Provide an overview of the previous Graduate College program review noting progress made and areas still in need of improvement or those yet unaddressed. Provide a narrative on actions taken since the review. Include finalized documents from prior program review, including Summary Report from the Graduate College, the Program Response to the Summary Report, and the Memorandum of Understanding. In addition, programs may want to include (as an appendix or exhibit as necessary) any accreditation report information that relates to the graduate program.

Centrality to the institutional mission: Description of the program’s connection to the institutional mission and goals.

Program objectives and goals: Purpose, organization, history and vitality of the program.
 

Include goals of the program, strategic and long-range plans. Include areas of teaching, research, or public service in which the program regards itself as especially outstanding and areas of teaching, research, or public service in which the program would like to improve. Give an outline of intended changes in the scope and/or direction of graduate education (new degrees, shifts in organization, new areas of specialization), and the resources at your command to make those changes.

Include Program Review Sheet with information on graduate student enrollment, majors (tracks, specializations, emphasis, etc.), degrees granted, faculty headcount, and salary averages by rank. This information will be provided at the department’s request by the Office of Institutional Research, mediated by the Graduate College. Provide narrative interpretation of the review sheet where appropriate. More information may be added as deemed necessary by the program.

Include a copy of the current program handbook as an appendix.

Summary of faculty profile providing information on the number of faculty (tenure/non- tenure rank; graduate faculty status and rank; regular and research/clinical; full-time and part-time); faculty hired or retired during the past five years, or no longer with the program; average age; age range and distribution. Include changes in numbers or faculty levels over the last 7 years. 

Include a roster table of faculty members with the following criteria: name, credential, institution that granted degree, full-time or part-time, Graduate Faculty status (Level 1-4).
 

Summary of recognition, awards, indicators of successful teaching. Include policies and practices in place to encourage and recognize good teaching. Describe participation in Undergraduate, Professional, and Graduate Education, and other university-wide programs. Include changes in loads over the last 7 years.

Summary of faculty research, scholarship, or creative activity; individual productivity; sources and distribution of external and internal funding; quality measures, peer assessments. Provide narrative about the funding levels in your discipline necessary to keep a productive scholar functioning. Include policies and practices in place to create opportunities for scholarly growth. 

Summary of faculty involvement in university, professional, and community service. Include policies in place to recognize service.  Provide narrative about how the program is impacted (positively and/or negatively) by its service components. 

Include a copy of the college or department RPT guidelines with date adopted. Provide a table showing all RPT cases considered since the last Graduate College review with outcomes. Describe any faculty mentoring procedures you may have in place. 

Include a separate short-form (5 page maximum, NIH style) vitae for all faculty. Vitae should include education and summary of training, honors and awards, other academic titles that indicate a faculty member's academic stature, courses taught, current research, and selected publications. You may wish to limit the length of faculty vitae to include activities and publications in this review cycle (last seven years) plus particularly noteworthy achievements from previous years. 

A statement on methods employed in recruiting, evaluating, and admitting graduate students. What practices do you employ to recruit students of particular merit in your graduate student body? 

Information indicating the quality of graduate students admitted to the program. A template will be provided by the Office of Institutional Research, via the Graduate College, that will be filled out with student information from the IR office. The program may need to add additional information and should provide a brief synopsis. 

Methods and levels of support for graduate students. Identify sources and level of support for graduate students (mentors grant, student fellowship, training grant, departmental/university funds).

Provide a general description of the organizational structure of your graduate program and an organizational chart, i.e. liaison, graduate program committee, advisory committee, examination committee, thesis/dissertation committee.

Assess the functioning of this organizational structure. How is committee composition determined? Are all graduate faculty included and given the opportunity to participate? How does the program determine whether the committee’s composition has the appropriate scientific and educational expertise needed for the student?

Assess the graduation rate and time to degree. Provide a timeline of a typical student in your program and when they are expected to achieve specific milestones.
 

Provide statistical information and data, where available, on the present and projected job market for degree recipients and for further graduate or professional study.  If available, provide information about employment or advanced studies of graduates of the program since the last review.

List all degrees, certificates, and specializations offered and provide requirements for each. 

Give typical programs of study for the Master's degree, and the Ph.D. degree, including the total number of student credit hours required per major. Copies of representative candidacy and program of study forms could be used.

Listing of all the courses offered in the program (from the current Course Catalog). Have any of these courses not been offered in the last two years? Why?

Also include the number of courses taught exclusively for the major program for each of the last 5-7 years since last review including the size of classes.

Describe the program's efforts to deliver education programs at sites remote from the Oklahoma City campus. What technologies are available to assist in your outreach programs? What is the relationship between outreach offerings and programs and the program's overall instructional program, goals, and mission? What credits are accepted from outside providers; what is the contractual and oversight relationship to faculty, curriculum, and credit? 

Give the program policy for qualifying exams for master's and doctoral students. Provide copies of questions for the last five qualifying exams.  How do students perform on your qualifying exams?  Give numbers of passes, fails, and retakes.  Student responses should be kept in the program as exhibits for possible examination.

Tabulate all Master's theses and Ph.D. dissertations completed since the previous Graduate College review (normally the last seven years). Include the following: name of student, masters or doctorate, year of completion, name of principal faculty supervisor, title of thesis or dissertation. Provide a listing of publications related to research by students. Include abstracts of five recent dissertations and five recent theses.

List and describe the program’s processes for assessing its educational programs. The list may include, but is not restricted to, the use of outcomes measures in the following areas: (a) student information (recruitment, quality of students, retention, graduation rates, gender and ethnicity blend) and trends over time, (b) mid-program assessments, (c) end of program assessment (standard exam, capstone experience), (d) alumni satisfaction and loyalty, and (e) employment and/or employer satisfaction measures.

Provide specific examples of how the assessment activities have been used to improve teaching and learning in the program. Of particular interest would be descriptions of the entire assessment feedback loop: identification and publication of expected learning outcomes, assessment measures, analysis, and interventions arising from the analysis that lead to an improvement in the program. 

Tabular report to include time frame of report (i.e. 5 or 7 year span), head count for Master’s level and Doctoral level majors enrolled, and number of MS and PhD degrees conferred.

Description of program quality, including student achievement (awards, publications conference attendance), regional or national reputation, faculty qualifications, and documented achievements of the graduates of the program. Additional suggestions include student learning outcomes, effective teaching, effective learning environments, external curricular evaluation, capacity to meet needs and expectations of constituencies.

Assess the budget adequacy with respect to the program's mission, including direct instructional costs. 

Describe the ways in which physical facilities in the program encourage or limit the educational objectives of the program. Are there important unmet needs for the students and the program? 

Describe the program's general and special requirements for library resources to meet its educational and research objectives. Indicate ways in which the present library resources satisfy and do not satisfy these needs.

List any centers that are associated with the academic program and explain briefly the relationships (funding, faculty appointments, student supervision, etc.) between the centers and the academic program.

Provide a general description of computing, word processing, networking, and e-mail facilities in the college or department/program. Include current challenges or hurdles and potential strategies to overcome.

Describe the existing staff support for your educational and research missions.