Faculty & staff resources

Overview of the academic program process 

The College of LAS follows a defined process for the development, modification, maintenance, and discontinuation of academic programs. The steps below outline required actions at each stage, from initial consultation through proposal submission, implementation, and ongoing reporting. Adhering to this process ensures compliance with college, campus, and state policies, and facilitates timely review and approval by all necessary entities.

1. Consult

We encourage you to consult with LAS Courses, Curricula, and Academic Policy prior to beginning the process. A discussion early in the process can save time. 

2. Propose

All academic program proposals are submitted through the CIM Programs system (CIM-P).  Your unit’s authorized CIM user will be required to enter information directly into the CIM-P form.  Upon submission, CIM-P will route the request to each departmental, college, and campus entity for necessary review and approvals. Academic Meeting Dates and Submission Deadlines

CIM-P

3. Implement

Once a curriculum is approved you may work with campus, LAS, and departmental entities to implement your program.

4. Maintain

There are different review cycles that academic programs undergo as part of program maintenance, such as reviews related to the academic catalog including courses and programs within CourseLeaf (CIM systems), learning outcomes reporting, and reviews for new and continuing programs that are mandated by the Illinois Board of Higher Education (IBHE).

5. Phase down and/or eliminate

Depending on the needs of your department, prospective students, and/or associated workforce, your program may need to be phased down or eliminated.  This too must be done in the CIM-P system.

Program Learning & Assessment

Learning Outcomes Assessment for Programs

All academic programs in the College of LAS, along with the rest of the university, have Unit Assessment plans to assess student learning in undergraduate and graduate programs. As part of these plans, programs are asked to assess student learning in their undergraduate and graduate programs every year and then report on that assessment work to the Office of the Provost. Our campus engages in program level learning outcome assessment to meet the expectations for institutional accreditation, and to ensure that we are offering the best educational experience for our students.

Annual program assessment updates are due by May 15 each year. For details about the program assessment process see Program Assessment on the Office of the Provost website. 

The Office of the Provost offers workshops and events every year to help programs with their assessment work. 

Programs are encouraged to consult with LAS Courses, Curricula, and Academic Policy, for any questions or help with Program Learning Outcomes Assessment. 

Assessment Plans

Assessment of student learning can be indirect or direct. Direct methods of assessment include directly observable evidence (e.g. exam scores, projects, student portfolios). Indirect methods of assessment include evidence that is not directly observable (e.g. student ratings of learning progress, student job placements or admission into graduate programs, alumni surveys, internship supervisor surveys). Direct and indirect methods of assessment work together. 

For more information about designing program assessment plans and using assessment evidence in program review see: 

Program Learning Outcomes

Program learning outcome statements describe what a student should know and/or be able to do by the end of a program of study. Learning outcomes complete the phrase “by the end of this program students will be able to….”

Learning outcomes should:

  • Start with an action verb that specifies the depth of the learning expected (e.g. identify, explain, apply, analyze, evaluate, create). Learning outcomes should describe competencies (knowledge, skills, abilities, and behaviors) a student should be able to demonstrate upon completion of the program.
  • Be observable and measurable. Learning outcomes should rely on verbs that specify definite, observable behaviors that are attainable. Verbs like appreciate, understand, know, learn, demonstrate, become aware of, become familiar with are hard to measure (e.g. what does appreciation look like? How would you know that students have become aware of something?).
  • Be concise, direct, and realistic. Learning outcomes should describe what students “learn” rather than program outputs (e.g. publications, job placement rates, research papers). 

For more resources on writing program learning outcomes see:

For questions and help with learning outcomes assessment in the College of LAS, please consult with LAS Courses, Curricula, and Academic Policy.

Additional resources