DAP:  The Departmental Action Plan

• Early each fall term, ECC takes up assessment data from the previous year, looking for new or emerging trends; ECC might signal to the Faculty the need for discussion of one of these, or the need for special focus in upcoming assessment cycles, or might propose some revision of one of our general education requirements. 

• During the fall term individual departments and programs also take up the lessons learned from their assessment work in the previous year, considering learning goals, requirements, advising practices and other aspects of the program in light of assessment data; if appropriate they can adjust the pace or structure of work in the Senior Capstone Projects (if relevant); and if appropriate they can prepare requests for new instructional resources in time for the annual budget process in November.  Finally, they can propose major curricular changes in time for ECC’s review of such revisions early in the spring term.

• By the end of the spring semester each department chair or concentration coordinator submits (via simple electronic form) narrative responses to the questions highlighted below (see DAP Questions in Brief). These responses are fielded by the Provost as part of the annual “DAP” cycle. The Provost’s sense of the academic needs can in turn inform plans for ECC early in the fall term, with the start of the next phase of the cycle.

• Read sample DAP's here (Haverford users only).  

• Read all DAP's here (Provost and ECC can read all DAPS.  Chairs or coordinators of individual departments can read their own DAP only).

DAP Questions in Brief

(due each year --submit answers via DAP Form here)

Learning goals

• What did your department conclude from its discussion of your general educational goals?  

• What did your department conclude from its discussion of your senior capstone project goals? 

• What challenges, if any, appear to impede the advancement of these goals by your department?

Academic program requirements

• What changes or adjustments to the academic program have you considered, proposed, or enacted?  What challenges do you see in implementing any of these ideas or plans?  

• How did assessment results inform these developments?

Student Advising

• What did you and your colleagues learn from your discussion of advising practices in your department or program? At various levels in a student’s career? 

• How have you taken steps to make sure that students are aware of your thoughts on the best ways for them to meet your stated objectives for the program?

Diversity, Equity and Inclusion

• What adjustments have you made to your courses with respect to DEI? 

• What might you do to make sure that your classroom is inclusive and welcoming to all students? 

Annual Assessment process

• What did you and your colleagues learn from your discussion of the assessment data you collected last year?  In light of the College’s general educational goals?  

• In light of your goals for the senior capstone?

• What changes have you considered in the assessment process that might help you better evaluate the progress of students towards your objectives?

• If your department has recently undergone an external review, what discussions have you had about your efforts to respond to the lessons learned from it, in particular with respect to learning goals, the organization of the academic program, and advising? If your department will undergo such a review in the next year or two, what aspects of your learning goals, academic program, or advising processes would you like that review to address?