ACADEMIC SERVICES PROGRAM REVIEW (Approved by Las Positas College Academic Senate, April 13, 2005) PURPOSE OF PROGRAM REVIEW The primary objective is to assure the quality of our educational program, one that fosters student learning and reflects student needs. Las Positas College hopes that Program Review will facilitate all College planning processes, serving as the collection and reflection point. Review of programs will be undertaken for the following specific purposes: To evaluate how well an instructional program functions in relation to student learning objectives, the mission of the College, the College s institutional goals and priorities, and the needs of the of the community (Master Plan/Student Learning Outcomes); To strengthen the planning, integration, development and implementation of educational programs (Master Plan); To strengthen outreach and articulation (Student Learning Outcomes, Master Plan); To guide program development and improvement (Curriculum Committee, Advisory Boards, UC/CSU, Enrollment Management Discipline Plans); To assess student access and progress through Enrollment Management (Student Learning Outcomes/Matriculation; Enrollment Management Discipline Plans); To promote the fullest development of student, faculty, and staff capabilities (Staff Development/Student Learning Outcomes); To identify and effectively use College/District resources (Planning and Budget Committee, Master Plan, Enrollment Management Discipline Plans); To identify programs needing to be revitalized or potentially discontinued (Master Plan).
PROGRAM REVIEW PROCESS (COVERING ALL INSTRUCTIONAL DISCIPLINES) CEMC Program/Course data (WSCH, FTES, enrollment trends, fill ratios) SELF-STUDY IN-DEPTH STUDY OF INSTRUCTIONAL PROGRAM BY FACULTY TEACHING IN PROGRAM Staff Data (FTEF FT/PT Faculty; Classified Support, Release Time, etc.) Program Success data (Retention, Majors, Transfer, AA/AS) STUDENT INPUT ADVISORY BOARD INPUT Meet with Faculty Conducting Self-Study COLLEGIAL REVIEW COMPREHENSIVE REVIEW AND VALIDATION OF SELF-STUDY. COLLEGIAL REVIEW TEAM CONSISTS OF DEAN OUTSIDE DIVISION OF DISCIPLINE BEING REVIEWED, FACULTY IN THE DISCIPLINE OF THE SELF-STUDY PLUS FACULTY IN RELATED DISCIPLINES OUTSIDE DISCIPLINE BEING REVIEWED. VICE PRESIDENT OF ACADEMIC SERVICES COORDINATES REVIEW. Examine Facilities and Equipment Review Instructional Materials, Support and Resources Appropriate Division (Curriculum, Resources, Facilities, etc. CURRICULUM COMMITTEE ACADEMIC SENATE PLANNING AND BUDGET COMMITTEE COLLEGE PRESIDENT Facilities Instructional Equipment STUDENT LEARNING OUTCOMES COLLEGE MASTER PLANNING COLLEGE ENROLLMENT MANAGEMENT COLLEGE STRATEGIC PLANNING DRM:mk 11/11/04; rev 12/16/04 2
TIMELINE A. Mini Program Review conducted for Enrollment Management in Fall 2003 B. Program Review I: 2005-2006 1. Faculty Self-Studies Completed by November 30, 2005 2. Collegial Reviews Completed by March 31, 2006 C. Program Review I Progress Report: 2006-07 D. Accreditation Self-Study: 2007-08 E. Program Review II: 2008-2009
SELF-STUDY Introduction: The Program Review process involves a discipline self-study and written report based upon responses to section I through IV below from the Program Review Template. The written report should include interpretation of the data (refer to Data Template sheet), commentary and finally the program s plan to address the findings of the self-study. The appropriate Dean of Academic Services will initiate and coordinate the self-study activity beginning with the formation of the faculty self-study program review committee. The self-study report is an in-depth study of an instructional program by faculty teaching in that program, and adjunct faculty who wish to participate are encouraged to do so. If there is/are no full-time faculty teaching in the program, adjunct faculty will be reasonably compensated for their participation. Definition of an instructional program will be the responsibility of the Division. By the end of Fall Semester, the Division Dean will sign and submit the self-study report, along with any supporting documentation, to the Vice President of Academic Services for Collegial Review. Using the Program Review Template (The Program Review Template, Sections I-IV, next pages), program faculty develop a written self-study report as per the timeline. 4
PROGRAM REVIEW TEMPLATE Using the Program Review Template, Sections I-IV, this page and following, program faculty develop a written self-study report as per the timeline. Section I: Program Description, Mission and Relationships (Refer to Master Plan.) A. Provide a precise and accurate description of the program as it exists today. (Refer to Enrollment Management Mini Program Review.) B. What is the program s mission? C. What is the program s relationship to the College s mission? (Refer to College Mission Statement.) D. How does the program help fulfill the College s mission? E. What is the program s connection to other programs? 5
Program Review Template (continuing): Section II: Program Function and Assessment Please discuss and evaluate each of the following areas as they pertain to your program. Data have been provided to assist you in your assessment of your program (Refer to Data Sheet Template in Attachments). A. Program Access B. Program Resources 1. Human 2. Physical (Refer to Master Plan.) 3. Technology (Refer to Master Plan and Technology Plan.) 4. Financial C. Program Efficiency (Refer to Enrollment Management.) D. Program Success (Grades data as well as learning assessment data) E. Student Input (Year 2, see Note below.) F. Dialogue with other programs G. Other data, such as advisory boards, transfer institutions, student input Notes: Data guide will be prepared to assist faculty in analyzing and interpreting the data. Student input will happen in the progress report year (Year 2). Individualized surveys will be done for each discipline. Faculty will use those data in the progress report year. 6
