals & Review Table This table lays out the approval process as outlined in Policy 126. Approval

/Review Level Actions taken Approves

A. Department/School • forwards the full self-study report to the Faculty Dean for review B. Dean of the Faculty

• reviews and returns to Dept/School for review

byDepartment/School/Program Council

C. Department/School/ Program Council

• reviews and approves x

D. Program Advisory Council

• reviews and comments

E. Dean of the Faculty

• approves the program review for submission to Academic Standards Committee (ASC)

x

F. Academic Standards Committee

• examines the program review to determine if there are any issues prior to submission to a Peer Review Team

G. External Peer Review

• reviews documentation provided • conducts a site visit and meets with administrators, faculty, staff and

students • prepares a consolidated report

H. Program Review Committee

• provides a response to the Dean • if report is changed, changes also sent to the Dean

I. Dean of the Faculty • approves report and provides a response to the Program Review Committee

• if report is substantially changed, report is sent to Department/School/Program Council for re-approval prior to Dean’s approval

x

J. Academic Standards Committee

• reviews the full periodic program review report and recommendations to Senate

• prepares a Final Assessment Report to Senate summarizing findings and conclusions

K. Senate

• determines final academic approval of the Program Review (options: approve / approve with recommendations / not to approve)

• publishes the Executive Summary, Final Assessment Report and the associated Developmental Plan, and the action of Senate for each Periodic Program Review on the Senate website

x

L. Department/ School • prepares a follow up report for Senate (usually one year after PPR is approved by Senate)

M. Dean

• approves any required follow up reports, recommendations, or conditions attached to the approval

x

N. Dean and Provost

• determine additional resources as part of annual academic planning and budget process

O. Quality Council (Provincial)

Provost • annually reports outcomes of all Periodic Program Reviews to the

Provincial Quality Council

P. Board of Governors

Provost • presents the final Assessment Report to the Board for its information

For useful contacts and sources of information see: Key Contacts & Information Sources


Periodic Program Review Manual: Self-Study

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Ontario Council of Academic Vice-Presidents (OCAV)

University Undergraduate Degree Level Expectations From: http://www.cou.on.ca/About/Our-Affiliates/OCAV/PDFs/UPRAC-Review-and-Audit-Guidelines.aspx Introduction The globalization of higher education has led to the need to be able to compare and contrast the variety of qualifications granted by academic institutions for credit transfer, graduate study preparation and professional qualification. Similarly, jurisdictions with decentralized systems are looking for ways to measure academic equivalencies. In addition, in order to be able to evaluate and monitor the effectiveness of all aspects of instruction, institutions, accrediting authorities and funding bodies have begun to clarify the outcomes expected of graduates. In response to a national initiative to state degree expectations, the Executive Heads of Ontario’s publicly assisted universities asked OCAV to prepare a framework to reflect expectations of performance by the graduates of the Baccalaureate/Bachelors programs of Ontario’s publicly assisted universities. The document, “Guidelines for University Undergraduate Degree Level Expectations,” developed by the Ontario Council of Academic Vice-Presidents was subsequently endorsed by the Council of Ontario Universities on December 16, 2005. The degree level expectations in OCAV’s “Guidelines” elaborate the intellectual and creative development of students and the acquisition of relevant skills that have been widely, yet implicitly, understood. Here they are explicitly stated. Ontario’s universities have agreed to use OCAV’s “Guidelines” as a threshold framework for the expression of their own degree level expectations, which will be consistent with this document -- or may indeed go beyond it. In articulating its statement of degree level expectations, each institution is free to se language that reflects its own mission, ethos, values and culture.

Baccalaureate/Bachelor’s Degree: Honours This degree is awarded to students who have demonstrated:

1. Depth and Breadth of Knowledge

a) a developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline

b) a developed understanding of many of the major fields in a discipline,

including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

c) a developed ability to: i) gather, review, evaluate and interpret information;

and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline

d) a developed, detailed knowledge of and experience in research in an area of the discipline

e) developed critical thinking and analytical skills inside and outside the

discipline f) the ability to apply learning from one or more areas outside the discipline

2. Knowledge of Methodologies

… an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:

• evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques;

• devise and sustain arguments or solve problems using these methods; and • describe and comment upon particular aspects of current research or

equivalent advanced scholarship.

http://www.cou.on.ca/About/Our-Affiliates/OCAV/PDFs/UPRAC-Review-and-Audit-Guidelines.aspx


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3. Application of Knowledge a) the ability to review, present and critically evaluate qualitative and quantitative information to: i) develop lines of argument; ii) make sound judgments in accordance with the major theories, concepts

and methods of the subject(s) of study; iii) apply underlying concepts, principles, and techniques of analysis, both

within and outside the discipline; iv) where appropriate use this knowledge in the creative process; and

b) the ability to use a range of established techniques to:

i) initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information;

ii) propose solutions; iii) frame appropriate questions for the purpose of solving a problem; iv) solve a problem or create a new work; and

c) the ability to make critical use of scholarly reviews and primary sources.

4. Communication Skills … the ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.

5. Awareness of Limits of Knowledge

… an understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

6. Autonomy and Professional Capacity

a) qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:

the exercise of initiative, personal responsibility and accountability in both personal and group contexts;

working effectively with others; decision-making in complex contexts; b) the ability to manage their own learning in changing circumstances, both

within and outside the discipline and to select an appropriate program of further study; and

c) behaviour consistent with academic integrity and social responsibility.

Updated: October 24, 2005 Working Group on University Undergraduate Degree Level Expectations Ontario Council of Academic Vice-Presidents Accepted by OCAV, May 16, 1996 Approved by COU, December 13, 1996 Amended by OCAV, February 27, 1997 Approved by COU Executive Committee, March 7, 1997 Amended by OCAV, February 5, 1998 Approved by COU Executive Committee, March 13, 1998 Amended by OCAV, October 13, 1999 Amended by OCAV, May 18, 2000 Amended by OCAV, May 16, 2001 Amended by OCAV, Oct. 15, 2003 Amended by OCAV, Feb. 5, 2004 Amended by OCAV, Oct. 12, 2006


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Key Contacts & Information Sources

The names of individuals and other contact information listed in this section were accurate at the time this manual was generated. Please contact the Chair of Academic Standards Committee or the Secretary of Senate for updates. An electronic version of this document can be found on the Senate website.

Contact Role or type of assistance Academic Standards Committee Dr. Marcia Moshe, Interim Vice Provost Academic Chair, Academic Standards Committee Ext 2356 Email: [email protected]

• Begins PPR process • Sets general expectations • Deals with program exceptionalities • Provides focus

Curriculum Development Consultant Paola Borin Curriculum Development Consultant JOR 1207 Ext 2629 Email: [email protected]

Assists departments with • program review process • Workshops dealing with specific aspects of PPR • mapping the curriculum and curriculum analysis • program SWOT analysis • developmental plan

Curriculum Quality Assurance Katherine Penny Director, Curriculum Quality Assurance Location: TRS-3-044 Ext 7260 Email: [email protected]

• responds to questions about the PPR process • provides PPR advice to programs • ensures timely completion of PPR

Computing and Communications Services (CCS)

Brian Lesser Director, CCS Ext 6835 Email: [email protected] Jim Buchanan Assistant Director, Client Services Ext 4136 Email: [email protected]

• Provides a brief for departments regarding University IT services including computer labs for accreditation or other purposes.

Experiential Learning www.ryerson.ca/experiential

• inventory of experiential learning activities in each program at the university

Human Resource and Skills Development Refer to Human Resource and Skills Development Canada website

• information on labour markets, employment prospects and economic trends.

Library Contact the subject librarian for assistance in the preparation of the library brief.

Prepares library brief


mailto:[email protected]







https://www.runner.ryerson.ca/Library/staffDirectory/?type=subject


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Office of Co-operative Education Stefan Kerry, Manager Ext 6591 Email: [email protected]

Provides data of students and employers for each co-op program

Office of the Registrar Charmaine Hack Registrar Ext 6064 Email: [email protected] Sarena Knapik Curriculum Management Ext 7967 Email: [email protected]

Provides program and admissions information. For example, can determine how many program students graduate with minors in other programs.

