Prepared Under the Policy on Academic Program Reviews

McMASTER UNIVERSITY

SELF-STUDY OF (Program Name)

PREPARED UNDER THE POLICY ON ACADEMIC PROGRAM REVIEWS

Submitted to Review Team consisting of

(Name of Reviewers)

Date: CONTENTS

1. PROGRAM ...... 1 1.1 Program’s consistency with University’s mission and academic plan ...... 1 1.2 Alignment of Degree Level Expectations with program learning outcomes...... 1 1.3 Program Requirements...... 1

2. ADMISSION REQUIREMENTS ...... 1 2.1 Program admission requirements...... 1 2.2 Describe how admission requirements align with Degree Level Expectations...... 1

3. CURRICULUM...... 1 3.1 How the curriculum reflects the current state of discipline...... 1 3.2 Program calendar URL...... 1 3.3 Evidence of significant innovation or creativity in content and/or delivery...... 1 3.4 How mode(s) of delivery meet the program learning outcomes...... 1

4. TEACHING AND ASSESSMENT...... 1 4.1 Curriculum map demonstrating program’s alignment with McMaster’s Degree Level Expectations...... 1 4.2 Means of assessment in clearly demonstrating achievement of program learning outcomes and the University’s statement of Degree Level Expectations...... 2

5. RESOURCES...... 2 5.1 Academic unit’s use of existing human, physical and financial resources...... 2 5.2 List of faculty members involved in delivery of program...... 2 5.2 Physical facilities and space...... 2

6. QUALITY INDICATORS...... 2 6.1 Provide commentary and context on data...... 2

7. QUALITY ENHANCEMENT...... 2 7.1 Initiatives undertaken to enhance teaching, learning and research environments..2

8. SYSTEM OF GOVERNANCE...... 3 8.1 Evidence of ongoing consultative and inclusive system of governance to assess the program and implement change...... 3

9. PREVIOUS CONCERNS AND RECOMMENDATIONS...... 3 9.1 Concerns and recommendations raised in previous reviews...... 3

10. AREAS FOR IMPROVEMENT...... 3 10.1 Areas identified through conduct of self-study as requiring improvement...... 3

11. AREAS FOR ENHANCEMENT...... 3 11.1 Information regarding areas that hold promise for enhancement...... 3

12. ACADEMIC SERVICES...... 3 12.1 Academic services directly contributing to the academic quality of the program..3

13. PARTICPATION IN SELF STUDY...... 3

Self-Study for [program] ii [date] V. 1 13.1 Outline participation of faculty, staff and students in self-study...... 3

14. ADDITIONAL INPUT...... 3 14.1 Additional input from others deemed to be relevant and useful...... 3

APPENDIX A – McMaster’s Statement of Undergraduate Degree Level Expectations...... II

APPENDIX B – Curriculum Map Option 1...... IV Curriculum Map Option 2...... V

Self-Study for [program] iii [date] V. 1 SELF-STUDY GUIDE

The Chair is responsible for preparing a self-study document that is broad-based, reflective, forward-looking and inclusive of critical analysis. It should identify any pertinent information that it deems appropriate for inclusion. The self-study must address and document the consistency of the program learning outcomes with the University’s mission and Degree Level Expectations, and how its graduates achieve those outcomes. McMaster’s statement of the undergraduate Degree Level Expectations is attached (Appendix A).

The self-study should include the following criteria and quality indicators as listed below. Please use the following template to complete the report.

1 PROGRAM

1.1 Discuss how the program is consistent with the University’s mission and academic plans.

The University’s mission can be found at: http://www.mcmaster.ca/univsec/reports_lists/mission.cfm

1.2 Discuss how the program requirements and program learning outcomes are clear, and appropriate and how they align with the University’s statement of the undergraduate Degree Level Expectations.

1.3 Program requirements are available at [URL or the relevant Undergraduate Calendar pages, program booklets and other relevant documents attached].

2 ADMISSION REQUIREMENTS

2.1 The program admission requirements are located at [URL or attached].

2.2 Describe how the admission requirements are appropriately aligned with the program learning outcomes.

3 CURRICULUM

3.1 Discuss how the curriculum reflects the current state of the discipline or area of study.

3.2 The URL for the Program Calendar is [URL]. Provide any other written materials describing course offerings, degree programs, etc.

3.3 Describe evidence of any significant innovation or creativity in the content and/or delivery of the program relative to other such programs.

3.4 Outline how the mode(s) of delivery are appropriate and effective at meeting the program learning outcomes.

Self-Study for [program] iv [date] V. 1 4 TEACHING AND ASSESSMENT

4.1 Provide a curriculum map, (see example provided in Appendix B), of your program demonstrating its alignment with McMaster’s Degree Level Expectations. Staff in the Centre for Leadership in Learning (CLL) can assist with the preparation of the curriculum map to show how individual course level learning objectives align with program learning outcomes and/or McMaster’s Degree Level Expectations.

4.2 Discuss the appropriateness and effectiveness of the means of assessment, especially in the students’ final year of the program, in clearly demonstrating achievement of the program learning outcomes and the University’s statement of Degree Level Expectations.

