GENERAL TEMPLATE FOR PSR

Transcription

1 GENERAL TEMPLATE FOR PSR PROGRAM OVERVIEW PAGE (ALL REVIEW TYPES): Program Title: Chaffey College Bookstore Program Code: 6910 Review Type: Instructional (programs that have curriculum) Administrative (programs that have no curriculum and do not provide direct support to students (examples: dean s offices, VP s offices, M&O, Litho)) Student Support (programs that provide direct student support (examples: counseling, A&R, success centers, library)) Programs may meet the criteria for more than one review type. Multiple review types can be selected. Complete pages that are applicable to the review type(s) selected. Does this review contain any career technical education (occupational) programs or does the program have an advisory committee? Yes No All career technical education programs or any other program that has an active advisory committee should choose yes. External Regulations? Yes No External regulations apply to areas with outside accrediting agencies. Chaffey College Mission Statement: Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission: The Chaffey College Bookstore is a not for profit organization that is owned and operated by the College, which is self-supporting and does not draw from the general fund. The Bookstore is dedicated to supporting the mission of the College, academic programs, and student life by providing students, faculty, and the community a wide range of services. The primary purpose of the Bookstore is to be the source for obtaining textbooks, course materials, and supplies. The Bookstore provides competitively priced merchandise, excellent customer service, 24 hour vending availability, convenient store locations and hours of operation at the Rancho, Fontana, and Chino Bookstores and the Rancho Campus Panther Express. In addition, the Bookstore website provides 24 hour access for students to purchase or rent textbooks, general merchandise, testing supplies, and box office tickets. The website also includes a textbook price comparison tool to provide students with rental and purchase options. 1

2 PROGRAM DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Enrollment Given the data, what changes can be identified in enrollment patterns? Identify and explain important trends and implications. Retention Given the data, what changes can be identified in retention patterns? Identify and explain important trends and implications. Success Given the data, what changes can be identified in success patterns? Identify and explain important trends and implications. For each of these questions, programs should review the data supplied and consider what the data shows about their program. What changes can be identified and what are possible reasons for those changes? How will the program address changes? DEGREE/CERTIFICATE DATA PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Are there any plans to make changes to this program? Programs should review the degree/certificate data and consider what the data shows about their program. Are there low numbers of degree/certificate earners? Why? If numbers have increased or decreased over time, what are possible reasons for that? If changes are planned, what are the changes addressing updated curriculum, changes in labor markets, etc? 2

3 STUDENT LEARNING OUTCOMES PAGE (INSTRUCTIONAL AND STUDENT SUPPORT REVIEWS): This is the opportunity for your area to discuss/review your program s learning outcomes. If at any point in this process you need help contact the SLO Facilitator. Copy and paste your most recent program SLOs into this first box. Please number your SLOs. Outcome Statements Where will you find your Program Learning Outcomes? INSTRUCTIONAL PROGRAMS: Find your program SLOs on the curriculum side of Curricunet at look down the left side of our Curricunet homepage and do a program search; once on the program page, look in the upper right portion of the screen for the Program Checklist and click on Program SLOs. Feel free to update your program SLOs at this time. Do not erase old program SLOs keep them for historical purposes. Remember, we need 3-5 program SLOs per program and certificate. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via mid-september. STUDENT SERVICES PROGRAMS: Find your program outcomes in one of several areas: from the Chaffey SLO page click on tab for program evidence; locate your program alphabetically; look for the link to the 2009 PSR and click to open; OR From your 2010 PSR located on OR That white three ring binder that might still be floating around; OR Start anew and create fresh program learning outcomes. Please remember, we need 3-5 program SLOs per program and certificate, or student service. Also, please look for the SLO preparation for PSR Sheet created for you by the SLO Facilitator. This document will contain useful information for you as you complete this PSR SLO page. This should be sent to you via mid-september. The second question asks you to make some conclusions about your program health based on evidence you have collected during learning outcome assessments. Take a minute to review all assessment data you have collected. How does your assessment evidence speak to your program health? INSTRUCTIONAL PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Find your course level assessment and make inferences to 3