Office of the Secretary of Senate Dr. John Turtle Secretary of Senate Ext. 3094 Email: [email protected]

Provides senate meeting and policy information; past program reviews

Senate See the Senate for relevant policies

Provides official policy documents online

University Planning Office Stephen Onyskay Sr. Research Associate Ext 7126 Email: [email protected] Dan Tassie Sr. Research Analyst Ext. 6369 Email: [email protected]

Prepares standard data including program metrics and key indicators for University Planning Office website.









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Professionally accredited programs Professionally accredited programs may need to prepare material similar to PPR Part 1 in a format required by their accreditation bodies. Where possible, PPR and accreditation reports should be coordinated, particularly when some of the same documentation is required. A program may submit accreditation documentation in partial satisfaction of its periodic review requirements along with a supplementary document to ensure that all information and evaluative requirements of the PPR are met. See the Accreditation to Periodic Program Review Comparison Template to compare accreditation and program review requirements. Professionally accredited programs should consult the Vice Provost Academic, as Chair of the Academic Standards Committee for further guidance and assistance. This table will form the Table of Contents of the Periodic Program Review Self-study Supplement.

VERY Important

• The Accreditation to Periodic Program Review Comparison table must be completed and approved by the VP Academic before proceeding. A comparison of accreditation elements should be done early in the process.

• Prepare and obtain approval for the Table of Contents for a supplementary report of relevant material from the accreditation.

• If approved, material from accreditation forms the first part of the PPR Report and the Supplementary Report forms the second part.

Programs offering both graduate and undergraduate studies Departments or schools providing both graduate and undergraduate programs may conduct reviews simultaneously when possible, since some of the documentation may be the same. Provide a brief paragraph at the beginning of the Self-study report indicating which sections of the two reports are common. Sections with common documentation may include

5 k Library Resources 6.a i Faculty Qualifications (C.V.s) 6.a ii Scholarly, Research and Creative Activities 7a Human Resources (Faculty, Support Staff, Academic Assistants 7b Space (labs, computing facilities, studios)


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Forming the Program Review Committee Appropriate team composition is vitally important for the quality of your program review. Ideally a team will include the Chair/Director (or Associate Chair/Director), the Chair of your Curriculum Committee (or another faculty member with a strong commitment to curricular excellence), a student, and a capable administrative staff member. The team leader should be just that, someone who can take the lead, and manage the process through to the end. Organizational skills, good writing skills, and commitment are essential for team members. The staff member should be comfortable with handling data sets and spreadsheets.

Using your Program Advisory Committee as a Resource The Program Advisory committee provides comments on the self-study document. These comments are part of Appendix IV of the final report. See Policy 126 Section III. However, the Program Advisory Council may be a valuable source of input and feedback at other points in the PPR. Programs may wish to solicit input related to the following or any other sections relevant to your program. Section 4 Program Learning Outcomes Section 5 Academic Quality Section 6 Academic Indicator Analysis Section 8 Developmental Plan

Important

• University Planning Office (UPO)

• The UPO provides access to key information used to create 30 Tables for the final report. Much of the analysis in this self-study involves these tables. The UPO can provide assistance in accessing the data set.



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The Self-study: Guiding Principles The self-study has descriptive, explanatory, evaluative and formative functions. It provides an opportunity for programs to assess academic quality and societal need. It is essential that the self-study is reflective, self-critical and analytical, and that both faculty and students are actively involved in the process. Programs are encouraged to follow the “good” practices outlined in the following table1. Table 1: Guiding Principles for the Preparation of the Self-Study.

FEATURE POOR PRACTICE GOOD PRACTICE

Goal / Purpose The self-appraisal is aimed at defending or justifying the status quo. It presumes the exercise is like accreditation, which requires demonstration that the defined standard is met.

The self-appraisal is aimed at quality improvement. Self-appraisal asks for analysis of strengths and weaknesses, and asks how improvements can be made.

Focus The Report focuses on the academic unit, rather than on the undergraduate program.

The Report focuses on all aspects of the undergraduate program.

Character / Nature of Report

The Report is descriptive rather than reflective, analytical, self-critical, and evaluative.

The Report is reflective, analytical, self-critical, and evaluative, rather than descriptive.

Treatment of Data Raw data are attached as appendices, or used only in a descriptive manner.

Data are analyzed and used as the basis for the assessment of strengths and weaknesses of the program.

Treatment of Curriculum

The curriculum is described The curriculum is critically examined, with an eye to learning objectives, change and improvement.

Approach The Report is prepared in a formulaic or mechanical way, as if completing a checklist.

The Report shows sensitivity to context, mission and objectives of the program and, where appropriate, the institution. The Report shows the members of the program are thinking about what they are doing.

Authorship The Report is written by the Chair, without evidence of buy-in (or sometimes even knowledge) of faculty and students.

The Report results from a participatory self-critical process, and documents the involvement of the program’s faculty and students in its preparation.

1 Adapted from “Self-Appraisal in the Undergraduate Program Review”, UPRAC, May 2001.


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Student Involvement There is no evidence of active involvement of students in the preparation of the Report.

The Report shows active involvement of students in the agenda-setting, the self-analysis, and the preparation of the Report.

Student Role Students meet with the external reviewer(s), but have no input to the self-appraisal.

Students contribute to the preparation of the Report, as well as meet with the external reviewer(s)

Student Survey There is a student survey, but it is conducted after the self-appraisal Report is prepared, and so provides no input to that Report. Alternatively, there is no student survey.

A student survey provides another valuable source of input to the self-appraisal.

Learning Goals or Objectives

The Report does not clearly articulate goals or learning objectives. Learning objectives are very general, or stated in terms of what the program provides.

The Report expresses learning goals that operationally drive admission requirements, curriculum content, modes of delivery, bases of evaluation of student performance, and the commitment of resources. Goals or objectives are stated in terms of intended student learning outcomes.


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SECTION 2: The Self-Study Report

Important

Submission of the final report to the Vice Provost Academic includes: • 1 complete hard copy (excluding Appendices II and III which are provided electronically) • 1 electronic copy, saved as a PDF • 1 electronic copy, saved as a Word file

Part I is a narrative addressing key areas, with appendices providing the data and information supporting the narrative. The narrative must provide a reflective, self-critical and analytical review of the program based on data and surveys, and must be the result of active involvement of faculty members and students. The narrative must include, but is not limited to, information described in Sections 1–10 of this manual.

1. Basic Information 1 a. Program / Degree Information

For the program being reviewed, provide the degree designation exactly as it appears on diplomas and in transcripts. The description provided in this section should also list any program options/specializations that specifically appear on the diploma and/or transcript. Resources: Office of the Registrar

1 b. Program Description Provide a brief description of the program. Include whether a program is full time, part time, or both, and whether it has advanced standing admission opportunities etc.

1 c. Program History Provide a brief (roughly one page) history of the program’s development. This section may include information such as when the program started and dates of major structural changes (e.g. transition from a 3-year to a 4-year program, introducing a new specialization, starting a graduate program, significant changes in delivery mode, etc.) The rationale for major change should be included. For accredited programs this section should also provide the date when the program was first accredited as well as the dates and outcomes of subsequent assessments by the accrediting body.

2. Developments since Previous Program Review Provide a clear description of how the program has responded to issues arising from the previous program review and assessment. This section should include, at a minimum, the following information.

2 a. Previous Developmental Plan Append the developmental plan from the last periodic program review as Appendix AI-A. Explain how the program has met the goals or objectives of the last developmental plan.

2 b. Annual Academic Plan Describe and append any annual academic plan objectives or requests for funding that were based on the previous periodic program review as Appendix A1-B.Describe progress on those objectives and the outcome of any funding requests.

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Note: The relationship of the program’s annual Academic Plan to that of the department/school, Faculty and University are addressed later in Section 4b: Program Consistency with other Academic Plans.

2 c. Response to Recommendations made by Senate (if any) Append the Academic Standards Committee (ASC) Report to Senate on the previous program review, including any recommendations made in that report, and the required follow-up reports to ASC as Appendix AI-C. The ASC report to Senate can be obtained from the Office of the Senate or from the Vice Provost Academic. Report how the program has responded to the recommendations made by Senate when it approved the previous program review. Resource: Office of the Secretary of Senate, Senate Website

Vice Provost Academic

2 d. Response to Issues Arising from Previous Accreditation Assessment (if any) If the program has undergone assessment by an external accreditation body prior to this PPR and that accreditation does not form part of this report, append any accreditation assessment report as Appendix AI-D. State the issues arising from the last assessment and indicate how the program has responded to these issues.