5 RESOURCES

5.1 Discuss the appropriateness and effectiveness of the academic unit’s use of existing human, physical and financial resources in delivering and maintaining the quality of its program(s), in relation to the University’s priorities for and constraints on funding, space, and faculty allocation.

5.2 Please list Faculty members involved in the delivery of the program:

Name Class of Appointment

(note: programs should be prepared to provide to the review team copies of curricula vitae of the faculty. CV’s can be provided on CD and do not have to be printed unless the reviewers request. There is no specific CV format required.)

5.3 Physical facilities and space used in the delivery of the program include:

6 QUALITY INDICATORS

6.1 Please provide context and commentary on the data provided. When possible and appropriate, please also refer to applicable professional standards. Available data will be supplied centrally:

 Number of full-time and part-time students in the program under review by level (including combined programs)  Distribution of Result of Session for students in the program by level  Distribution of Result of Session for students in Faculty by level  Survey results of in program students and survey of graduates of the program in the past five years. (Programs may choose to add program specific questions to both surveys).

Self-Study for [program] v [date] V. 1 7 QUALITY ENHANCEMENT 7.1 Describe initiatives that have been undertaken to enhance the teaching, learning and/or research environments thus, the quality of the program, and how these will be sustained.

8 SYSTEM OF GOVERNANCE

8.1 Outline evidence that a consultative and inclusive system of governance has been used on an ongoing basis to assess the program and implement changes as appropriate.

9 PREVIOUS CONCERNS AND RECOMMENDATIONS

9.1 Discuss concerns and recommendations raised in previous reviews.

10 AREAS FOR IMPROVEMENT

10.1 Provide information regarding any areas identified through the conduct of the self-study as requiring improvement.

11 AREAS FOR ENHANCEMENT

11.1 Provide information regarding areas that hold promise for enhancement.

12 ACADEMIC SERVICES

12.1 Discuss any academic services, (ie: libraries, study abroad opportunities, experiential education, computing facilities, co-ops, etc.), that directly contribute to the academic quality of each program under review.

13 PARTICIPATION IN SELF STUDY

13.1 Outline the participation of program faculty, staff and students in the self-study and how their views were obtained and taken into account.

Role Participants Faculty Members Please list names of participants Students Please list names of participants Staff Please list names of participants Student Surveys (numbers only)

14 ADDITIONAL INPUT

14.1 Provide any input of others deemed to be relevant and useful, such as graduates of the program, representatives of industry, the professions, practical training programs, and

Self-Study for [program] vi [date] V. 1 employers. Appendix A: McMaster’s statement of undergraduate Degree Level Expectations

BACHELOR’S DEGREE BACHELOR’S DEGREE: HONOURS This degree is awarded to students This degree is awarded to students who who have demonstrated: have demonstrated: 1. a) General knowledge and a) Developed knowledge and critical Depth and understanding of many key understanding of the key concepts, Breadth of concepts, methodologies, methodologies, current advances, theoretical Knowledge theoretical approaches and approaches and assumptions in a discipline assumptions in a discipline overall, as well as in a specialized area of a b) Broad understanding of some of discipline the major fields in a discipline, b) Developed understanding of many of the including, where appropriate, from major fields in a discipline, including, where an interdisciplinary perspective, appropriate, from an interdisciplinary and how the fields may intersect perspective, and how the fields may intersect with fields in related disciplines with fields in related disciplines c) Ability to gather, review, c) Developed ability to: i) gather, review, evaluate evaluate and interpret information and interpret information; and ii) compare the relevant to one or more of the merits of alternate hypotheses or creative major fields in a discipline options, relevant to one or more of the major d) Some detailed knowledge in an fields in a discipline area of the discipline d) Developed, detailed knowledge of and e) Critical thinking and analytical experience in research in an area of the discipline skills inside and outside the e) Developed critical thinking and analytical skills discipline inside and outside the discipline f) Ability to apply learning from f) Ability to apply learning from one or more one or more areas outside the areas outside the discipline discipline 2. An understanding of methods of An understanding of methods of enquiry or Knowledge of enquiry or creative activity, or creative activity, or both, in their primary area of Methodologies both, in their primary area of study study that enables the student to: that enables the student to: a) evaluate the appropriateness of different a) evaluate the appropriateness of approaches to solving problems using well different approaches to solving established ideas and techniques; problems using well established b) devise and sustain arguments or solve ideas and techniques; and problems using these methods; and b) devise and sustain arguments or c) describe and comment upon particular aspects solve problems using these of current research or equivalent advanced methods. scholarship. 3. The ability to review, present, and The ability to review, present and critically Application of interpret quantitative and evaluate qualitative and quantitative information Knowledge qualitative information to: to: a) develop lines of argument; a) develop lines of argument; b) make sound judgments in b) make sound judgments in accordance with the accordance with the major major theories, concepts and methods of the theories, concepts and methods of subject(s) of study; the subject(s) of study; and c) apply underlying concepts, principles, and The ability to use a basic range of techniques of analysis, both within and outside established techniques to: the discipline;

Self-Study for [program] vii [date] V. 1 a) analyze information; d) where appropriate use this knowledge in the b) evaluate the appropriateness of creative process; and different approaches to solving The ability to use a range of established problems related to their area(s) of techniques to: study; a) initiate and undertake critical evaluation of c) propose solutions; and arguments, assumptions, abstract concepts and d) make use of scholarly reviews information; and primary sources. b) propose solutions; c) frame appropriate questions for the purpose of solving a problem; d) solve a problem or create a new work; and e) to make critical use of scholarly reviews and primary sources. 4. The ability to communicate The ability to communicate information, Communication accurately and reliably, orally and arguments, and analyses accurately and reliably, Skills in writing to a range of audiences. orally and in writing to a range of audiences.