4 what that evidence means regarding your program learning outcomes. Where do you find course SLO evidence? Course level SLO evidence is kept on the curriculum side of Curricunet ( click on the pencil icon; select learning outcomes from the course checklist located in the upper right corner of that screen; OR You may keep some of your SLO course assessment in those white binders that might still be floating around STUDENT SERVICES PROGRAMS: This is your opportunity to discuss your assessment format and why you went with that particular type of assessment. Make some inferences to what your assessment evidence means regarding your program learning outcomes. Where do you find your evidence? That white three ring binder that may still be floating around was created as your main repository of evidence; OR Institutional Research has done a terrific job of analyzing and writing up much of the learning outcome activity which has occurred in student services. Please check their learning outcomes websites at In addition to checking your specific assessment evidence, the following checklist is provided for both instructional and student services to help jump start your thoughts in terms of closing loops in relation to your program health. Check all that might apply and see if you can make any inferences regarding your program health: Modify your syllabus to spend more or less time covering a particular concept/topic Modify the Course Outline of Record for the course Modify the Course Outline of Record for the entire program of study Establish Pre-requisites or co-requisites Eliminate pre-requisites or co-requisites Add new material/topics/content Engage in professional reading in your field to check trends Engage in other professional development activities related to your teaching style Employ new technologies in your classroom Re-write your course SLOs Re-write your program SLOs Re-considered the effectiveness of your assessment tool Changed your assessment tool Sought student input into the SLO process Modified your program review Requested additional faculty or staff Requested technology Spent more time thinking and discussing student success with your colleagues Reviewed results and decided to assess in the same manner again Employed elements of Hope Theory Other The third questions asks you for your thoughts regarding any discoveries you may have made as a result of this assessment evidence and reflection in regards to a need for materials, equipment, staffing, more 4

5 course/sections. This is where you begin to make your case for requests of resources. You will be requested to refer back to this box in the Visionary Improvement Plan section of PSR. Has any of your assessment evidence resulted in discovering a need for materials, staffing, more course/ sections? Please explain. Instructional programs will be required to attach their Chronological Assessment Plan (CAP), Core Competency Matrix, and Curriculum Map. Student Support programs will be required to attach their Chronological Assessment Plan (CAP) and Core Competency Matrix. CURRICULUM UPDATE PAGE (INSTRUCTIONAL REVIEWS ONLY): Data will be provided as a separate document. Courses should be updated every six years; courses with dates in red have not been updated in the six year window. Use the data to answer the following questions: Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: If your discipline has no program of study: Why is there no program of study associated with these courses? What is the rationale for continuing these courses without a program of study? What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Committees Needs Assessments/Labor Market Studies Demographic Trends Develop New Courses/Programs Other Briefly explain: 5

6 ADVISORY COMMITTEE INFORMATION PAGE (IF APPLICABLE TO YOUR PROGRAM): Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations. Programs will need to send minutes of advisory committee meetings since the last program review with the template. Instructional programs will also need to include a needs assessment, which will be supplied by Institutional Research. EXTERNAL REGULATIONS PAGE (IF APPLICABLE TO YOUR PROGRAM): Programs will need to provide the following information (more than one external agency can be added within the same field if needed): 1. Name of external agency a. When agency last reviewed program b. What recommendations were made c. Were there any budgetary or institutional impacts from the recommendations d. Were the recommendations addressed; comment on status if needed e. When will the next review occur (if known) ADMINISTRATIVE PROGRAM INFORMATION PAGE (ADMINISTRATIVE PROGRAMS ONLY) How does your program improve, expand or support the operations of the college? How does the program evaluate its effectiveness? The Bookstore improves the college operation by seeking to reduce the cost of required course materials. Our primary cost reduction is achieved through our robust rental program. Approximately 70% of our textbooks titles are rentable and saves students an average of 50% of the purchase price. Over the past 12 months we have saved Chaffey students over $750,000 in textbook cost. We strive to be competitive and transparent and achieve this through our textbook price comparison tool. This tool allows students to compare the new, used, rental, ebook options of the Bookstore and online competitors, such as Amazon and Half.com. In an effort to further extend those savings to non-textbook items, we work with faculty and administration to develop custom course materials and supply kits that are on average 25% below regular retail prices. We continue to improve access by partnering with District programs that provide economic support to our students by allowing students early access to course materials and the ability to purchase such items on account. These items include EOPS, CARE, Dept. of Rehab, VA, Cal Works, ASCC grants and Foundation Scholarships. The Bookstore expands the operation of the College by providing a campus-wide system of services to effectively satisfy both internal and external customers. The Bookstore has four store locations: Rancho 6

