Abstract
This article describes and evaluates the departmental review model developed at Hope College as an institutional mechanism for continuous program assessment suited to the small college context. It begins by identifying structural barriers that make conventional external evaluation impractical for small institutions, including limited financial resources, unique institutional missions, and disciplinary breadth within small departments. The model presented replaces costly outside evaluation with a recurring internal review cycle in which departmental self studies and structured presentations form the basis for institutional dialogue. The article outlines the objectives of the review process, emphasizing the promotion of systematic departmental planning, the cultivation of administrative understanding of program needs, and the identification of desirable qualifications for future departmental leadership. It provides a detailed account of procedures for conducting self studies, the types of comparative and institutional data used, and the role of a review committee composed of senior administrators and faculty representatives. The analysis highlights the value of self studies in clarifying strengths, weaknesses, and long term goals, while also noting persistent concerns regarding limited committee feedback and the ambiguous influence of review findings on administrative decisions. The article concludes that, despite its limitations, the model fosters constructive planning and institutional communication and offers a viable alternative to external evaluation for small colleges.
Recommended Citation
MacDoniels, Joseph W.
(1985)
"Conducting a Departmental Review,"
Association for Communication Administration Bulletin: Vol. 54, Article 16.
Available at:
https://stars.library.ucf.edu/aca/vol54/iss1/16