3. Societal Need 3 a. Current and Anticipated Societal Need

Provide a general description of current and anticipated societal need for the program and its graduates. The information reported in this section may include a summary of industry trends and other relevant information providing an historical perspective and demonstrating the current and anticipated societal need. This may include description of how the program provides a uniquely focused, specialized or innovative need. Important

• Be sure to review the survey results from Sections 3, 6, and 7 for insights on societal need.

The report should include an analysis of the input from employers of program graduates, designed to inform the program as to the preparedness of its graduates and project future demand. Such input may be derived through surveys, focus groups, or interviews. A serious attempt should be made to generate a substantial sample size, but thoughtful, information-rich feedback is useful even if sample sizes are small. Where appropriate, input may also be sought from “the industry” or community organizations. To some extent this may be through the Program Advisory Council and employer surveys. Those centrally involved in the relevant industry/career field are well positioned to assess societal need and the program’s capacity to respond to it. Graduate employment data presented in Progress Indicator 3 in Appendix 1 Tables 18 - 22, where appropriate, also provides an indication of societal need. Programs may provide additional information from surveys of alumni and other sources. This section may address questions such as “What does the graduate employment data say about the program’s success in meeting a societal need?”, “Are graduates of the program employed in a field that is closely related to the program’s educational focus?”, or “Does the employment data support the notion that



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the program provides its students with a comprehensive education which allows them to move to diverse fields including graduate studies?” Resources: Appendix I - UPO Tables 18 – 22, UPO Program Review Data Tables

Human Resources and Skills Development Canada A source for the Ontario labour market information and statistics can be found at https://www.ontario.ca/page/labour-market.

The applicant data reported in Appendix I Table 1 also provides valuable information on student demand. This can be used to support observations on current and anticipated societal need for the program and its graduates. NOTE

• Any extensive data such as that gathered through surveys, focus groups, etc. described in section 5k of this manual as well as any input from the Program Advisory Council, industry representatives and employers should be summarized and included in Appendix I -R

3 b. Existing and Anticipated Student Demand Provide a summary, analysis and commentary of student application/admission data presented in Appendix I - UPO Tables 1-6. This section should also include commentary about the implications of the application/admission/student demographics data on the anticipated demand for the program and potential recruitment strategies. Resources: Appendix I – Tables 1-6

Appendix I-M

4. Program Learning Outcomes Important

• This section is key to the curriculum description and analysis, which is elaborated in section 5. It forms a substantial part of the program review. Be sure to contact the Curriculum Consultant as early as possible.

• This section begins the description of the program curriculum, which is continued, elaborated, and analyzed in section 5.

The Curriculum Consultant assists programs with most of self-study sections 4 and 5 in which the program’s curriculum goals are defined in terms of outcomes. These sections also describe how a curriculum is structured to progressively enable students to develop and achieve the intended program learning outcomes. Important


https://www.ontario.ca/page/labour-market


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• About Program Learning Outcomes • Program learning outcomes are an essential reference point in program evaluation, capturing

the essence of the program and serving as a baseline for assessing program success. Outcomes are sometimes known as goals, objectives, or program expectations. They are essentially the same, differing only by the change in perspective.

• Program learning outcomes specify what students are intended to learn in the program. They are an answer to the question, by the end of the program, what should students know, be able to do, and what attitudes or values have been promoted?

• Goals or Objectives look ahead describing what a program seeks to achieve. • Outcomes look backward to specify what has been achieved by the end of the program. • Intended learning outcomes combines both perspectives by specifying what a program is

intended to achieve by the end. • Several of these terms are used in Policy 126, and in this manual they can be considered

essentially interchangeable.

The self-study, and in particular the program description, developmental plan, strengths, weaknesses and opportunities sections, should make explicit reference to the overall program learning outcomes. Academic Standards Committee, Senate, and external Peer Review Teams will assess a program’s curriculum, developmental plan, societal need data, and other review elements in light of what the program indicates it is trying to accomplish. The Curriculum Development Consultant provides support for this work.

4 a. Program Learning Outcomes Provide a clear articulation of the intended student learning outcomes (roughly 5-8 outcomes). The self-study report should clearly indicate how the curriculum is designed to achieve the program learning outcomes. The Curriculum Development Consultant provides support for this work. Important

• The Curriculum Development Consultant helps programs define or refine their program learning outcomes. These learning /outcomes will be listed in this section of the report and are the heart of the program; they should clearly and concisely communicate what students are intended to achieve. When goals are described in terms of what students know or will be able to do by the end of the program they are synonymous with outcomes and can be described as such.

• Six to eight program learning outcomes is common. More than ten becomes unwieldy.

Resources: Curriculum Development Consultant

4 b. Program Consistency with other Academic Plans Describe the consistency of the program goals with the University’s mission and academic plan, the Faculty academic plan, and the school/department academic plan.

5. Academic Quality This part of the report begins with a high level description and subsequently provides more detail and analysis. It describes the program curriculum and structure, then provides a critical analysis of the curriculum and structure. Several tables in this section and the other data gathered for this report provide rich information about the curriculum.


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Important

• Contact the Curriculum Development Consultant early in the process to develop curriculum tables as described below. Templates are provided.

• The written description part of the Academic Quality section should include a concise analysis of insights from the curriculum tables as well as from relevant data found elsewhere in this document.

Important

• About SWOT analysis • A Strengths, Weaknesses, Opportunities, and Threats (SWOT) table is a helpful working tool to

start using at an early stage. It is used to gather observations and insights noted while collecting and analyzing data for all sections of the periodic program review. Since various parts of the self-study require critical analysis, observations from this table may form a helpful consolidated point of reference.

• The SWOT table is intended as a working document while proceeding through the self-study. In section 8 the collected observations are reviewed, analyzed, and prioritized. This SWOT working table will help in preparation of the Developmental Plan in section 9 and is not required to appear in the final report.

• It is also valuable to run a SWOT analysis exercise during the curriculum mapping exercise conducted with all program instructors. This will contribute to the SWOT working table. The Curriculum Development Consultant can help conduct this exercise.

• Resource: SWOT Table

5 a. Description of the Program Curriculum and Structure At a minimum, this section should include the following information: • a brief description of the program curriculum and structure; • the program curriculum (including professional electives) in table format • the relationship of the individual courses and curriculum components to the program as a whole; • an analysis of the curriculum with respect to learning outcomes and structure, including an

explanation of how the program learning outcomes are progressively developed over the course of the program, referring particularly to the appendices and mappings identified below

• a rationale for prerequisites linked to required courses; and • a brief discussion of electives within the program, addressing the following:

o What function do Liberal Studies electives provide? o What is the role of electives from outside your program? o To what extent does your program offer electives (including Liberal Electives) to other programs? o What minors are taken by graduates from your program? Rank the minors from most chosen to

least chosen by students. What percentage of your students graduate with a minor? (Office of the Registrar can help with this.

Resources: Office of the Registrar, Curriculum Management

Prepare and attach the following Appendices • Appendix I-F Course Descriptions

These short calendar descriptions are referenced in the final report as Appendix-AI-F and are helpful


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to put some of the description and analysis in context (see Ryerson Calendar http://www.ryerson.ca/calendar). Cut and paste from the calendar.

• Appendix I-G Curriculum Breakdown by Year and Course Type This table identifies the breakdown of Professional, Professionally related, and Liberal studies courses.

• Appendix I-H Course Prerequisites This table lists each required course which has a pre-requisite and the rationale for the prerequisite;

• Appendix I–I Courses to Learning Outcomes Matrix This is a matrix mapping all required courses to program learning outcomes. See note above re: electives.

• Appendix I-J Course Methods and Assessments Matrix This matrix maps courses to program learning outcomes with teaching methods and forms of assessment provided for each course.

