Committee

Purpose

The Program Review Committee at WSU Tech was established to promote continuous quality improvement of academic programs through a systematic three-year program review process and annual assessment of student learning outcomes. The committee will provide ongoing support and communication regarding the assessment cycle to foster a culture of continuous improvement in academic programming.

Continuous improvement is the state of having an ongoing, systematic aspiration for improving quality. Institutions engaged in continuous improvement strive to improve by actively collecting performance data and acting on that information to enhance organizational performance (HLC Revised Criteria for Accreditation and Assumed Practices, 2024)

Alignment

WSU Tech’s Strategic Plan (2021-2023)

• Student Success: Create access and opportunities to prepare more students for next steps toward economic prosperity - Goal #2: Ensure WSU Tech students have a quality academic experience to prepare for a more prosperous future.

• Continuous Improvement: Improve internal efficiencies to assist student learning and customer experiences - Goal #2: Enhance student success and student experience through quality education and administrative services.

Higher Learning Commission (2025)

Criterion 3 Teaching & Learning for Student Success: The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness in fulfilling its mission. The rigor and quality of each educational program is consistent regardless of modality, location or other differentiating factors.

• 3E Assessment of Student Learning: The institution improves the quality of its educational programs based on its assessment of student learning.

For student learning, a commitment to assessment means assessment at the program level that proceeds from clear goals, involves faculty during the process, and analyzes the assessment results; it also means that the institution improves its programs or ancillary services or other operations on the basis of those analyses as appropriate. Institutions committed to improvement review their programs regularly and seek external judgment, advice, or benchmarks in their assessments. (from guiding values)

• 3F Program Review: The institution improves its curriculum based on periodic program review.

Criterion 4 Sustainability: Institutional Effectiveness, Resources and Planning

• 4A Effective Administrative Structures: The institution’s administrative structures are effective and facilitate collaborative processes such as shared governance; data-informed decision making; and engagement with internal and external constituencies as appropriate.

• 4C Planning for Quality Improvement: The institution engages in systematic strategic planning for quality improvement. It relies on data, integrating its insights from enrollment forecasts, financial capacity, student learning assessment, institutional operations, and the external environment.

Responsibilities

1.      Three-Year Program Review Process

a.      Ensure the review process aligns with institutional goals, accreditation standards, and best practices.

b.      Provide guidance, support, and feedback throughout the CQI assessment cycle for both program review and annual assessment of student learning.

c.       Analyze data and evidence related to student learning outcomes, student success, and resource utilization.

d.      Support the academic branch of the HLC Open Pathway Quality Initiative

2.      Assessment of Student Learning

a.      Support academic programs in planning and conducting assessments.

b.      Analyze institutional and programmatic data to assist in identifying strengths, areas for improvement, and trends.

c.       Regularly review and update the institutional student learning outcomes to ensure they remain relevant.

3.      Support and Communication

a.      Develop and implement a communication plan to share review and assessment findings, recommendations, and updates with relevant stakeholders.

b.      Provide training, resources, and support to faculty and staff involved in the program review and assessment processes.

c.       Collaborate with the institution’s Teaching and Learning Center (i.e. course curriculum maps project, faculty training, etc.)

4.      Continuous Improvement

a.      Promote a culture of continuous improvement and innovation in academic programs.

b.      Encourage the adoption of best practices and new approaches to enhance program quality and effectiveness.

WSU Tech-HLC 3B2 General Education Program

WSU Tech’s philosophy of general education outlines the skills that are core outcomes for every student:  Communication (oral and written), Analysis (problem solving and critical thinking), Technology (information literacy and technological skills) and Expertise (industry specific and workplace skills). WSU Tech refers to these learning outcomes as the Plan to EduCATE. All technical and general education courses address the CATE components in a way relevant to the course or occupation. The CATE components are on all course syllabi and are available to students through the LMS course shell. The CATE components encompass real-world concepts that are directly applicable to the job and are deemed necessary to education by industry advocates. WSU Tech’s philosophy of general education appears in every course syllabus: “All courses at Wichita State University Campus of Applied Sciences and Technology (WSU Tech) aim to prepare students to perform in a 21st century academic and work environment. Students will regularly engage in activities, assignments and assessments that offer them the opportunity to build and refine general education skills relevant to their academic future and/or career development plan. These skills are specifically centered on communication, analysis, technology and expertise.” 

WSU Tech is committed to offering general education courses that provide students with knowledge and skills that will prepare them for global success in their selected field. The general education department offers a wide range of courses in five disciplines. WSU Tech's general education courses are included in all degree programs with varying credit requirements based on the credential level. COCs prioritize technical skills and often exclude general education. TCs include 9-12 general education credits, while an AAS degree encompasses 15+ general education credits. This approach builds general education competencies in alignment with the development of technical skills. In the Non-Destructive Testing (NDT) program, the Ultrasonic Technician COC is completely skills based and has no general education component. The TC includes these courses supplemented with Computer Applications and a math elective with the goal of enhancing the student’s computer literacy and problem-solving skills. The AAS degree adds composition, social science and communication courses, which enhance the student’s ability to communicate effectively and analyze information. The AAS degree would prepare a student for professional growth beyond an entry level position as well as provide a pathway into a transfer institution.