Program Review

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Program Review

• Chandler-Gilbert Community College

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Program Review

• A process for self-evaluation and continuous
  improvement
• A process designed to ensure excellent
  educational programs that address student and
  community needs

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Development Committee

• Lee Garza, Faculty
• Alice Conkright, Faculty
• Scott Silberman, Faculty
• Sharon Flury, Curriculum
• Mary Day, Institutional Research
• John Underwood, Business/Industry
• Maria Hesse, Instruction

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Approvals

• Division Chairs
• Curriculum Committee
• Presidents Executive Committee

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Purpose

• Provide quality programs through peer review and
  self-evaluation
• Encourage systematic collection and review of
  student learning assessments and effectiveness
  measures
• Ensure that the program meets its stated mission
  and addresses the strategic directions of the
  college

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Purpose

• Recognize and celebrate achievements and
  successes
• Identify and address concerns and difficulties
• Fulfill institutional and programmatic
  accreditation requirements

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Elements of the Process

• Faculty leadership
• Flexibility in defining areas to be assessed
• Support provided by Office of Institutional
  Research
• Recommendations based on quantitative and
  qualitative data

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Elements of the Process

• A continuous improvement cycle whereby the
  recommendations and action plan for one cycle are
  addressed in the next cycle
• Sharing and communication of the program review
  summary and action plan with others at the college

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Program Review Team

• A Team Chair, typically a faculty member
  appointed by the Division Chair in consultation
  with the Vice President of Academic Affairs
• The Division Chair
• The program director/coordinator, if applicable

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Program Review Team

• Residential faculty and staff from the area,
  appointed by the Team Chair in consultation with
  the Vice President of Academic Affairs
• Adjunct faculty and/or part-time staff as
  appropriate, appointed by the Team Chair in
  consultation with the Vice President of Academic
  Affairs

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Program Review Team

• Staff from other areas as appropriate, appointed
  by the Team Chair in consultation with the Vice
  President of Academic Affairs
• A faculty member from another division, if
  appropriate, chosen by the Team Chair in
  consultation with the Vice President of Academic
  Affairs
• An advisory council member, for occupational
  programs

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Program Review Team

• Dean of Career and Technical Education for
  occupational programs, ex officio
• Director of Research, Planning and Development,
  ex officio
• Vice President of Academic Affairs, ex officio

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What Constitutes a Program

• A group of courses that result in a certificate
  or degree (example ATP in Accountancy, AAS in
  Aircraft Maintenance Technology, )
• Transfer programs, as well as sequences of
  courses taken for transfer to the university (ENG
  101 and 102 sequence, business transfer courses,
  )

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What Constitutes a Program

• Individual courses or a sequence of courses or
  combinations of courses (communication courses,
  math sequence, performing arts program)
• Special programs (Honors, Service Learning,
  Learning Communities, etc.)
• Student and administrative service units such as
  athletics, AR, or food service

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Starting the Process

• Identify the Team Chair and team members
• Hold a team meeting to review purpose, process
  and end product
• Collect qualitative and quantitative data and
  other pertinent documents

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Process (continued)

• Review the data, reflecting on the purposes for
  program review
• Complete the program review form
• Present summary of program review data and
  conclusions at a public forum

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Timelines

• Identify programs to review for the next academic
  year and identify team chairs by December 1
• Team chair orientation meeting by May 1
• First team meeting to focus on process by
  September 30

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Timelines (continued)

• Second team meeting to review standard data sets
  by October 30
• Third team meeting to review data from other
  sources, and determine if more data is needed by
  November 30
• Fourth team meeting to formulate recommendations
  and begin writing results by February 15

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Timelines (continued)

• Fifth team meeting to prepare draft by March 15
• Final report completed by April 1
• Presentation to division in March/April
• Presentation at public forum in Mar/Apr

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Major Sections of Document

• Overview
• Focus on Students
• Focus on Faculty and Staff
• Focus on Curriculum
• Focus on Support
• Focus on Community
• Summary
• Action Plan

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Overview

• Identify program, team members, date of report,
  period of time being reviewed
• State the mission of the program, describe
  program goals and objectives, describe the
  relationship to overall college mission and goals
• Summarize significant developments since the last
  program review with emphasis on findings of the
  previous team

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Glossary

• Goal A long-term organizational target or
  direction of development.
• Mission A statement of organizational purpose.
  For program review purposes, a statement of
  program purpose.
• Objective A measurable target that must be met
  on the way to attaining a goal.
• Vision A description of what an organization
  will look like if it succeeds in implementing its
  strategies and achieves its full potential.

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Focus on Students

• Reflect on the degree to which the program is
  meeting student needs.
• Comment on each of the categories
• Demographics
• Student satisfaction
• Learning outcomes assessment
• Link to division assessment plan, One good Q
  Assure that learning outcomes have been
  articulated for each course and for the program
• Student success
• Some considerations are given after each
  categoryplease comment on only those which are
  applicable to this program.

