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Policy Number: 3.6.3
Effective Date: November 19, 2025
Revision History: January 26, 2023; August 2, 2019; March 3, 2016
Policy Contact: Senior Vice President for Academic and Student Affairs/Provost
I. Purpose and Policy Statement
This policy establishes requirements for conducting academic program assessments at Georgia Gwinnett College (“College”). The College shall conduct academic program reviews on a periodic basis, as required and described by the University System of Georgia (“USG”) Board of Regents Policy Manual 3.6.3 Comprehensive Academic Program Review and the USG Academic and Student Affairs Handbook 2.3.6 Comprehensive Program Review. Academic program assessment analysis shall be integrated into institutional effectiveness and strategic planning initiatives. Adjustments to academic programs based on the reviews may include program enhancement, maintenance at the current level, reduction in scope, or, if fully justified, consolidation or termination.
II. Scope
This policy pertains to all faculty and staff participating in academic program assessment activities. All College faculty, administrators, and staff who participate in academic program assessment activities or who review or apply academic program assessment analysis and reports, are expected to understand and comply with this policy.
III. Definitions
Annual Program Review (“APR”): The assessment report for undergraduate academic programs that is generated on an annual basis and abides by the conditions and reporting schedule outlined below.
Biennial Program Review (“BPR”): The assessment report for graduate academic programs that is generated on a biennial/two-year basis and abides by the conditions and reporting schedule outlined below.
Comprehensive Program Review (“CPR”): The assessment report generated on a multiyear cycle that abides by the conditions and reporting schedule outlined below and is dependent upon whether the program is an undergraduate or graduate academic program. For undergraduate academic programs, the CPR cycle is no greater than a 5-year period. For graduate academic programs, the CPR cycle is no greater than an 8-year period.
Graduate Academic Program: Any advanced degree-granting program of the College.
Undergraduate Academic Program: Any degree-granting major of the College, the Library, Student Success courses, the General Education curriculum, any certificate-granting program such as the Honors program, and any terminal certificate or degree such as a Nexus degree.
IV. Roles and Responsibilities
- Department Chair: Department Chairs or designees are responsible for developing and implementing their program’s assessment model and for reporting their results to the Assistant Provost for Academic Assessment and Accreditation or other members of the Office of the Senior Vice President for Academic and Student Affairs and Provost (“OSVPASAP”).
- Assistant Provost for Academic Assessment and Accreditation: Assistant Provost for Academic Assessment and Accreditation or designee is responsible for the following:
- Ensuring program assessment activities are conducted for all academic programs and that results are accurately reported;
- Guaranteeing that program assessment analysis is integrated into the College’s planning and institutional effectiveness initiatives, and that program assessment activities abide by practices that improve assessment processes and learning outcomes; and,
- Overseeing the collection of APR and BPR data; providing orientation, training, and support to department chairs for report production and data analysis; and coordinating the dissemination and presentation of reports and data analysis.
- Senior Vice President for Academic and Student Affairs and Provost: The Senior Vice President for Academic and Student Affairs and Provost or designee is responsible for certifying the viability, revision, or removal of an academic program.
V. APR and BPR Review Processes
- Annual Program Review: All undergraduate academic programs will conduct an APR, the purpose of which is to provide analysis of program effectiveness and to promote improvements and innovations to programs’ teaching and learning. The development and review of APRs follow an annual schedule where learning outcomes and other program effectiveness data are collected and reported during the academic year, report writing and review are conducted during the summer, and report review and reflection occurs during the fall semester of the subsequent academic year.
- Biennial Program Review: All graduate academic programs will conduct a BPR, the purpose of which is to provide analysis of program effectiveness and to promote improvements and innovations to programs’ teaching and learning. The development and review of BPRs follow a two-year schedule where learning outcomes and other program effectiveness data are collected and reported during two academic years, report writing and review are conducted during the summer following the spring term of the second academic year, and report review and reflection occurs during the fall semester of the subsequent academic year.
VI. Comprehensive Program Review Process
On a cycle of no greater than 5 years, each undergraduate academic program will conduct a CPR in conjunction with its APR. On a cycle of no greater than 8 years, each graduate academic program will conduct a CPR in conjunction with its BPR. Programs will conduct the reviews and create reports that comply with all relevant USG and College policies and procedures. Programs accredited by external entities may not substitute an external review for institutional program review, but material submitted as part of an external accreditation process may be used in the institutional review when appropriate or when requested by the Senior Vice President for Academic and Student Affairs and Provost.
VII. Related Regulations, Statutes, Policies, and Procedures
Board of Regents Academic and Student Affairs Handbook 2.3.6 Comprehensive Program Review
Board of Regents Policy Manual 3.6.3 Comprehensive Academic Program Review
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