• Appendix I-K Comparator Programs (if applicable) If you choose to compare your program to similar programs, insert the curricula of the comparator programs as an appendix. See Section 5f. below. Resources: Curriculum Development Consultant

Curriculum Breakdown by Year and Course Type Template Course Prerequisites Template Courses to Program Learning Outcomes Template Course Methods and Assessments Matrix Template

5 b. Diversity and Inclusion Discuss ways in which the curriculum addresses issues of diversity and inclusion. This may involve curricular content, teaching methods, modes of delivery, major assignments and assessments. For example, Curricular content might address issues or skill development related to:

• equity, diversity and inclusion • intellectual, social, cultural, and political diversity of the world in which we live and work • skills related to these issues (e.g., professional conduct; working with diverse populations) • non-Western and/or Aboriginal ideas, themes, contributions and ways of knowing

Methods • diverse and inclusive choices of guest speakers, case studies, examples or projects • methods fostering equitable participation of all students (e.g., collaborative work or universal

instructional design)

Assignments & Assessments • diverse approaches to demonstrating proficiency in meeting program learning outcomes • designing projects, products to address diverse audiences • assignments addressing content elements above

5 c. Curriculum and Structure – Undergraduate Degree Level Expectations (UDLEs) Describe and analyze how the program addresses the Undergraduate Degree Level Expectations mandated by the Ontario Council of Universities (COU) referring to the UDLEs mapping matrix. Append the UDLEs mapping matrix as Appendix I-L. Resources: Undergraduate Degree Level Expectations (UDLEs) Undergraduate Degree Level Expectations Template

5 d. Curriculum Development Describe the process by which curriculum development takes place and changes are initiated and implemented at the school/department level. Specify the composition of any curriculum committees.

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5 e. Enrolment in program courses Complete and provide an interpretation and analysis of enrolment data for all required and elective program courses for the previous 3 years. Append as Appendix I-M. Explain how enrolment addresses student curriculum needs and student access to courses. Resources: Appendix I Table 24

Three Year Course Enrolment and Size Template #9

5 f. Relationship to Current Discipline and Profession Describe how the curriculum has kept current with respect to the discipline. For example, what trends or emerging areas of research or technology have been incorporated? As a means to investigating current trends, you should provide some comparison to the curriculum and objectives of similar programs. Important:

• Programs may find it useful to compare their curriculum to that of similar programs where they exist. This may assist in determining currency in the discipline as well as in educational and delivery trends. If you choose to do this, append the comparator curriculum as Appendix AI-K and discuss your analysis in this section.

5.f i Professional Practice Describe how the program ensures that students are made aware of the role of the practicing professional in society and his/her ethical responsibilities. Indicate the courses and curriculum elements that expose students to the topics of professional and academic integrity, and social responsibility. Resources Undergraduate Degree Level Expectations (expectation 6)

Appendix I – I Courses to Program Learning Outcomes Appendix I – J Course Methods and Assessments Matrix

5.f ii Accreditation If components from a recent accreditation have not already been included in this report (see note below), provide information on any external accreditation applicable to the program being reviewed. State the current accreditation status and/or the anticipated date of (re-)accreditation. Important

• If accreditation documentation has been approved to comprise Part I of this report, be sure to get your Table of Contents for the Supplementary Report approved by the VP Academic.

5 g. Student Engagement Each of the following areas contributes to the overall student experience and engagement in their program. Present summary information and critically analyze each area, indicating the strengths and weaknesses. Consider strategies for improvement to be incorporated into your developmental plan. Important

• The Course Methods and Assessments Matrix (Appendix I-J) created as part of your work with the Curriculum Development Consultant identifies many forms of student engagement embedded in your program. Analysis of this table will help identify various forms of student engagement for this part of the PPR final report. Also an analysis of the National Survey of Student Engagement Report (NSSE) (Appendix I Table 30) should be included in this section.

5.g i Teaching Methods & Innovative or Creative Content or Delivery


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Describe teaching methods employed in the program and explain how these methods align and support the program learning outcomes and Degree Level Expectations. The completed Methods & Assessments Matrix will provide this information. Describe how the program is delivered (e.g., traditional, online, distance, intensive). Provide an analysis and assessment of the appropriateness and effectiveness of the mode of curriculum delivery to meet the program’s learning objectives including, where applicable, alternative modes such as distance or online delivery. Note: Discussion of teaching methods may overlap with discussion of the forms of assignments and assessments in Section 5h, Student Assessment. An assignment may be both a teaching method and a form of assessment (for example, a case study or research project). Going beyond simply aligning with program learning outcomes, describe any evidence of significant innovation or creativity in program content or delivery. You may choose to provide a comparison to other university programs to illustrate how the Ryerson program differs in its approach and is innovative and creative in significant ways. Note: More detail about formal experiential learning such as co-op, or internships is provided in Section 5 g iii below.

How do you know these methods are appropriate and effective? Survey data from section 6 may be helpful in this regard. Resources Appendix I-J Methods & Assessments Matrix Template Survey data from Sections of 6

5.g ii Partnerships or Collaborative Agreements Present a summary of any partnership or collaborative agreements with other institutions, exchange programs, community and industry groups, and companies. Discuss the contributions of such collaborations on the learning experience of program students. If there is an exchange program, a community partnership or an industry partnership, how does this program or partnership enhance the student experience, and how is this evaluated? How is the partnership assessed and renewed?

If students are transferring into the program from another institution, how is the quality of the partner program assessed and how successful are students coming from that program? Does the partnership or collaboration ensure student success or are there ways it could be improved? Has the partner or collaborative program been reviewed, and how does that review fit with the review of the Ryerson program currently underway? Can you measure the success rate of transfer students? If there is an exchange program or industry partnership, how does this program or partnership enhance the student experience, and how is this evaluated? How is the partnership assessed and renewed?

5.g iii Experiential Learning Opportunities This section provides more detail about any required or elective experiential learning opportunities such as co-op, practica and internships. Describe the activity, how students become involved, faculty involvement, and the outcomes.

You can find more information on the Experiential Learning (EL) website. There are a wide range of opportunities such as practica, coops, internships, service learning, simulations, studios, laboratories, research projects, field trips, exchange programs, etc. The website provides an extensive list.



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If not addressed earlier, explain how these forms of experiential learning are particularly valuable ways to meet program learning outcomes (e.g., integration or consolidation of learning, praxis, or they may provide a perception/reality check in the professions). Describe how the program guides students through critical reflection on experiential learning to maximize learning from this valuable experience. How do you know these methods are effective? Survey data from section 6 may helpful in this regard. Resources: Experiential Learning (EL) Survey data from Section 6

5 h. Student Assessment Describe the various forms of program assignments and assessments and explain how they align with program learning outcomes and undergraduate Degree Level Expectations. Analyze the appropriateness and effectiveness of these methods. The completed Course Methods and Assessments Matrix template will be helpful for this analysis. Resources: Appendix I-J Course Methods and Assessments Matrix Template

5 i. Student Success and Achievement Present an analysis and evaluation of the level of student achievement of the defined learning outcomes and Degree Level Expectations. This may include an analysis of student performance with capstone courses, required experiential learning opportunities, projects, e-portfolios or other activities that assess overall achievement of the program learning outcomes. Can you identify barriers to student success within your program? The completed Course Methods and Assessments Matrix template and Appendix I Table 28-29 on Academic Standing Distributions and GPAs upon graduation may be helpful in this analysis. Resources: Appendix I Table 28-29

Course Methods and Assessments Matrix Template Appendix I-J

5 j. Variation from GPA Policy State any variations from Ryerson’s GPA policy and provide an analysis and evaluation of the appropriateness of these variations. Why are these variations necessary for the program?

5 k. Library Resources Provide summary information on library facilities and services available to program students and faculty. As appropriate, include comments as well as other pertinent information. The full library brief should be included as Appendix I-N. The library brief should indicate the reference services, database computer search capabilities and funding allocated for library acquisitions relevant to the program. NOTE

• Library reports require a significant amount of time to generate. It is advisable to contact the appropriate subject librarian as early as possible in the program review process.

Resources Library Appendix I-N

5 l. Student Surveys, Focus Groups, and Graduate Surveys This section provides an opportunity to assess student perceptions of the program and satisfaction with the program. Summarize and analyze student satisfaction, graduate, and employer surveys. Include summaries and important outcomes from any focus group comments or Advisory Council comments.



