How the Academic and Administrative Reviews Differ

Academic Review Guidelines 

The four areas under review involve these clusters of concern:

1. Curriculum. Definition - Structure - Connections. Is the curriculum based on a well-defined intellectual agenda? Does it have structure? Does it connect with other fields of learning? System policy currently requires that at least 40% of student credit hours in the major be at the upper division level. University policies include:
   • Courses offered for general education credit meet general education program objectives.
   • Major requirements include at least one writing intensive course.
   • General education courses include, where appropriate, different gender, multicultural and international perspectives, and contributions or issues.
   
   
2. Resources. Library - Facilities - Technology. Are library holdings in the field current and adequate? Are instructionally related equipment and facilities current and appropriate for learning? How have the library, facilities, and technology impacted the learning environment?
   
   
3. Faculty. Teaching - Advising - Professional Growth - Service. How does the department assure high-quality performance in all of these areas? How does the department encourage, evaluate and reward faculty performance and development in these areas? What is the quality of departmental performance in these areas?
   
   
4. Students. Learning - Satisfaction - Development - Experiences. What are the department's goals for and outcomes of student learning? How well do the goals and measured outcomes match? How involved are students in discipline-related learning experiences with faculty outside the classroom? How inclusive is the department of student diversity? How effective are internships?

Administrative Review Guidelines 

The seven areas under review involve these clusters of concern:

1. Leadership. Does the leadership of the area provide direction? Is there personal involvement? Does the leadership create a climate that fosters performance excellence? Is there pursuit of improvement?
   
   
2. Information and Analysis. How is information used for planning, management, and evaluation of performance, policies, and procedures? To what are these data compared - prior data, SSHE data, and national data? How is information used to connect to other areas?
   
   
3. Planning. What is the mission of the area? How are the major requirements of the area met? How does planning in the area result in effective performance? How is planning and performance in the area designed to support the student? How do the area plans and performance relate to those of other areas? How do plans relate to the University Mission?
   
   
4. Human Resources. What is the staffing of the area? What are the staffing needs? Do staffing needs match workload and performance? Describe staff development. How do staff responsibilities promote a customer (student/stakeholder) focus? Does the work environment promote satisfaction and productivity?
   
   
5. Process Management. What are the key processes of the area? Are they designed in the most efficient and effective manner? Are services designed to meet the needs of students and stakeholders? How is improvement integrated into process?
   
   
6. Performance Results. What are the outcomes and objectives of processes? In what manner are they achieved? How well are they being achieved? How do leadership, information and analysis, planning, human resources, and process management contribute to the results? Summarize the results of improvement efforts using key measures of performance.
   
   
7. Student Focus/Stakeholder Satisfaction. How do the performance results and improvement relate to students? What are customer (student/stakeholder) needs and expectations of the area? How are these needs met? What are the linkages between this area and its customers?