Program Review Template (continuing): Section III: Assessment and Recommendations In this section please summarize some of the issues that emerged in Section II. In essence, we want you to pinpoint any gaps between the ideal (your mission) and how the program actually functions. A. Use this area to showcase the program s strengths. Please reveal some of your best practices in teaching and learning. B. Please summarize the barriers, if any, you experience in fulfilling your mission. You may include such issues as, curriculum, outreach, resources (human, physical, technology, financial), access and other factors that limit the program s success. C. Please describe the status of SLO (Student Learning Outcomes) in your program. D. Please identify areas for improvement. What are some ways to close the gaps between the mission and program function? If you had anything you needed to fix the problems, what would you do? 7
Program Review Template (continuing): Section IV: Planning and Implementation In this section, please build upon the thinking in Section III to create an actionable plan that links you to College planning and allocation processes. This will help the College to develop budget priorities and may help the program to move ahead on solving persistent problems. A. Resources request: Based upon the previous sections, what will you be requesting in the next PBC allocation of new faculty positions, new classified positions, and instructional equipment. You may fill out the request forms now for the Spring allocation. B. Action Plan: Take the areas for improvement in Section III and create an action plan for them. Please include information such as an ideal completion date as well as approximate costs. See Attachments for the template. Appendix A: Attach course outlines. (Each course within the discipline must undergo curriculum review at least every five years technical education curriculum must be reviewed every two years. Appendix B: Attach Learning Outcomes Course Matrix (Year 1) Appendix C: Attach Learning Outcomes Program Matrix (Year 2) Appendix D: New faculty position requests, if applicable Appendix E: New classified position request forms, if applicable Appendix F: Equipment request forms, if applicable Appendix G: Enrollment Management Discipline Plans Appendix H: Mini Program Review (Fall 2003) Appendix I: Any other information you have used and want to include Note: The committee wants to make the language and terminology in the Master Plan and Program Review match. There needs to be a common language between the two documents. In fact, all planning documents should use the same language and terms. 8
COLLEGIAL REVIEW PROCESS Overview: Validation of the self-study reports will take place via a peer review process through program cluster review of several self-studies. It is hoped that this peer review process is an efficient way to stimulate collegial, interdisciplinary dialogue resulting in honest, comprehensive, and actionable self-studies that will be fully integrated into all College planning processes. A. Committee Composition: the Vice President of Academic Services will be responsible for chairing and coordinating collegial review process. The authors of the self-studies and the respective deans will constitute the Collegial Review Committee. Faculty and a minimum of one dean outside the program being reviewed will be included in the Committee. (issue of variable flex credit for committee members?) B. Responsibilities: review and verify the self-study report; therefore, it is crucial that each member of the committee has carefully read and studied the self-study reports in advance of the collegial review meeting. Prepare a short, written report summarizing their finding and recommendations. C. Review Process: the faculty author(s) will represent their program while it is being reviewed and may choose to re-write their self-study based upon collegial review. 9
ATTACHMENTS Data Sheet Template--See following page for Definitions. PROGRAM: Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6 Program Access Majors New Majors Classes offered Day Evening Weekend Short-term Distance Ed Enrollments FTES Program Resources FTE faculty Full-time Part-time Classified Personnel Full-time Part-time Supplies Discipline Coordinator Program Efficiency Ave class size Fill rate (census) WSCH per FTEF Cost per FTES Cost per major WSCH FTES Program Success Course Retention Course Success Majors Persistence Degrees Awarded Certificates Awarded Student Satisfaction Other Data* *You may use other data as needed. Please refer to the Data Guide for suggestions and sources. 10
Data Sheet Template Definitions The self-study will include a review and analysis of the data provided by the Office of Research and Planning (see Data Sheet Template following), as well as any additional data the discipline self-study may wish to collect. Definition of the major components from the Data Sheet Template include: A. Program Access: reflects opportunities for access and internal demand, using indicators such as the number majors, number of classes offered in different scheduling options, total enrollments and FTES; B. Program Resources: reflects the fiscal and human resources in FTE equivalent devoted to the program. This encompasses personnel, including full-time faculty, part-time faculty, classified support and discipline coordinators. Further program resources, for example, include physical facilities (existing and planned), program equipment and supplies, technology, and staff development support see the Master Plan and Technology Plan; C. Program Efficiency: reflects information about the relationship of resources committed to a program and the use of those resources, as indicated by such enrollment measures as average class size, fill rates, WSCH/FTEF (weekly student contact hours/full-time equivalent faculty), cost per each FTES (full-time equivalent student) and cost per major. For additional explanation of enrollment terminology, see the Basic Apportionment Terminology flyer. If there are unique circumstances in a particular year that affect program efficiency, these should be explained; D. Program Success: reflects mainly the outcomes for students in the program. These indicators include course retention and success, persistence rate of majors, graduation rate, degrees and certificates awarded and measure of satisfaction with the program of current and former students. E. Other Data: opportunity for programs to address issues germane to their instructional formats and student populations such employment data, employer satisfaction, certification rates, regional uniqueness, persistence, etc. *(Note that significant amount of the language is this section was borrowed from Fullerton College s model on program review titled: Key Performance Indicators Model For Program Review dated March 19, 2004). 11