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Academic units who wish to augment the surveys with data collected from other sources and/or means may do so. These are subject to the principles of ethical research. Discuss aggregate results of the Faculty Course Survey for the department/school, as well as for the Faculty, and the University as a whole. This information is available online from the Office of the Vice Provost, Faculty Affairs. Academic units should use the summary and analyses of the evaluative surveys to identify program strengths and weaknesses. Add any observations to the SWOT working table for later analysis. Later in the document, academic units will discuss how they would address any notable observations dealing with strengths, weaknesses and opportunities in Section 8. In Section 9, the unit will prioritize recommendations in a Developmental Plan. Resources SWOT Table Template

5.l i Program Review Student Satisfaction Survey Conduct the Program Review Student Satisfaction Survey. A template is provided, and additional questions can be added, but bear in mind these are subject to the principles of ethical research. Append the survey instrument used and any data collected as Appendix I-O. Resources: Program Review Student Satisfaction Survey

5.l ii Graduate survey Discuss data from Appendix 1 Tables 18 - 22. You may wish to collect additional data of your own. Append any survey instrument used and any data collected as Appendix I-P. These are subject to the principles of ethical research. Resources: Appendix I Tables 18 - 22

5.l iii Employer survey The primary purpose of employer input is to inform the department. A serious attempt should be made to generate a substantial sample size, but thoughtful, information-rich feedback is useful even if sample sizes are less than ideal. While members of the Program Advisory Council (who are typically industry representatives) may be canvassed as part of the Employer Survey, programs should attempt to extend the survey to a wider group. For example, if the program has a co-op/internship/practicum component, employers of program students may be a useful source of information about the program. Append any survey instrument used and any data collected as Appendix I-Q.

Resources: Appendix I Tables 18 – 22, 28 - 30

Faculty Course Survey Program Review Student Satisfaction Survey Graduate survey Employer survey Appendix I Table 30 National Survey of Student Engagement (NSSE) Comments from the Program Advisory Committee (if not already solicited) Any additional surveys or focus groups as may be helpful

http://www.ryerson.ca/teaching/fcs/fcs_aggregate_results/index.html


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6. Academic Quality Indicator Analysis 6 a. Faculty

6.a i Faculty Qualifications Provide Curriculum Vitae for all faculty members in the school or department and of all other faculty who have recently taught required courses to program students. Curriculum Vitae should be in the Ontario Council on Graduate Studies (OCGS) Format or a standard format appropriate for the discipline. Resources Appendix II– Faculty CVs The Ontario Council of Graduate Schools (OCGS) C.V. Format

6.a ii Scholarly, Research and Creative Activities Provide an overview of the SRC activities in the academic unit. Indicate how faculty SRC activity is incorporated into the program curricula and/or other ways in which students are affected by SRC. As such information is not expected to be explained in detail in the CVs of individual faculty members, provide a general comment for the department as a whole. Indicate how the academic unit supports the SRC initiatives and activities of faculty (e.g. funding, release time, resources, etc.).

6 b. Students and Graduates The purpose of this section is to delineate the characteristics of students at the time of admission and as they progress through the program and on to graduation. Appendix AI-UPO Tables presents student data in raw format. In this section, the emphasis is on critical analysis of this data. The discussion should allow reviewers to appreciate the characteristics of the student body in light of program structure, learning outcomes and objectives. The narrative should discuss, at a minimum, the topics below. Academic units may include additional information to further articulate the characteristics of the student body.

6.b i Admission Requirements State any admissions requirements or criteria, and explain how the admissions criteria are appropriate for the program learning outcomes. For example, discuss why certain high school courses are required (or not), or why a portfolio or essay is required. Indicate whether/how the admission requirements have changed since the previous program review. The Curriculum Development Consultant provides support for this work. Resources: Appendix I Tables 1-3

6.b ii Student Qualifications Provide an analysis and commentary on the implications of the qualifications found in Appendix I-UPO Data Tables of the incoming students on the program and curriculum delivery. Resources: Appendix I Tables 2-3



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6.b iii Enrolment, Retention and Graduation Data This section should provide an analysis and evaluation of the data in Appendix I with regard to the ability of the program to meet its enrolment targets and to retain students once they are admitted. Discuss any retention and graduation rates significantly below the University and Faculty averages, and indicate measures taken to rectify the situation. Add observations to SWOT working table. This section should also include an analysis of the success and retention data found in Appendix I Tables 7-17. Are students successful in the program compared to other programs? Do many students transfer to other programs and are they successful in their new programs? Why might students who are ultimately successful in another program have initially chosen your program? How will any weaknesses in this area be addressed? Add any observations to the SWOT working table. For the most recent graduating class, report the average number of academic terms that students were registered in the program (from the time of initial registration in the first year of the program to completion of graduation requirements). Resources: University Planning Office Appendix I Tables 4-22 SWOT Table

6.b iv Additional program feedback Describe and analyze any additional program feedback collected. This may include the Program Advisory council comments as well as any additional surveys, focus groups, or other data collected. You may wish to collect additional data of your own. Append any survey instruments or questions used and any data collected as Appendix I-R.

7. Resources Provide an analysis and evaluation of the appropriateness and effectiveness of the use of existing human, physical and financial resources (e.g. laboratory, studio and computer facilities) and space.

7 a. Human resources Complete the Planning Overview & Projections Template with data from last year, this year and project ahead for the next two years (projection data will be used in Section 9 Developmental Plan). Append as Appendix AI-S. Provide an analysis and evaluation of the appropriateness and effectiveness of the use of existing human resources available to support the program. The analysis should include faculty, staff and academic assistants (if applicable). Resources: Planning Overview & Projections Template Appendix I Table 25

7.a i Faculty Provide an analysis of the effectiveness of the faculty complement in meeting the program objectives.

7.a ii Support Staff and Administrative Structure Describe the organization and administration of the program. Indicate the principal responsibilities of all technical and administrative support staff and comment on the appropriateness and effectiveness of the use of existing staff available to support the program. This includes staff such as administrative assistants, program managers, computer, laboratory, or studio support staff. Resource: Administrative Structure Template


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7.a iii Teaching Assistants and Graduate Assistants If applicable, provide information about how the academic unit employs academic assistants. Information should provide a measure of the contribution of individuals who serve as laboratory/studio/tutorial assistants and/or markers but who do not have principal responsibility for the teaching of program courses. Report the number of academic assistants typically employed each academic term. Describe the duties of academic assistants with respect to lectures, laboratories, studios, tutorials and marking of examinations, homework etc. Describe the availability of academic assistants to students and how they are trained, supervised and evaluated.

7.a iv Curriculum Counseling / Advising Describe how the academic unit provides advising to students regarding course selection and counseling on career choice and development.

7 b. Physical and Financial Resources Provide information on other resources available to the program. This should include a summary description of space, computing facilities, equipment, and other categories as appropriate. Note: Academic Standards Committee does not have authority to discuss or review program budgets and resources (this is addressed in the annual Academic Plan). Consequently, this section should only convey information in general terms about available resources as they affect the program, curriculum and curriculum delivery.

7.b i Space allocation Provide an analysis and evaluation of space specifically allocated to the program. Identify how this space is used.

7.b ii Laboratory / studio facilities Provide an assessment of the equipment available to the undergraduate students in this program. List major equipment acquisitions relevant to undergraduate programming in the last three years and describe provisions for maintaining and updating laboratory/studio equipment. Provide a list of laboratories/studios used by students including name, location and floor area.

7.b iii Computing facilities Provide information regarding availability of computers to students in the program. Specifically, discuss hardware, software and services dedicated to this program.


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8. Strengths, Weaknesses and Opportunities Important

• As mentioned in Section 6 Academic Quality, a Strengths, Weaknesses, Opportunities, and Threats (SWOT) table is a helpful working tool to start using at an early stage. It is used to gather observations and insights noted while collecting and analyzing data for all sections of the periodic program review. Since various parts of the self-study require critical analysis, observations from this table may form a helpful consolidated point of reference.

• The SWOT table is intended as a working document while proceeding through the self-study. In section 8 the collected observations are reviewed, analyzed, and prioritized. This SWOT working table will help in preparation of the Developmental Plan in 9 and is not required to appear in the final report.