7 Campus Bookstore and Panther Express, Chino Bookstore, and Fontana Bookstore. The hours of operation range from 7am-7pm, Monday Saturday to support the College s expanded class schedule. The Panther Express offers a wide selection of hot and cold food and beverage items, school and office supplies, sundries, and gift items. It was built in 2010 to provide convenient options to the west side of campus using Bookstore funds. The Panther Express proudly accepts EBT for students receiving Supplemental Nutrition Assistance Program (SNAP) benefits. Finally, the bookstore offers year-round buy back to the students. The Bookstore supports the operation of the College in a number of direct and indirect ways. Directly by focusing on the timely and accurate ordering, receipt, and display of course materials for classroom use. The Bookstore seeks to provide merchandise to support student life at the College. This merchandise ranges from textbooks, supplies, and convenience items that assist the Chaffey community in achieving their academic and professional goals. Bookstore product selection decisions provide for earth friendly alternatives and a continual commitment to selecting sustainable Green merchandise. The Bookstore also offers imprinted merchandise that portrays the College in a positive light and engenders school spirit and identity among students, faculty, the community, and alumni. Indirectly, the Bookstore supports programing designed to assist the student pursuit of higher education. We are committed to take an active role in College sponsored events and to support initiatives by other departments by financially sponsoring, serving as consultants, and providing merchandise. The Bookstore evaluates its effectiveness by monitoring financial stability. Over the past three years, the Bookstore has been self-supporting and has generated a net profit of $241,000 and its cash account remains stable. The Bookstore has contributed $289,000 to support District programs and events. The Bookstore sales have continued to grow and a main driver has been the expansion of our convenience items. Sales are closely monitored and evaluated. Selections of items are periodically changed based on the needs of students. In the past year the convenience item sales has increased by 34%. Our effectiveness is also measured by our cost savings to students. For example, our primary rental program through Rafter has saved students approximately $731,000 over the past twelve months with an average saving of 53% per textbook. Lastly we evaluate our accessibility to students through our operating hours, Bookstore website and vending options. We analyze customer traffic flow to determine our operating hours at all of our locations. The Bookstore website provides students the ability to research and compare required course materials during non-operating hours. There are numerous vending machines located throughout the Chaffey College campuses and the Chino IT Center. Items include snacks, hot and cold beverages, and testing supplies. Describe staff functions and services in relation to day-to-day activities. Chaffey College Bookstore s goal is to serve the student in a timely manner while providing a comprehensive selection of competitively priced course materials and merchandise. We provide customer service in-store, online, and over the phone to insure the student purchasing needs are met. Our daily activities include procurement of all necessary material while keeping inventory ordering at a level to prevent storage problems and a shortage of capital. Other activities include monitor timely delivery of materials from vendors, generate and track purchase orders, receive product, and approve invoices for payment. Displaying merchandise using product design, selection, and promotions to stimulate customer sales is a great opportunity for our student employees to show off their creativity. Training is provided to all staff to ensure each guest receives outstanding guest service by providing an inviting environment, including greeting and acknowledging every guest, solid product knowledge and efficiently complete all sales transactions. Retail business plan and the needs of the College are reviewed to determine operational hours to maximize the amount of individuals served. Analyzing business operations, trends, costs, revenues, financial commitments, and obligations, to project future 7

8 revenues is done regularly. The Bookstore staff develops, maintains, and analyzes budgets, prepare periodic reports that compare budgeted costs to actual costs and report this data to the District. Chaffey College Bookstore aims to meet all of its operating expenses and contribute annually to Chaffey College to support student and academic life while adhering to sound business and ethical principles articulated by the College. STUDENT SUPPORT PAGES (STUDENT SUPPORT PROGRAMS ONLY) Please note not every student support area provides all of the services below. Complete what is applicable to your area. Access: How do the services you provide to students facilitate access to learning? How do the services introduce students to the college? What service was provided? How many students received this service? Method of Measurement To add more rows to table above, use the Tab key. Support: How do the services you provide to students support student learning? How do the services support students while attending the college? What service was provided? How many students received this service? Method of Measurement To add more rows to table above, use the Tab key. Other: How do the services you provide to students promote transfer, completion, and/or future success? How do the services help students move on from the college? What service was provided? How many students received this service? Method of Measurement

