Shari Nash Office of the Vice-Provost (Academic Programs)
Alicia Kemp(On leave) Office of the Vice-Provost (Academic Programs)
consistency of the program with Western’s mission, values, strategic priorities, and academic plans;
clarity and appropriateness of the program’s requirements and associated learning outcomes in relation to the Western Degree Outcomes.
appropriateness of the degree nomenclature
appropriateness of the program’s admission requirements for the learning expectations established for the program;
sufficient explanation of alternative or additional requirements, if any, beyond the minimum standards of the University, Faculty, or School.
Program Structure and Curriculum
appropriateness of the program’s structure and regulations to meet specified program learning outcomes and Western Degree Outcomes;
how the curriculum addresses the current state of the discipline or field of study;
identification of any unique curriculum or program innovations or creative components
Assessment of Teaching and Learning
evidence that the methods for assessing student achievement of the learning outcomes are appropriate and effective;
evidence of the appropriateness and effectiveness of the methods of teaching and assessment in demonstrating achievement of the program learning objectives and the Western Degree Outcomes.
Resources for All Programs
adequacy of the academic unit’s human, physical, and financial resources to the support the program;
participation of a sufficient number and quality of faculty who are competent to teach and/or supervise in the program;
evidence that resources adequately support the quality of scholarship and research activity expected of the undergraduate students, including:
library resources and support,
laboratory resources and access.
Resources for Undergraduate Programs
evidence of adequate numbers of faculty and staff to achieve the goals of the program;
evidence of class sizes appropriate for learning objectives;
evidence of opportunities for, and supervision of, experiential learning (if required).
Quality and Other Indicators
In addition to the evaluation criteria above, the reviews should include relevant information (as available) regarding:
Faculty: qualifications; research and scholarly record; honours and awards; class sizes; proportion of classes taught by full-time faculty; commitment to student mentoring (graduate programs);
Program: evidence of a program structure and faculty research that will ensure the intellectual quality of the student experience;
Students: applications and registrations; success rates in provincial and national scholarship competitions and awards; academic awards; rates and timing of attrition; final-year academic achievement; time-to-completion; graduation rates; scholarly output (graduate programs); time to completion (graduate programs); student in-course reports on teaching; and
Graduates: graduation rates; employment and post-graduate study; “skills match” and alumni reports on program quality when available and when permitted by FIPPA.