• During the curriculum mapping conducted with all program instructors it is also valuable to run a SWOT analysis exercise with the group to contribute to the SWOT working table. The Curriculum Development Consultant can help conduct this exercise.

• Resource SWOT Table

Provide a self-critical analysis of the strengths, weaknesses, opportunities, and threats of the program, addressing,

• academic quality based on the elements in sections 6-8, • opportunities for program improvement and enhancement, and the • ability of the program to meet its learning outcomes and Degree Level Expectations.

The program review process provides academic units with an excellent opportunity to review the program in its entirety; addressing strengths and weaknesses, reflecting on their implications, and identifying ways in which they might be addressed. Reviewers will look for a thorough, reflective, participatory, and open analysis of learning outcomes that are, and are not, being met. This section provides the information needed to identify opportunities for growth and change to better meet student needs. The Curriculum Development Consultant can assist the department in collecting and analyzing this information. The University provides a set of “core” assessment tools in the form of progress indicators to be applied across all programs. Individual programs will generally want to identify additional criteria for monitoring progress towards their particular objectives. When analyzing curriculum data in Section 5 - Academic Quality, it is useful to conduct a SWOT analysis with the all the instructors in the program. The Curriculum Development Consultant can assist with this exercise. Professionally accredited programs applying accreditation procedures towards the program review may have to prepare additional documentation on this section, as not all professional assessments accommodate this aspect of self-study. Resources: SWOT Table Template Curriculum Development Consultant University Planning Office Appendix I- Tables 1-30


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9. Developmental Plan Provide a 3–5 year developmental plan. This plan should place the program’s mission and learning outcomes into an operational context, setting out priorities, planned and potential initiatives, and future directions.

The plan should include: • prioritization of recommendations; • explanation of the relationship of the priorities to the university, faculty and department/school/ program

academic plan; and • a time line for implementation.

As part of the developmental plan, analyze the Planning Overview & Projections Template created in Section 7 as Appendix AI-S. This should include estimates of student enrolment as well as the number of faculty (tenure track and limited term) and support staff positions over the two years. The Developmental Plan will be revisited after the Peer Review Team report has been received and a response written by the program. If it is warranted, changes to the Developmental Plan may occur at that time. Resources: Planning Overview & Projections Template

10. Executive Summary An Executive Summary will be posted on the Senate website. Please provide a 1-5 page summary of the program including background, strengths, weaknesses and opportunities as well as developmental plan for posting.

NOTE

• This becomes a public document. Please ensure it reflects your program review and is ready for public viewing.


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11. Appendix I – UPO Program Review Data Tables Many of the data elements and indicators needed for program review are available directly from the University Planning Office website at www.ryerson.ca/upo/statistics. This webpage provides summary data tables called Key Statistics and dynamic Interactive Statistics that enable users to display and re-organize data in ways that suit their individual needs. Users can choose which of the available data elements to display on each axis, select subgroups or specific years, create quick charts, and download data to a spreadsheet, among other features.

Important

• Use the UPO website to create the tables below for inclusion in the final report. The tables should be created and included to form Appendix I of the final report.

• Each table must include statistics for Ryerson, Faculty, and Program. • A quick guide to getting started using Interactive Statistics is available at:

http://www.ryerson.ca/content/dam/upo/statistics/QuickGuide201010.pdf

* Available directly from the University Planning Office website at www.ryerson.ca/upo/statistics ^ Contact the University Planning Office at (416) 979-5033 for a copy of these supplementary data tables

For Tables 1 – 3 go to UPO website – Statistics - Progress Indicators and Related Statistics Table 1 * Progress Indicator 1: Applications (all choices) to registrants Table 2 * Progress Indicator 1: Entering Average

Table 3 * Progress Indicator 1: % with 80 or above entering average

For Tables 4 – 6 go to UPO website – Statistics - Data Tables Student Enrolment and Demographics

Table 4 * Fall Headcount Enrolment by Year Level Table 5 * Fall Headcount Enrolment by Gender Table 6 * Fall Headcount Enrolment by Registration Status (Full-time load or Part-time load) For Tables 7 – 22 go to UPO website – Statistics - Progress Indicators and Related

Statistics Table 7 * Progress Indicator 5a: Percentage of students with a CLEAR standing after one year Table 8 * Progress Indicator 5d: Retention after one year of same program Table 9 * Progress Indicator 5e: Retention after two years of same program Table 10 * Progress Indicator 5f: Retention after three years of same program Table 11 * Progress Indicator 5g: Retention after one year irrespective of program Table 12 * Progress Indicator 5h: Retention after two years irrespective of program Table 13 * Progress Indicator 5i: Retention after three years irrespective of program Table 14 * Progress Indicator 5k: Percentage of newly-admitted secondary school students

retained after one year (CSRDE definition) Table 15 * Progress Indicator 5l: Percentage of newly-admitted secondary school students

retained after two years (CSRDE definition) Table 16 * Progress Indicator 5m: Percentage of newly-admitted secondary school students

retained after three years (CSRDE definition) Table 17 * Progress Indicator 5n: Percentage of newly-admitted secondary school students

who graduated within six years (CSRDE definition) Table 18 * Progress Indicator 14 a: Graduate satisfaction - percentage who would recommend

Ryerson by year Table 19 * Progress Indicator 14 b: Graduate Satisfaction - Degree of Satisfaction with Overall

Quality of Education by year Table 20 * Progress Indicator 5b: Graduation Rates by year

http://www.ryerson.ca/upo/index.html

http://www.ryerson.ca/upo/index.html


http://www.ryerson.ca/content/dam/upo/statistics/QuickGuide201010.pdf


http://www.ryerson.ca/upo/statistics/index.html






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Table 21 * Progress Indicator 3: % of degree graduates employed in a field related to studies (after 6 months)

Table 22 * Progress Indicator 3: % of degree graduates employed in a field related to studies (after 2 years)

For Tables 24 – 25 contact University Planning Office - Dan Tassie (X 6369) Table 23 * Progress Indicator 11: Student to Faculty ratio Table 24 ^ Class Size Distributions by Teaching Department Table 25 ^ Faculty and Staffing by Teaching Department Table 26 * Progress Indicator 10: SRC Funding and SRC Participation Table 27 * Progress Indicator 11: Gender Balance of Faculty and New Faculty Hires For Tables 28 – 29 contact University Planning Office - Dan Tassie (X 6369) Table 28 ^ Academic Standing Distribution Table 29 ^ CGPA Distribution in graduating year For NSSE results contact University Planning Office or Dean of Faculty Table 30 ^ NSSE Survey Results: Program, Faculty, Ryerson, and External Comparison

Note 1: The printable document Progress Indicators and Related Statistics is located on the University Planning website under the “Performance Measures” link. Note 2: The retention and graduation progress indicators for part-time programs are in Indicator 5j.

12. Appendix I – Additional information Under the heading above, attach the following appendices to the final report

Self study section

AI-A Previous Developmental Plan 2 a. AI-B Annual Academic Plan 2 b. AI-C Response to Recommendations made by Senate (if any) 2 c. AI-D Response to Issues Arising from Previous Accreditation Assessment (if

any) 2 d.

AI-E Program Curriculum in Calendar Format Moved to 5 a. 5 a. AI-F Course Descriptions 5 a. AI-G Curriculum Breakdown by Year and Course Type Template 4 AI-H Course prerequisites Template 5 AI-I Courses to Program Learning Outcomes Template 6 AI-J Course Methods and Assessments Matrix Template 7 AI-K Comparator Programs 5f. AI-L Undergraduate Degree Level Expectations Template 10 AI-M Three Year Course Enrolment and Size 5 e. Template

9 AI-N Library Resources AI-O Program Review Student Satisfaction Survey Form & Data 5.l and 6.b.v

Template 10 AI-P Graduate survey Form& Data 5.l and 6.b.vi AI-Q Employer survey 5.l and 6.b.vii AI-R Additional program feedback 5.l AI-S Planning Overview & Projections Template Template 11

http://www.ryerson.ca/upo/performance/progress/


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13. Appendix II – Faculty CV’s Provide curriculum vitae of all faculty members in the school or department and of all other faculty who have recently taught required courses to program students in Ontario Council on Graduate Studies (OCGS) or any standard format appropriate for the discipline. Provide CVs on a CD in the final hard-copy version of the report. Resources The Ontario Council of Graduate Schools (OCGS) C.V. Format

14. Appendix III - Course Outlines Provide course outlines for all courses offered by the program. Note course outlines are provided electronically on a CD in the final hard-copy version of the report.