9 To add more rows to table above, use the Tab key. PROFESSIONAL DEVLEOPMENT PAGE (ALL REVIEWTYPES) List recent departmental professional development activities connected to student learning. Flex activities Classified Convocation Fall 2015 Hosted Faculty adoption work shop at Flex 2014 Faculty Lecture of the Year Workshops/ courses taken Chaffey College Budget workshop Emotional Intelligence Workshop Excel Workshops Adobe workshop - Hope Mind Set How to Deal with Difficult People Customer Service workshop Conferences/ training Independent College bookstore Association Annual Event California Association of College Store Conference - Sequoia User Group CACS Spring Showcase National Association of College Store conference and expo- Verba Book Camp Other Food Handlers Certification 3 staff pursuing an Associate Degree Programs should include flex activities, workshops, courses taken, conferences, trainings, or any other activities related to student learning or, for non-instructional areas, their department. Two years of information is sufficient and for faculty, only full-time faculty should be included. Discuss departmental engagement on campus in connection to student learning. Governance Committees PSR Accreditation Oversite Labor Management Other college-related Commencement - Grad Fest Tailgate Hiring Committees BFSA committees Camp Other campus participation Welcome back and Club Rush Faculty Senate New Hire Reception Meritorious Luncheon Classified Application Week - Parent Night Football Games Concession - Night with Santa Food Pantry Special Events at the Stadium and Arena - Management Retreat Classified Halloween contest Student Club fundraisers Earth Day Event with GEM Committee- EOPS Graduation luncheon - Programs should include all committee participation or any other campus activities related to student learning, or for non-instructional areas, their department. How does your program benefit from participation in these activities? How do the activities support student learning (or for non-instructional areas, your department)? How was information shared within the department? The Bookstore benefits from having staff participation in Classified activates and by attending various workshops and conferences. The information and knowledge attained from these activities are transferred and shared with colleagues to assist them in becoming informed in changing events and share in best practices. Staff within the department attends workshops that directly relate to their job functions and responsibilities, and that can be put into practice for the betterment of the District. 9

10 VIP GOAL RESULTS TEMPLATE Three Year Goal: Triple the impact of our textbook rental program over the next three years from 40 courses with rental oprions by the end of 09/10 to 120 courses by the end of 11/12. To which Educational Vision and/or Strategic Goal does this apply? Year One Steps to Success Work closely with Student Activities, ASCC, EOPS, Nebraska Book Company, and Missouri Book Company, individual instructors, department coordinators, and deans to identify the willingness, funding, availability, and uniformity required to increase the course offering to 75 by the end of 10/11. Year One Assessment 80 course offerings or more Year Two Steps to Success Add an additional partner in BookRenter.com, Chegg.com, SEB.com, Nebook.com, or other on-line rental comapny to further expand our rental offering to 120 courses by the end of 11/12. Year Two Assessment 120 course offerings or more Was this goal accomplished? Yes Please explain: Reached approximately courses offering rental books 210 in 11/12 and 275 in 12/13. Enhanced pricing by offering used rentals at an additional discount to students. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Three Year Goal: Construct a new Fontana Bookstore that is more customer friendly and provides a level of service consistent with the two other campuses. Bookstore Prior Year Goals 1