5. An understanding of the limits to An understanding of the limits to their own Awareness of their own knowledge and how this knowledge and ability, and an appreciation of the Limits of might influence their analyses and uncertainty, ambiguity and limits to knowledge Knowledge interpretations. and how this might influence analyses and interpretations.

6. Qualities and transferable skills Qualities and transferable skills necessary for Autonomy and necessary for further study, further study, employment, community Professional employment, community involvement and other activities requiring: Capacity involvement and other activities a) the exercise of initiative, personal requiring: responsibility and accountability in both personal a) the exercise of personal and group contexts; responsibility and decision-making; b) working effectively with others; b) working effectively with others; c) decision-making in complex contexts; c) the ability to identify and d) the ability to manage their own learning in address their own learning needs changing circumstances, both within and outside in changing circumstances and to the discipline and to select an appropriate select an appropriate program of program of further study; further study; and e) and behaviour consistent with academic d) behaviour consistent with integrity and social responsibility. academic integrity and social responsibility.

Self-Study for [program] viii [date] V. 1 Appendix B: Curriculum Map Option 1

Section 4 of the self-study requires a curriculum map to be prepared for your program that outlines how McMaster’s Degree Level Expectations are addressed within your program. This can be achieved by showing how each course within your program addresses each of your program learning outcomes, or it can be achieved by showing how each course addresses the six degree level expectations. The example below shows how you can map your courses to McMaster’s statement of the Degree Level Expectations. Staff in the Centre for Leadership in Learning can assist you with the preparation of this map. s s y e e e l t l e g g g i i i c d d d k g a e e e S o l l l l p n o a w w w o d C o o o i

t l o n n n a a h K K K

c t n i f f f e o n o o o i

u s M s h n

s t t f i m o e i d o f t

m m a i o a e r o e L c g

r i P C f l

l d p s n s n w A a

y n n h e m t K r o p a e n w o D t A u

Course Learning Outcomes A SUBJ-2A03 By the end of the SUBJ-2A03 course, students should be able to:  Search, gather, review, and critically evaluate a, c, d, a 2e current literature and information e  Present, describe, and discuss research data d 1a, 1c Yes b, d and interpretations in oral & written format  Compare, analyse and interpret c, d a 1b methodologies and experimental results  Propose and design an experimental study f a, b 2b, 2d a that addresses a research question SUBJ-2B03 By the end of the SUBJ-2B03 course, students should be able to:  Course learning outcome #1  Course learning outcome #2  Course learning outcome #3  Course learning outcome #4  Course learning outcome #5  Course learning outcome #6 SUBJ-2C03 By the end of the SUBJ-2C03 course, students should be able to:  Course learning outcome #1  Course learning outcome #2  Course learning outcome #3

Self-Study for [program] ix [date] V. 1 Appendix B: Curriculum Map Option 2

Section 4 of the self-study requires a curriculum map to be prepared for your program that outlines how McMaster’s Degree Level Expectations are addressed within your program. This can be achieved by showing each of your courses addresses each of your program learning outcomes, or it can be achieved by showing how each of your courses addresses the six degree level expectations. The example below shows how you can map your courses to McMaster’s statement of the Degree Level Expectations. Staff in the Centre for Leadership in Learning can assist you with the preparation of this map. s s y e e e l t l e g g g i i i c d d d k g a e e e S o l l l l p n o a w w w o d C o o o i

t l o n n n a a h K K K

c t n i f f f e o n o o o i

u s M s h n

s t t f i m o e i d o f t

m m a i o a e r o e L c g

r i P C f l

l d p s n s n w A a

y n n h e m t K r o p a e n w o D t A u

Course Learning Outcomes A SUBJ-2A03 By the end of the SUBJ-2A03 course, students should be able to:  Search, gather, review, and critically evaluate    current literature and information  Present, describe, and discuss research data     and interpretations in oral & written format  Compare, analyse and interpret    methodologies and experimental results  Propose and design an experimental study     that addresses a research question SUBJ-2B03 By the end of the SUBJ-2B03 course, students should be able to:  Course learning outcome #1  Course learning outcome #2  Course learning outcome #3  Course learning outcome #4  Course learning outcome #5  Course learning outcome #6 SUBJ-2C03 By the end of the SUBJ-2C03 course, students should be able to:  Course learning outcome #1  Course learning outcome #2  Course learning outcome #3

Self-Study for [program] x [date] V. 1