15. Appendix IV– Approval and Consultation Documentation Complete and attach the record of approvals page. Include Department/School Council approvals, and approval by the Dean. Append documentation of Program Advisory Council comments. Resources Record of Approvals Template



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SECTION 3: Templates & Additional Information


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1. Accreditation to Periodic Program Review Comparison Template

Elements of Ryerson PPR as required per Policy #126

Relevant Section #s from Accreditation Report

Comments

1. Basic Information 1 a. Program / Degree Information 1 b. Program Description 1 c. Mode of Delivery Moved to 5 g. 1 d. Program History 1 e. Administrative Structure Moved to 7. aii 2. Developments since Previous Program

Review

2 a. Previous Developmental Plan 2 b. Annual Academic Plan 2 c. Response to Recommendations made by Senate (if

any) 2 d. Response to Issues Arising from Previous

Accreditation Assessment (if any)

3. Societal Need 3 a. Current and Anticipated Societal Need 3 b. Existing and Anticipated Student Demand 4. Program Learning Outcomes 4 a. Program Learning Outcomes 4 b. Program Consistency with other Academic Plans 5. Academic Quality 5 a. Description of the Program Curriculum and

Structure 5.b Diversity and Inclusion 5 c. Curriculum and Structure – Undergraduate Degree

Level Expectations (UDLEs) 5 d. Curriculum Development 5 e. Enrolment in program courses 5 f. Relationship to Current Discipline and Profession 5.f i Professional Practice 5.f ii Accreditation


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5 g. Student Engagement 5.g ii Innovative or Creative Content and/or Delivery 5.g iii Partnerships or Collaborative Agreements 5.g iv Experiential Learning Opportunities 5 h. Student Assessment 5 i. Student Success and Achievement 5 j. Variation from GPA Policy 5 k. Library Resources 5 l. Student Surveys, Focus Groups, and Graduate

Surveys

6. Academic Quality Indicator Analysis 6 a. Faculty 6.a i Faculty Qualifications 6.a ii Scholarly, Research and Creative Activities 6 b. Students and Graduates 6.b i Admission Requirements 6.b ii Student Qualifications 6.b iii Enrolment, Retention and Graduation Data 6.b iv Program Review Student Satisfaction Survey

Moved to 5l 6.b v Graduate survey Moved to 5l 6.b vii Employer survey Moved to 5l 6.b vi Additional program feedback (if applicable) 7. Resources 7 a. Human resources 7.a i Faculty 7.a ii Support Staff 7.a iii Academic Assistants 7.a iv Curriculum Counselling / Advising 7 b. Physical and Financial Resources 7.b i Space allocation Laboratory / studio facilities 7.b iii Computing facilities 8. Strengths, Weaknesses and Opportunities 9. Developmental Plan 10. Executive Summary Appendices


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Appendix I UPO Tables

Appendix I Additional Information Appendix II Faculty CVs Appendix III Course Outlines Appendix IV Approval and Consultation Documentation Advisory Council Comments


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2. Common Elements of

Graduate and Undergraduate Program Reviews Template

Common Sections

Undergrad Graduate


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3. Curriculum Breakdown by Year and Course Type Template

Number of Courses

Professional (Core) Prof-Related Liberal

Studies Total Required Elective Required Elective Year 1 Year 2 Year 3 Year 4

Program Balance

Category Prof Prof-Related Lib. Studies

Ryerson: Recommended 50–75% 10–40% 6

Program Breakdown Course Count

Course Hours


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4. Course Prerequisites Template

Course Code

Course Title Prerequisite Courses

Rationale for Prerequisite


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5. Required Courses to Program Learning Outcomes (LO) Matrix Template I= Introduce R= Reinforce P=Proficient

Program LO 1

Program LO 2

Program LO 3

Program LO 4

Program LO 5

Program LO 6

Program LO 7

Program LO 8

Program LO 9

Course Code

I R P I R P I R P I R P I R P I R P I R P I R P I R P

Summary


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6. Course Methods and Assessments Matrix Template Note: sample text displayed below I= Introduce R= Reinforce P= Proficient A= Assessed

Course Code Program LO 1

Program LO 2

Program LO 3

Program LO 4

Program LO 5

Program LO 6

Program LO 7

Program LO 8

I R P I R P I R P I R P I R P I R P I R P I R P ENG 101 Teaching Methods

lecture x

discussion x groupwork x critique x Assignm’ts & Assessm’ts

content tests x

critique x Essay x Final Exam x ENG 231 Teaching Methods

lecture x x

discussion x x groupwork Assignm’ts & Assessm’ts

tests x

critique x Essay x analysis x x presentation x Final Exam x Summary 9 7 0 0 3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0


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7. Undergraduate Degree Level Expectations Template (UDLEs)

1. Depth and Breadth of Knowledge a) a developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline

b) a developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines

c) a developed ability to: gather, review, evaluate and interpret information; and compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline

d) a developed, detailed knowledge of and experience in research in an area of the discipline

e) developed critical thinking and analytical skills inside and outside the discipline

f) the ability to apply learning from one or more areas outside the discipline

<List program learning outcomes addressing this DLE here

<list courses addressing this DLE here>

2. Knowledge of Methodologies … an understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to: evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; devise and sustain arguments or solve

describe and comment upon particular aspects of current research or equivalent advanced scholarship.


49

problems using these methods; and

3. Application of Knowledge critically evaluate qualitative and quantitative information to develop lines of argument; make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study;

apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline;

where appropriate use this knowledge in the creative process; and

b) the ability to use a range of established techniques to: initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; propose solutions;

frame appropriate questions for the purpose of solving a problem; solve a problem or create a new work; and

c) the ability to make critical use of scholarly reviews and primary sources.

4. Communication Skills … the ability to communicate information, arguments, and analyses accurately and reliably, orally and in writing to a range of audiences.

5. Awareness of Limits of Knowledge


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… an understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.

6. Autonomy and Professional Capacity a) qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: the exercise of initiative, personal responsibility and accountability in both personal and group contexts; working effectively with others; decision-making in complex contexts;

b) the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study; and

c) behaviour consistent with academic integrity and social responsibility.


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8. Three Year Course Enrolment and Size Template (previous 3 years)

20__– 20__

Required Courses Enrolment by Year Class Size by Year 20__/20__ 20__/20__ 20__/20__ 20__/20__ 20__/20__ 20__/20__

Elective Courses


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9. Ryerson Program Review Student Satisfaction Survey Template

RYERSON PROGRAM REVIEW STUDENT SATISFACTION SURVEY

Ethical Practices

The attached questionnaire has been developed for use as part of periodic reviews of academic programs at Ryerson. It is intended that a standard student questionnaire be used in the program review process but that programs undergoing review also have the option of asking additional questions. Academic departments undertaking a program review student survey must ensure that the manner in which they conduct the survey is consistent with accepted ethical research practices. Those conducting a program review student survey must ensure that:

• students are made aware that their participation is voluntary and that responding to

the survey or declining to answer any question will in no way affect the standing of any student

• students are directed to read the preamble to the questionnaire that identifies the purpose of the survey and potential uses of the data

• completed questionnaires are collected, processed, and maintained in a manner that ensures anonymity and confidentiality

• data produced from completed questionnaires are reported only in such a manner that individuals cannot be identified

• data are used only for administrative purposes such as planning; or (subject to the

additional requirement noted below) used for scholarly and professional purposes

• raw survey data are retained in a secure manner by the school/department for a period of at least five years, after which the data will either be maintained in a similarly secure manner or destroyed appropriately

From time to time, survey data generated through program reviews may be of interest to those conducting secondary research for scholarly and professional purposes. In such cases, an additional requirement must be satisfied: • the proposed secondary research must be approved through an ethics review


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RYERSON PROGRAM REVIEW STUDENT SURVEY

Dear Student: As part of a periodic review of the quality of academic programs at Ryerson, we are asking for your participation in a survey of students. Your participation is voluntary. Responding to the survey or declining to answer any question will in no way affect your standing as a Ryerson student. Survey responses are anonymous and will remain confidential. They will be used only to produce aggregate reports that do not identify individuals. The data will be used for administrative purposes such as planning and may also be used for scholarly and professional purposes.