11 To which Educational Vision and/or Strategic Goal does this apply? Year One Steps to Success Complete the construction with added square footage, a new buyback window, fresh brewed coffee & tea service, additional "lunch" offerings, a broader assortment of supplies & apparel, and an appealing ambiance. Year One Assessment Sales growth of +10% or more plus customer feedback (oral, written, and via the web) Year Two Steps to Success Assess year one results, review progress on our other two campuses, and adjust accordingly. Year Two Assessment Sales growth of +15% or more plus customer feedback (oral, written, and via the web) Was this goal accomplished? Yes Please explain: Completed construction on a Fontana Campus Store that now includes every major sales category present at the Rancho Bookstore plus a scaled down version of the Panther Express food & beverage assortment. How were the results used? If the goal was not accomplished will your program reassess or change the goal? Three Year Goal: Work with Financial Aid, Accounting, and/or a 3rd party provider to offer Financial Aid students the ability to receive Chaffey Campus Cards or vouchers(good at all Bookstore and Food Service locations) before the start of school, enabling student to purchase their textbooks, educational materials, supplies, software, computers, and other items to better prepare them for their classes. This "advance" of funds would then be deducted from the students financial aid check once it is received from the state. This satisfies a common student request and alleviates a major faculty complaint that student do not come to class prepared. To which Educational Vision and/or Strategic Goal does this apply? Bookstore Prior Year Goals 2

12 Year One Steps to Success Establish and promote a program to begin in 11/12. Year One Assessment 10% penetration of those students receiving Financial Aid funding Year Two Steps to Success Build on the existing program and begin to market Chaffey Campus Cards to parents and family for the benefit of their students. Year Two Assessment 15% penetration of those students receiving Financial Aid funding Was this goal accomplished? NO Please explain: Financial Aid signed with Higher One and we have been unable to partner with them and IT to build a program that allows financial aid students to use their funds on the first day of school or earlier. How were the results used? If the goal was not accomplished will your program reassess or change the goal? The new Bookstore management team is reassessing the viability for consideration on a future PSR Bookstore Prior Year Goals 3

13 VISIONARY IMPROVEMENT PLAN TEMPLATE (ALL REVIEW TYPES) Programs will list 1-3 program goals along with the steps and assessments necessary to reach those goals. Consider the future of the program. Where does the program want to be in three years? Goals should support the programs three year vision. What steps will the program take to reach the goal? How will the program know that the steps were successful? What assessments will be used to measure success? Remember that goals are not projected needs requests. Goals should discuss where the program wants to go, not the items needed to reach that goal. Steps and assessments should also not include budgetary requests. The projected needs section of the PSR is where all budgetary requests should be listed. Three Year Goal: To expand the Chino Campus Bookstore to create a Panther Express that will provide more convenience and food options to respond to the growing needs of the Chino Campus. To which Institutional Goal(s) does this goal apply?* Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Objective 2: Increase the amount of instructional and collaborative spaces at all three campuses. Institutional Goal 6: Chaffey College will responsibly manage financial, physical, technological, and environmental resources through effective planning, decision-making, and implementation Objective 2: Ensure that resources are allocated based on institutional planning. Objective 3: Improve the alignment of expenditures with revenue. Steps to Success Year 1 In conjunction with facilities and the Dean of the Chino Campus will develop a feasible plan to expand the Bookstore. The Bookstore expansion will allow for additional space to increase food options such as additional hot and cold food and beverage items for breakfast, lunch, and dinner. The additional space will also allow for a broader assortment of supplies and apparel items. Assessment Year 1 Attain Board approval to move forward with Bookstore expansion. Steps to Success Year 2 Complete the expansion with added footage. The goal is to provide food options to the Chino Campus community and achieve growth sales of 10% or more. The success will be evaluated by comparing the revenue from previous years and monitoring customer feedback (oral, written, and social network sites). Assessment Year 2 Evaluate the success of the Bookstore expansion and the predicted growth of 10% in gross sales. 1

