The program’s self-study will be your external review team’s primary source of information. In addition to presenting the information requested in tables, charts, and narratives, the program should complete each section with an analysis.
Organize the self-study report according to the order of required items as listed.
Sections of the self-study denoted with * are required by the State of Texas (see “Characteristics of Texas Doctoral Programs” and Texas Administrative Code Rule § 5.52). Additional information will be embedded in the template.
Executive Summary of the Self-Study Report (1-2 pages)
- Overview of the program(s) to be included in the APR
- Overview of the number of faculty and students across programs for the current academic year
Department Overview and Infrastructure
Briefly describe each of the following:
- Mission and strategic plan
- Include a summary of the strategic priorities for the department, the college/school, and the University as they relate specifically to academic programs
- Leadership of the department
- External program accreditations (if applicable) *
- Facilities supporting the program(s) included in the APR, including space and equipment used for the delivery of the programs and related activities (e.g., research)
- Finances related to academic programs(s)
At a minimum, supporting documents should include the following:
- Institutional Summary – provided by the APR Coordinator
- Department Strategic Plan (if available)
- School/College Strategic Plan
Academic Program(s) Overview
- List the academic degree programs to be addressed in the APR
- Identify peer and aspirant programs
- Summarize the curriculum by program, including program learning outcomes
- Describe how the curriculum is appropriate for the level and type of degree awarded by the program
- Specify the admissions criteria (by program)
- Provide the number of degrees awarded per year (based on the most recent 5 years) and average time to degree (based on the most recent 5 years) by program*
At a minimum, supporting documents should include the following:
- A summary of the program curriculum for each program; documents might include the catalog description of the program and curricular requirements or sample degree plans from the most recent academic year.
Summary of the last APR if applicable (if this is the first APR review for the programs in the department, note this in this section)
- Provide the date of the last review and list the members of the external review team
- Summarize the recommendations and actions taken to date based on the recommendations, with particular attention to the last 2-3 years since the submission of the last Status Report
- Provide a summary of any significant structural or curricular changes to programs offered since the last review (e.g., new programs, program phaseouts, changes to mode of delivery, changes to the administrative location of the programs)
At a minimum, supporting documents should include the following:
- The last External Review Team Report
- The Institutional Summary submitted to the THECB
- The 1-Year Status Report
- The 5-Year Status Report
Program Assessment (by program)
- Learning Outcomes
- Provide the strategies used to assess identified learning outcomes (as outlined in Section 3)
- Summarize the results from previous student learning outcome assessments
- Discuss (1-3 improvements made based on results of the program’s assessment of learning outcomes (by program) over the last 2-3 years.
- Program Outcomes (for the previous 5 years, by program)
- Provide data on the identified program outcomes, to include but not limited to the following:
- Retention rates*
- Number of degrees per year*
- Graduate rates*
- Average time to degree*
- Student publications / presentations*
- Discuss the degree program’s progress and efforts related to retention and graduation rate, time to degree, degrees awarded and placement upon graduation
Student Profile
- Provide the following data for the last 5 academic years (based on fall semester data) by academic program included in the current APR:
- Enrollment by academic year, including % of full-time students*
- Student demographics (gender, ethnicity, domestic v. international, first generation) by level (e.g., baccalaureate, masters, doctoral) *
- Average institutional support provided for graduate students by program/year (e.g., first year master’s students, first year doctoral students) *
- Number of applied, admitted, and enrolled students by program*
- Percentage of full-time students with institutional financial support*
- Employment profile (in field/discipline within one year of graduation) *
- Analysis: Discuss the degree program’s contribution to the land grant mission of the university as described in the Strategic Plan. Discuss any discernable trends in the data, including efforts undertaken to address any identified deficiencies.
Additional information could include:
- Average SAT/GRE scores for entering students
- Average GPA for enrolled students by program
- Comparisons with similar programs offered across the college/school or among the identified peer/aspirant programs
Faculty Profile
- The information provided in the tables below should reflect the faculty integral to the program(s) such as those who teach courses, mentor students, or serve on advisory committees
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Tenure/Tenure Track Faculty |
APT Faculty |
Number of Faculty * |
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Faculty/Student Ratio (full-time faculty to student FTE) by program for the most recent academic year (insert additional rows for programs) * |
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Faculty Publications (most recent 5 years) – Total number of faculty publications (attach a support document that lists all publications represented in the numbers provided) * |
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External Grants (most recent 5 years) – Total dollars awarded (attach a support document that lists all grants represented in the numbers provided) * |
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Average Teaching Load (add rows, if applicable, to reflect differenced by rank) * |
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Demographics of full-time faculty as of the fall semester immediately prior to submission of self-study
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Tenure/Tenure Track |
APT |
Peer or Aspirant Comparisons (if Applicable) |
Gender * |
Number |
Percent |
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Percent |
Percent |
Male |
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Female |
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Race & Ethnicity * |
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White |
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Black/Multiracial with Black |
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Latina/o |
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Asian |
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Rank |
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Full |
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Associate |
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Assistant |
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% with a terminal degree |
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- Faculty qualifications (i.e., expected qualifications for faculty by rank)
- Provide a summary of expected qualifications for faculty by rank and type (i.e., tenure/tenure-track, APT). Include a discussion of metrics commonly used to assess faculty performance such as in annual reviews.
- In the table below, list the names of all faculty represented in the tables above and provide the information as indicated (add rows as needed).
Faculty Name (link an abbreviated CV) |
Highest Degree Earned (including institution and discipline) |
Summary of areas of teaching and research specialization(s) |
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- Analysis: Discuss the extent to which the number of full-time faculty members is sufficient to support the mission of the program(s) under review and to ensure their quality and integrity. Using the degree program(s) standards (i.e., Program Evaluation Metrics for faculty teaching, research, and service, as well as other relevant data such as annual reviews or other benchmarks) discuss the faculty’s overall performance.
Identified Priorities and Opportunities for Improvement as a result of the Self-Study process.
Based on the self-study process,
- What opportunities for improvement did the program faculty identify?
- What priorities did the program faculty develop?
- Are there any specific areas for which the program faculty is particularly interested in ERT feedback/guidance?