Required Data Elements

The Program Planning Required Data Elements (RDEs) are standard data exhibits for use in program planning self-study reports. The RDEs, their usage, and the offices responsible for collecting the data are identified below.

At the beginning of the semester before the department's Program Plan is due, the Curriculum Office will route a Curriculog to the department chair to acknowledge the start of the Program Plan cycle. After the department chair acknolwedges this, the form will be routed to Institutional Research to attach documentation regarding the RDEs. The form will then be rerouted to the department chair, so the department chair can download and view the RDEs. The department will use the same form to load their finalized self-study.

You may also view the Program Planning Calendar "RDEs Due Date" tab to see Institutional Research's plan to complete the RDEs. 

Required Data Element

From the Current Academic Catalog

List of Programs with links to catalog pages. Meet the EO 1071 revised requirements to ensure compliance with CSU policy. Added to the Curriculog form by the Curriculum Office. Please copy these into your self-study.

Provided by Office of Institutional Research

  1. Number of frosh, transfer & graduate students who applied, were admitted, and enrolled over 5 years. Describe how trends reflect economy, changes with the field, and the success of past efforts. These numbers can be used to evaluate the basic demand for the major, to assess past enrollment management efforts, and to set targets for any planned growth or recruitment efforts.

  2. Migration of students entering and leaving the major. Identify which majors are complementary sources and destinations for students in the program. Consider whether recruitment or advising should change as a result.

  3. Courses with greater than 20% DFW rates. Provide evidence of student success, possible reason to review program and GE curriculum. If a course has a consistently high failure rate, should the curriculum be redesigned to provide more support so that students can master it in one attempt?

  4. Course GPA gaps between URM and non-URM students. Examine courses with a sufficient number of students and a sizable difference in average grades (data exhibit may highlight statistically significant differences by course).

  5. One-year retention of new undergraduates in the program overall and separately for URM and non-URM students. Describe efforts/processes used to retain and graduate students, especially URMs. Identify whether outcomes are similar for URM and non-URM students in the program, and if there is a gap, consider how it might be reduced.

  6. Recent graduation rates for first-time freshmen and transfer students versus university goals, including URM versus non-URM rate. Compare program rates to college and university, discuss significant deviations, discuss plans to improve rates within the next program review. It is important to note that rates, especially for URM students, can be difficult to interpret for small programs, as the sample size is often very small.

  7. Recommended for discovery majors or ones requiring additional qualification:
    Native junior graduation rates. The graduation rates of students in the program as of the fifth term for freshman entrants. This can show the outcomes of students in the program after initial qualification and changes of major are out of the way.

  8. Enrollment in minors and certificate programs, if applicable. Evaluate the number of students in minors and certificate programs relative to the mission of those programs.

  9. Trend in FTEF and SFR in the program; the tenure density of the department. Discuss the tenure density of the department and how it relates to department mission and goals.

Optional Data Elements

Provided by Institutional Research

  1. Predictors of 4- and 6-year graduation rates. May help programs understand underlying influences (e.g., demographic and academic predictors) on student success. Note that there may be limited information for small programs.

  2. Trends in course FTES and the Induced Course Load Matrix. May be used to understand the demand for the department's courses outside the major and the total service to the university by the department's courses.

  3. Trend in average number of units to degree. Consider whether undergraduates take a significant number of units over 120 and whether the trend is changing.