14 *refer to following pages for Institutional Goals; copy and paste goals and objectives that apply to your three year goal. Three Year Goal: To expand the Electronic Benefits Transfer (EB T) Payment options to the Fontana and Chino Campus Bookstores to better serve the students receiving Supplemental Nutrition Assistance Program (SNAP) benefits. To which Institutional Goal(s) does this goal apply?* Institutional Goal 5: Chaffey College will decrease the achievement gap. Objective 5: Address financial assistance strategies for socioeconomically challenged students. Steps to Success Year 1 Explore EBT options and vendor requirements for providing this service. Work with USDA to determine what EBT service option is best suited for the Chino and Fontana locations. Once the service option is determined file associated paperwork for approval. Upon receiving approval from USDA, begin working on the implementation. Assessment Year 1 Complete USDA agreement for EBT services at Chino and Fontana. Steps to Success Year 2 Implement the EBT service -The implementation process includes contacting Citizens Business Bank to set up an Electronic Transfer account and acquire the processing equipment. Bookstore staff will work with IT to setup networks for EBT equipment and transactions. Train location staff on Bookstore EBT procedures and guidelines. Advertise the EPT payment to students and start accepting EBT tenders Assessment Year 2 Ensure Chino and Fontana Bookstore staffs are trained and understand EBT procedures. Evaluate the success of the program based on the number of students using the service. [Paste all fields for Goal 3 here] To which Institutional Goals does this goal apply? Institutional Goal 1: Chaffey College will provide quality learning experiences that promote holistic student development and support success and completion in a timely manner. Objective 1: Increase the number of students who engage in academic support activities Objective 2: Decrease the time students take for goal completion Objective 3: Increase the Basic Skills Completion rate (state defined metric) among students who identify transfer as their goal. Objective 4: Increase the number of award earners. 2

15 Institutional Goal 2: Chaffey College will create, maintain, and support innovative and effective learning environments that engage students toward success and completion Objective 1: Broaden participation in the activities that encourage reflective teaching practices. Objective 2: Increase the amount of instructional and collaborative spaces at all three campuses. Objective 3: Improve and expand the use of current technologies that facilitate student learning and success. Objective 4: Implement cost effective investments in current technologies and equipment that support the learning infrastructure. Objective 5: Create and maintain an effective online/electronic learning atmosphere (virtual environment). Objective 6: Improve and expand upon the security systems at all campuses. Institutional Goal 3: Chaffey College will provide an effective organizational structure and workforce through strategic hiring practices in which all employees are given the encouragement and resources needed to achieve excellence. Objective 1: Ensure that the District s organizational structure matches the financial and learning needs of the College. Objective 2: Develop strategic hiring plans and practices. Objective 3: Implement appropriate training orientation and professional development for all employee groups. Objective 4: Expand recruitment efforts to achieve increased diversity among applicants. Institutional Goal 4: Chaffey College will support the needs of the communities through meaningful external relations, workforce development, outreach, partnerships, and linkages. Objective 1: Increase contact points with all of our K-12 partners. Objective 2: Create multiple entry points for educational partners, including K-12 and Adult Educational Programs. Objective 3: Increase and strengthen the relationships with all of our business partners. Objective 4: Increase and strengthen the relationships with all of our government partners. Objective 5: Increase and strengthen the relationships with all of our community stakeholders. Institutional Goal 5: Chaffey College will decrease the achievement gap. Objective 1: Research key achievement gap indicators that affect student achievement and widely disseminate findings. Objective 2: Increase the number of underrepresented students participation in programs and support services. Objective 3: Conduct research to understand performance disparities and identify strategies to improve student success. Objective 4: Implement a consistent opportunity for culturally responsive strategies in college training and professional learning. 3

16 Objective 5: Address financial assistance strategies for socioeconomically challenged students. Institutional Goal 6: Chaffey College will responsibly manage financial, physical, technological, and environmental resources through effective planning, decision-making, and implementation. Objective 1: Develop and maintain effective practices of identifying and applying for grants. Objective 2: Ensure that resources are allocated based on institutional planning. Objective 3: Improve the alignment of expenditures with revenue. Objective 4: Reduce the College s carbon footprint. 4

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18 REVIEW TEAM RESPONSE ADDENDUM PROGRAM TITLE: Chaffey College Bookstore 6910 PROGRAM OVERVIEW Program does a good job of showing how they align with the college s mission. No changes necessary. Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: Program does a good job of showing how they align with the college s mission. No changes necessary. PROGRAM DATA: ENROLLMENT, RETENTION, SUCCESS NA Department Response (due back to review team no later than Nov. 13): Review Team Final Comments and Rubric Score: RUBRIC FOR PROGRAM DATA