1. Please indicate your level of agreement with each statement in the following list. Agree Disagree Strongly Agree Disagree Strongly My program is academically challenging. [ ] [ ] [ ] [ ]

My program provides good preparation for a career. [ ] [ ] [ ] [ ]

The content of the courses in my program is well-organized. [ ] [ ] [ ] [ ]

My program is of high quality. [ ] [ ] [ ] [ ] 2. How manageable has the academic workload in your program been for you? [ ] Excessively high [ ] Manageable [ ] Too Low 3. To what extent has your program helped you to improve your ability in the following areas? A Great Very Some- Very Not at Deal Much what Little all Problem-Solving/Critical Thinking [ ] [ ] [ ] [ ] [ ]

Creativity [ ] [ ] [ ] [ ] [ ]

Written communication [ ] [ ] [ ] [ ] [ ]

Oral communication [ ] [ ] [ ] [ ] [ ]

Research skills [ ] [ ] [ ] [ ] [ ]

Leadership skills [ ] [ ] [ ] [ ] [ ]

Computer proficiency [ ] [ ] [ ] [ ] [ ]

Understanding professional/ethical responsibilities [ ] [ ] [ ] [ ] [ ]


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Entrepreneurship [ ] [ ] [ ] [ ] [ ]

Understanding the international context of your career field [ ] [ ] [ ] [ ] [ ]

Understanding people from different cultures [ ] [ ] [ ] [ ] [ ]

Developing a broad knowledge of your career field [ ] [ ] [ ] [ ] [ ]

Mastering specific employment related skills/knowledge [ ] [ ] [ ] [ ] [ ]

Working in teams [ ] [ ] [ ] [ ] [ ]

Responding to technological innovations [ ] [ ] [ ] [ ] [ ] 4. How effective are the following aspects of your program in contributing to your learning? (Use "N/A" for "Not Applicable" if you have not participated in an activity or used a specific resource.) Very In- Very In- Not Effective Effective Effective Effective Applicable Tests, examinations, etc. [ ] [ ] [ ] [ ] [N/A]

Written assignments (term papers, lab reports, etc.) [ ] [ ] [ ] [ ] [N/A]

Learning materials (textbooks, handouts, etc.) [ ] [ ] [ ] [ ] [N/A]

Classroom instruction [ ] [ ] [ ] [ ] [N/A]

Laboratory experiences [ ] [ ] [ ] [ ] [N/A]

Studio experiences [ ] [ ] [ ] [ ] [N/A]

Experiences with computer-based technology [ ] [ ] [ ] [ ] [N/A]

Group work [ ] [ ] [ ] [ ] [N/A]

Co-op program, internship or other practical experience related to your program [ ] [ ] [ ] [ ] [N/A]

Print-based library resources [ ] [ ] [ ] [ ] [N/A]

Computer-based library resources [ ] [ ] [ ] [ ] [N/A]

5. Please indicate your level of agreement with each statement in the following list. Agree Disagree Strongly Agree Disagree Strongly Most of my professors are current and knowledgeable in their field. [ ] [ ] [ ] [ ]

Most of my professors are well organized in their teaching. [ ] [ ] [ ] [ ]

Most of my professors are available outside of class time to help students. [ ] [ ] [ ] [ ]

Most professors' teaching is intellectually


55

challenging. [ ] [ ] [ ] [ ] Generally, the teaching I have experienced in my program is of high quality. [ ] [ ] [ ] [ ]

Most of my professors provide useful feedback on my academic performance. [ ] [ ] [ ] [ ] 6. How effective has your program department been in providing and/or directing you to any academic advising that you have needed? (Use "N/A" for "Not Applicable".) Very In- Very In- Not Effective Effective Effective Effective Applicable Providing helpful academic advising [ ] [ ] [ ] [ ] [N/A]

Directing you to useful sources of academic advising outside your program department [ ] [ ] [ ] [ ] [N/A]

7. Would you recommend your program to others? [ ] Yes[ ] No Why or why not?_____________________________________________________ _____________________________________________________ _____________________________________________________ 8. Would you recommend Ryerson to others? [ ] Yes[ ] No Why or why not?_____________________________________________________ _____________________________________________________ _____________________________________________________ 9. In which program are you enrolled? _______________________________ 10. If your program offers multiple options, in which option are you enrolled? _______________________________ 11. In which level are you enrolled? Full-time Programs

[ ] Year 1 [ ] Year 3 [ ] Year 2 [ ] Year 4

OR

Part-time Programs

How many courses have you completed in your part-time program? [ ] 0 to 5 [ ] 16 to 20 [ ] 6 to 10 [ ] 21 or more [ ] 11 to 15


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12. Did you enter your program directly from high school? [ ] Yes (Please go to Question #13) [ ] No

If NO, what did you do in the year prior to entering your program? (Mark all those that apply.) [ ] Attended community college [ ] Attended another university [ ] Attended Ryerson Continuing Education/Open College [ ] Enrolled in another Ryerson degree or diploma program [ ] Employed full-time (30 hours or more per week) [ ] Employed part-time [ ] Other

13. Which of the following best represents your overall academic performance in your program? [ ] A (Excellent) [ ] B (Good) [ ] C (Satisfactory) [ ] D (Marginal) [ ] F (Unsatisfactory) 14. How do you identify yourself? [ ] Male [ ] Female [ ] Neither of these If you selected “Neither of these”, how would you identify? _______________________________ 15. Your age on November 1 of this year: [ ] 19 or younger [ ] 25 to 29 [ ] 20 to 24 [ ] 30 or older 16. Do you consider yourself to be a member of a visible minority in Canada? [ ] Yes [ ] No

Thank you very much for giving this survey your thoughtful consideration.


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10. Planning Overview and Projections Template Student Enrollment Projections 20__ to 20__ This table displays information for the current year and projections for the next two years. Note this data is available from the University Planning Office.

20__/__ (current yr) 20__/__ 20__/__

Intake (Headcount)

Total Enrolment (FFTE)

Personnel Overview and Projections 20__ to 20__ Program departments are the most accurate source for this information. This table displays information, by FTE, for last year, the current year and includes projections for the next two years. Provide the total by year, not semester.

PERSONNEL CATEGORY ACADEMIC YEAR

20__/20__ (last year)

20__/20__ (current)

20__/20__ 20__/20__

Full-Time Faculty (RFA)

Sessional Instructors (CUPE)

Part Time Instructors (CUPE) FTF on Leave (Sabbatical & other)

Teaching Assistant

Graduate Assistant Other categories appropriate to your department

Technical / Professional Staff

Office Staff

Other Staff (Identify)

Percentage of Courses taught by:

Full-time faculty

Part-time faculty


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11. SWOT Table Template • This table is a helpful central point of reference, and a useful place to collect observations and insights in any of the following categories while data is

being collected and analyzed. • Individual copies of the table can be maintained by members of the committee working on various aspects of the report for later consolidation and

discussion. • Ultimately, this information is analyzed, prioritized, and may form the basis for section 8 for the final report. This table is not expected to be included

in the final report, but is intended to inform construction of the developmental plan.

SWOT Working Table Capture Strengths, Weaknesses, Opportunities and Threats while collecting data for the PPR

Importance 1-3 High to Low

Strengths Weaknesses Opportunities Threats/Challenges/Obstacles


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12. Record of Approvals

Department/ School Council

Name

Signature

Date

Dean

Name

Signature

Date

Append Advisory Council comments Following the signed Record of Approvals form above, append comments from the Advisory Council. These can take a variety of formats such as

• meeting minutes, • report, or a • letter.

An electronic version of this manual that includes templates for all the tables is available at www.ryerson.ca/senate. Please refer to the Information Sources section of this document.

http://www.ryerson.ca/senate

Documents

Periodic Program Review Manual Part I - Ryerson University · 2020. 7. 19. · 1 . Periodic Program Review of Undergraduate Programs . Periodic Program Review Manual . PART I: The