Cyclical Program Review (CPR) Overview

Summary

This video provides an introduction to the Cyclical Program Review (CPR) process at Queen's University, led by the Vice-Provost, Teaching and Learning. It focuses on improving curriculum design, teaching quality, and alignment with institutional learning outcomes. The CPR emphasizes collaboration among faculty, staff, and students, fostering meaningful conversations about program strengths, challenges, and opportunities. The process includes a self-study, external and internal reviews, and an implementation plan, with periodic progress reports. The goal is continuous curriculum improvement, ensuring that students can demonstrate what they know, can do, and value by the end of their programs.

Takeaways

• 😀 The Cyclical Program Review (CPR) focuses on evaluating program curriculum, not individual faculty or staff accomplishments, to improve student learning experiences.
• 😀 CPR aims to ensure alignment between courses, programs, and institutional learning outcomes or degree level expectations.
• 😀 The CPR process encourages collaboration among faculty, staff, students, and administrators to create meaningful conversations about program strengths and areas for improvement.
• 😀 Successful CPRs involve intellectual curiosity, asking important questions about student learning, and reflecting on challenges faced since the last review.
• 😀 The CPR process is best approached as a team effort, not just a task for a unit leader; involving multiple stakeholders ensures a more valuable outcome.
• 😀 The Self-Study is at the heart of the CPR process, involving the development of research questions related to the program and student learning.
• 😀 Students should be actively engaged in the Self-Study process, both as collaborators and potential co-authors, to provide insights into the learning experience.
• 😀 External and internal reviewers, who are at arm's length from the program, help assess the Self-Study and visit the university to provide constructive feedback.
• 😀 The review process includes creating an implementation plan to address the recommendations, with progress reports due at 18 months and 4 years after the review.
• 😀 Forming a guiding coalition of faculty and students is key to ensuring meaningful input in the CPR process, making it essential to plan for these engagements early on.
• 😀 Utilizing the Diversity Equity Assessment and Planning (DEAP) tool and seeking support from the Centre for Teaching and Learning can enhance the CPR process and improve curriculum design.

Q & A

What is the main goal of the cyclical program review process at Queen's University?

The main goal of the cyclical program review (CPR) process is to focus on program curriculum, curriculum design, and curriculum quality, with an emphasis on the teaching and learning environment and student learning experiences. The process ensures alignment between courses, programs, and institutional learning outcomes.

Why is the cyclical program review considered important for faculty and staff?

The cyclical program review provides an opportunity for faculty members, instructors, staff, and students to collaborate and engage in meaningful conversations about the program's learning experience. This process helps identify what is working well, what could be improved, and the successes and challenges faced by the program.

How can a collaborative approach enhance the cyclical program review process?

A collaborative approach is crucial as it encourages the involvement of various stakeholders, including faculty, staff, and students. When these groups work together to evaluate the curriculum, it leads to a more comprehensive understanding of the program's strengths and areas for improvement. This approach fosters curiosity and critical thinking, which are essential for meaningful evaluation.

What is the role of the self-study in the cyclical program review process?

The self-study is the heart of the cyclical program review process. It is an applied research exercise where the program evaluates its own curriculum and student learning outcomes. The self-study should be a collaborative project, involving contributions from multiple stakeholders, including students, faculty, and staff, to provide valuable insights and recommendations.

How do external reviewers contribute to the cyclical program review process?

External reviewers are key to the cyclical program review process. They are experts with administrative and pedagogical experience, who assess the self-study and provide independent feedback. They conduct a site visit and offer recommendations to help improve the program. These reviewers should be at arm's length from the program, ensuring their impartiality.

What is the significance of the internal responses step in the review process?

The internal responses step allows the unit, Faculty Dean, and other stakeholders to comment on the external reviewers' recommendations. This step ensures that the unit has an opportunity to assess the feasibility and practicality of the proposed changes, and it helps clarify the resources and timeline required for implementation.

What happens after the self-study and internal responses are completed?

After the self-study and internal responses are completed, the Senate Cyclical Program Review Committee reviews the reports and prepares a Final Assessment Report and Implementation Plan. This document summarizes the recommendations and outlines a plan for implementing them, which is shared with the Senate and posted on the Provost's website.

What are the progress reports, and why are they necessary?

Progress reports are submitted by the unit at two intervals: 18 months and four years after the Final Assessment Report and Implementation Plan are issued. These reports track the progress of implementing the accepted recommendations, ensuring that the program continues to improve over time.

What are some of the key recommendations for getting started with a cyclical program review?

Key recommendations include forming a guiding coalition or team to handle the self-study process, ensuring faculty and student input, and engaging the Human Rights and Equity Office early to use the DEAP tool. It's also important to plan the involvement of students, alumni, and other stakeholders to gather diverse perspectives and insights.

How does the Centre for Teaching and Learning support the cyclical program review process?

The Centre for Teaching and Learning (CTL) offers support in areas such as curriculum mapping, developing or redeveloping program-level learning outcomes, and ensuring alignment between these outcomes and teaching methods. The CTL can also assist with curricular alignment, particularly in the preparation of the self-study.