19 PSR Review Teams: Assess whether or not the writers explained trends and implications. Use the following DATA Rubric to evaluate their responses. 3 = Data and trends are interpreted properly. Implications for the program are included. 2 = Data and trends are interpreted properly, but implications for the program are not included. 1 = Interpretation does not match the obvious trends. Revision required. DEGREE / CERTIFICATE DATA NA Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: STUDENT LEARNING OUTCOMES PSR Review Teams will not provide comments here the Outcomes and Assessment Committee will review this section and provide a rubric score on a separate Excel spreadsheet. The SLO rubric score will be considered by the PSR team when determining the final PSR score. CURRICULUM UPDATE NA Department Response (due back to review team no later than Nov. 13):

20 Review Team Final Comments: ADVISORY COMMITTEE INFORMATION NA Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: EXTERNAL REGULATIONS NA Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: ADMINISTRATIVE PROGRAM INFORMATION

21 No changes required. Text gave a good explanation of how the Bookstore improves, expands and supports the operations of the college. They have done a great job of working with students in regards to textbook costs saving students $750,000 over past year! VERY IMPRESSIVE! Bookstore also has good customer relations. Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: Terrific overview of how the Bookstore improves, expands and supports the operations of the college. STUDENT SUPPORT: ACCESS, SUPPORT, AND OTHER NA Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: PROFESSIONAL DEVELOPMENT Professional development activities show a very engaged staff. There is a wide range of activities listed demonstrates the staff is involved with campus initiative such as Hope/Mindset. College is lucky to have such a committed staff! No changes required.

22 Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: Professional development activities show a very engaged staff! College is lucky to have such a committed staff! VIP GOAL RESULTS Three year goals were achieved in all but one, which was not achieved due to outside forces. Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: Good progress on VIP Goals. VISIONARY IMPROVEMENT PLAN (VIP) We had a little trouble following this VIP. We would have through that the expansion of the Chino bookstore would have been laid out as it was in the previous VIP Goal Results where it discussed expansion of Fontana Bookstore, including the steps to success and assessment indicators. Follow the previous successful model!!! Second three year goal does not seem to be completed. No requests at this time? We would give this an initial score of 2 until changes have been made to this VIP area. Department Response (due back to review team no later than Nov. 13):

23 Review Team Final Comments and Rubric Score: Final Score = 3 The writer did a good job of revising cloudy areas of the VIP. Steps to Success and assessments were clarified. VIP GOALS RUBRIC PSR Review Teams: Assess Visionary Improvement Goals with the following VIP Goals Rubric: 3 = Goals are clear, specific, measurable, action-oriented, realistic, and time- bound. 2 = Goals are clear but not fully developed. 1 = Goal(s), steps to success and/or assessment are unclear. One or more of the above are not goals. Revision mandatory. PROJECTED NEEDS: FACULTY Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: No requests PROJECTED NEEDS: STAFF

24 Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: No requests PROJECTED NEEDS: OTHER No requests Department Response (due back to review team no later than Nov. 13): Review Team Final Comments: Review team clarified the lack of requests for projected needs. It was explained that they will not be requesting anything budgeted out of RAC, therefore, did not request anything in PSR for expansion of services in Chino. FINAL SUMMARY: Review Team Final Comments and Rubric Score: PSR Score = 3 The writers did a good job of demonstrating the linkage to the college s mission statement. The Bookstore does a terrific job of saving students money through the rental book program. Professional development shows a very engaged staff. They stay

25 abreast of campus projects such as the Hope/Mindset issues. Two of the three VIP Goals were met. The third was not met because of issues with the outside vendor. VIP seems reasonable as revised. Thanks! FINAL SUMMARY RUBRIC PSR Review Teams: Use the following Final Summary Rubric to evaluate your full program review: 3 = The program contains excellent information and analysis to be useful for planning, supporting and improving student achievement and SLO s. The review contains clear, measurable goals and resource requests. 2 = Parts of document unclear; revision suggested. See comments below. (The review team will leave specific comments on the parts of the document that were not clear. Although projected needs will be moved forward, it is strongly suggested that the program correct any issues.) 1 = Parts of document unclear; mandatory revision required. See comments below. (The review team will leave specific comments on the parts of the document that were not clear. Projected needs will not be moved forward until all issues are corrected.) 0 = Document unclear. Mandatory revision required for projected needs to move forward.