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Some Thoughts on the Standard Data Set

• How many students are in the program?
• Nominal enrollments
• Course enrollments
• Duplicated and unduplicated headcount
• FTE students
• Concentrators
• What types of students are in the program?
• Non-traditional gender
• Special population representation
• Minority student representation

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Some Thoughts on the Standard Data Set

• How many students complete the program?
• Degrees and certificates awarded by year
• First-time students graduation in 3 and 5 yrs.
• Transfer success
• How many completers are employed?
• Full- and part-time
• Related or unrelated field

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Some Thoughts on the Standard Data Set

• Identifying student cohorts
• Enrollment/successful completion in entry-level
  courses
• Enrollment/successful completion in capstone
  courses
• Specialty course enrollments
• Year-to-year persistence
• Graduation rates
• Employment statistics

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Focus on Faculty and Staff

• Reflect on the faculty and staff in the program
  and the degree to which their needs are met, in
  order for them to in turn be successful with
  students.
• Comment on each of the following categories
• Demographics
• Professional activities
• Adjunct faculty
• Support staff
• Some considerations are given after each
  category? please comment on only those which are
  applicable to this program.

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Focus on Curriculum

• Reflect on the curriculum for the programthe
  courses, the scope and sequence, articulation
  with other institutions, teaching innovations,
  and other relevant issues.

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Focus on Curriculum

• Summary of program curriculum
• Curricular issues
• Lead-in courses
• Follow-up courses
• Scheduling
• Innovations or changes in last five years

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Some Thoughts on the Standard Data Set

• Meaningful summaries of course data
• Average section size
• Percent of sections offered by time of day, by
  campus, by residential or adjunct faculty
• Generated credits (FTSE) by faculty type
• Percent of section capacity used
• Section successful completion rates (in-semester
  retention)
• Analyses by instructional mode (F2F, distance,
  hybrid)

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Focus on Support

• Reflect on the support issues related to this
  program.
• To what degree are they met, where are there
  kudos to be given, changes that have taken place,
  improvements to be made,

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Focus on Support

• Technology
• Facilities and equipment
• Learning resources
• Marketing and public relations
• Academic support services
• Resources and budget

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Some Thoughts on the Standard Data Set

• Delving into financial resources
• Annual direct operating costs (supplies,
  equipment, instructional materials, maintenance
  and repair)
• Periodic capital outlay issues (replacement and
  additional equipment)
• Summary of major investments over the last five
  years
• Forecast of major investments needed in the next
  five years

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Focus on Community

• Reflect on the degree to which you seek regular
  input from outside of the collegethe
  communityfor this program.

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Focus on Community

• Advisory council
• Community groups
• Community issues related to the program
• External requirements or considerations

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Some Thoughts on the Standard Data Set

• Surveys
• Current and former students
• Be mindful of the program review time frame when
  surveying current students
• Employers
• Advisory committees
• Faculty
• Other Relevant Research
• External measures certification, licensing,
  standardized tests
• Occupational outlook (regional and national)
• Job demand data
• Impact of program on regional workforce
• Faculty credentials and diversity

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Summary

• Mission, goals, objectives
• Program achievements, progress made since last
  review
• Strengths
• Challenges
• Celebration and recognition
• Recommendations for change

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Action Plan

• The final task is to develop a plan to improve
  the program.
• Identify 2-3 program goals and objectives for the
  future improvements planned, changes taking
  place, responsible parties, timeframes, resource
  implications, etc.
• Goals should be measurable and achievable

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Action Plan Example

• Goal 1 Create more consistency in curriculum
  across sections.
• Objective 1A Create course notebooks for faculty
  reference.
• Timeframe By fall 2006, perhaps doing 1-2
  courses per summer for next several years
• Responsible party(ies) Shirley Miller
• Resource implications Will probably require
  summer project funding, approximately 20 hours
  per course
• Objective 1B Create and hold workshops for
  part-time faculty.
• Timeframe By fall 2006
• Responsible party(ies) Lee Garza
• Resource implications Approximately 800 to have
  part-time faculty participate

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Presenting the Program Review

• A 15-minute summary of the program review is
  presented to the college community in April
• Presenters are limited to production resources
  available within the program area (division,
  department)
• Most presenters use PowerPoint accompanied by a
  3-4 page handout
• Media services staff are available for rehearsal
  and for coordinating presentation media on the
  day of your presentation
• Be prepared for 5 minutes of QA

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Reminders

• In each section of the program review document we
  ask about your data needs.
• What additional data that is currently not
  available would have been helpful to effectively
  evaluate this area of the program?

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Getting Started

• Conceptual questions?
• Practical questions?
• Process questions?

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Getting Started, Today

• Identify potential team members
• Establish timelines for the academic year
• Begin discussion of data needs
• Consider an additional orientation session with
  team members present (mid-fall)

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Getting Started, Tomorrow

• Secure commitments from team members
• Identify qualitative and quantitative data needed
  and other pertinent documents to obtain

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Thank You

• This is a process of continuous improvement and
  self-evaluation designed to ensure excellent
  educational programs that address student and
  community needs
• You are doing important work
• Thank you for your leadership