2. Educational Program and Its Effectiveness

1. In a brief paragraph, describe how the department's academic programs are compatible with the university's mission. EFPR
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2. Curriculum.
   1. For each program offered by the department, comment on the current curriculum design. How does the curriculum meet the criteria of coherence, breadth, depth, effective sequencing of courses, and synthesis of student learning?
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   2. Describe how the department ensures the currency of the curriculum by appealing to disciplinary standards, employer needs, graduate school expectations, or professional standards. Where relevant, refer to data from assessment programs, surveys of graduating seniors and alumni, internship or employer surveys, employment or graduate program acceptance rates, and other relevant measures that demonstrate the currency of the curriculum. (This information was partly included in the program review. However, departments may need to add information from employer needs, graduate school expectations, or professional standards.)
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   3. Describe the manner in which faculty members are involved in the initiation, development, and improvement of the department's curriculum. (Also relates to Standard 4.) (See option list online in response to this question.)
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   4. Describe the departmental activities designed to review and improve instructional effectiveness.
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3. Assessment of Undergraduate and Graduate Programs.
   1. Complete the CWU department assessment plan preparation form. (from AVPUGS)
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   2. Complete the CWU department assessment report. (from AVPUGS).
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   3. Describe how assessment results are communicated to department faculty, to university administrators, and to other constituents. Deans will summarize for their colleges. Departments are asked to add specific evidence.
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   4. Describe the manner in which faculty and relevant administrators review and respond to assessment results. Deans will summarize for their colleges. Departments add specific evidence.
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4. General Education
   1. If the department has courses within the university's general education program, describe the assessment procedures used to assess student progress toward relevant general education student learning goals.
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   2. If the department incorporates general education student learning goals into assessment of students in the major, describe the assessment results.
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5. Graduate Programs. For each graduate program:
   1. Describe the mission and goals of the graduate program and how they are consistent with the mission and goals of the department, college, and university.
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   2. Describe qualities that place the program above the undergraduate level. Request summary from GSR. Website will include a checklist of options.
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   3. List the titles of the master's theses and projects for the most recent two years in which degrees were awarded (GSR will provide, departments may add.) and provide, if applicable, a copy of the two most recent comprehensive examinations in the program. If comprehensive examinations were used, provide exams and results. Submit two master's theses or project summaries as examples.
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6. Distance Education
   1. Describe the degree to which distance education technology, including interactive video and web-based courses, is used for instruction, in support of departmental programs.
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   2. List all courses taught by DE (interactive video) in the past five years including number of sites and number enrolled at each site. (Data provided by Institutional Research.)
      
   3. Separately list all courses taught online with number of class sections involved and number of students enrolled in each section. (Data provided by Institutional Research.)
      
   4. For the past year, list separately all courses that used Blackboard technology for some of or the entire course and separately list courses that used internet support other than Blackboard
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   5. Reflect on the effectiveness of distance education relative to face-to-face instructional procedures.
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7. Off-Campus and Special Programs
   1. Describe how the department ensures that the student's learning experience at CWU centers is equivalent to that at the residential campus. Comment on faculty expertise and access to faculty, advisement, learning standards, learning resources, academic standards, and student outcomes.
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