Quinsigamond’s Internal Program Review (IPR) is a systematic, data-driven process of “curricular reinvention”. Its goal is to strengthen teaching and learning by designing an ideal curriculum responsive to rapidly changing workforce requirements and then, infusing innovative strategies in instructional design, technology utilization, assessment of learning, and academic and student supports. IPR focuses on the program as a whole, not the discrete disciplines or individual courses. This compels the institution to contend with the “outcome” question first, which is “What should a successful graduate of this program know and be able to do?”
The IPR is a semester-long guided review and analysis of critical external and internal trends and statistics. The process encourages utilization of myriad sources for benchmarking and defining outcomes, developing curriculum, designing measures to assess overall effectiveness, and identifying resources needed to achieve desired goals. Ultimately, each program synthesizes the information and recommends programmatic improvements anchored in performance-based research and projected trends. Recommendations serve as the program’s “business plan” and include a comprehensive Curriculum Plan detailing an outcomes assessment strategy.
The Curriculum Plan, one of several important products of the Internal Program Review, specifically details the program goals and anticipated student outcomes, the individual course objectives, and related assessment strategies. The Plan not only details the desired student outcomes but also articulates a systematic and ongoing process by which the outcomes can be assessed in order to provide evidence of student learning.
Benefits of IPRIPR has not only provided Quinsigamond Community College with a comprehensive process for defining realistic outcomes assessment in each degree and certificate program but also IPR has had an unquestionable impact on the institution itself. Curriculum is changing in response to research and community need. Campus dialogue on teaching and learning is increasing. This increased communication has produced an exponential increase in awareness and understanding across the College community regarding the goals and needs of the academic programs. In addition, faculty and administration are confident that programs that have undergone IPR and have responded to the recommendations are relevant and of high quality. There is an increased sense of faculty ownership of programs and an increased understanding of what is required to maintain program quality. Faculty are seeking entrepreneurial staff development opportunities to further enhance their understanding of the world outside academe. Finally there is a greater sense of certainty that program quality can be documented to agencies such as the state Board of Higher Education or the regional accrediting agency. Suddenly external communities view QCC as a dynamic and important resource.
