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Program Review for Academic and Administrative Departments http://www.rcc.edu/administration/academicaffairs/effectiveness/review.cfm

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Title: Program Review for Academic and Administrative Departments Author: Kristina Kauffman Last modified by: David Torres Created Date: 2/25/2008 10:23:08 PM – PowerPoint PPT presentation

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Title: Program Review for Academic and Administrative Departments http://www.rcc.edu/administration/academicaffairs/effectiveness/review.cfm


1
Program Review for Academic and Administrative
Departments http//www.rcc.edu/administration/acad
emicaffairs/effectiveness/review.cfm
  • Kristina Kauffman, Associate Vice Chancellor
    Institutional Effectiveness
  • David Torres, District Dean Institutional Research

2
Program Review Goals
  • Extrinsic
  • Resource allocation
  • Improvement of student learning through the
    provision of systematic feedback
  • Intrinsic
  • Strengthening programs through self-improvement
    and self-determination
  • Strengthening the bonds within the college
    community and fostering cooperation between units
  • Generating continuous and ongoing dialogue about
    how student learning can be enhanced through
    program and service improvements
  • Evaluating the units contribution to achieving
    the district goals and strategic initiatives

3
Types of Program Review
  • Instructional
  • Annual
  • Comprehensive
  • Student Services
  • Administrative

4
Types of Research Support
  • Data Numbers
  • Information Services
  • Raw data from Datatel
  • Reports organized around regular requests such as
    registration statistics
  • Institutional Reporting
  • Current term enrollments
  • Current term FTES Distributions
  • Current term assignments
  • Scheduling patterns
  • Institutional Research
  • Past term(s) data including all in Institutional
    Reportings list above
  • CCCCO Referential MIS files

5
Types of Research Support
  • Information Data in a meaningful context,
    organized for decision making
  • Institutional Reporting
  • Summaries or organized reports about the current
    term
  • Institutional Research
  • Reports on Employment in the Region
  • Summaries or organized reports about past terms
  • Matriculation reports
  • Reports on Student Engagement and/or satisfaction
  • Institutional Effectiveness
  • Reports to the State, Federal Government and
    Accrediting Agencies
  • Reports such as the McIntyre Environmental Scans
  • Discipline Program Review Documents
  • Information used to lobby administration

6
Types of Research Support
  • Analysis Projections or qualitative
    observations often resulting in recommendations
    aligned with the college mission, community need
    or transfer requirements
  • Institutional Research
  • Employment projections
  • Institutional Effectiveness
  • Scenarios such as those found in the McIntyre
    Report
  • Statewide and local economic and demographic
    projections
  • Analysis of trends in Education law and politics
  • Analysis of trends in Accreditation requirements
  • Units undergoing Program Review
  • Each unit must determine for itself which data,
    information and the analysis from other respected
    sources is relevant for its review.
  • Ultimately the unit must prepare its own analysis
    of its unit and its future as a capstone to data,
    information and analysis provided by others.
  • Units are not expected to generate their own data
    or information. They are expected to be able to
    identify additional data or information needs and
    advise Institutional Effectiveness and Research
    of those needs. As resources permit units will
    be provided with data and information or
    Institutional Effectiveness and Research will
    collaborate with units in collection of data.

7
Instructional Program Review
  • Comprehensive
  • Goals focuses on each disciplines courses,
    pedagogy, assessment plan, and future goals and
    objectives related to the improvement of student
    learning (4 year cycle).
  • Forms
  • Data
  • Annual
  • Goals Resource allocation and assessment update
  • Forms
  • Data

8
Instructional Program Review
  • Data for Comprehensive (cont)
  • Demographic information (ethnicity, gender, age
    group, enrollment status)  
  • Course Enrollments by time of day offered
  • Counts of sections offered
  • Student Retention by course
  • Student Success rates (two measures)

9
Instructional Program Review
  • Data for Comprehensive (cont)
  • FTES generated by course
  • Weekly Student Contact Hours by course
  • Full-Time Equivalent Faculty by course
  • Percentages of student enrollments taught by
    Full-Time and Part-Time faculty by course

10
Instructional Program Review
  • Data for Comprehensive (cont)
  • Class enrollment by course and term
  • Grade point averages and grade distributions by
    course and term
  • Student success rates (two measures) by
    Demographics by term
  • Degrees and certificates awarded, if applicable

11
Instructional Program Review
  • Data for Comprehensive (cont)
  • Class enrollment by course and term
  • Grade point averages and grade distributions by
    course and term
  • Student success rates (two measures) by
    Demographics by term
  • Degrees and certificates awarded, if applicable

12
Instructional Program Review, Data Examples
13
Instructional Program Review, Data Examples
14
Instructional Program Review, Data Examples
15
Instructional Program Review, Data Examples
16
Instructional Program Review, Data Examples
17
Instructional Program Review, Data Examples
18
Instructional Program Review, Data Examples
19
Instructional Program Review, Data Examples
20
Instructional Program Review, Data Examples
21
Instructional Program Review, Data Examples
22
Instructional Program Review, Data Examples
23
Instructional Program Review
  • Data for Annual
  • Class enrollment by course and term
  • Retention and Success Rates for each course
  • FTEF, WSCH for each course

24
Student Services
  • Goals
  • Resource allocation
  • State program goals and align future goals with
    the Colleges mission and goals.
  • Collect and analyze data on key performance
    indicators, service area outcomes and student
    learning outcomes, program activities, and
    accomplishments.
  • Examine and document the effectiveness of student
    support services.
  • Develop recommendations and strategies concerning
    future program directions and needs (e.g. budget,
    staffing, and resources).
  • Assure the accuracy of program information.
  • Comply with Accreditation Standards, Federal and
    State law, Title 5, Student Equity, VTEA,
    matriculation (including prerequisite and
    co-requisite standards), ADA (American with
    Disabilities Act), and other legal or
    certification requirements.
  • Forms
  • Data Developed by units

25
Administrative Units
  • Goals Same as Student Services
  • Forms
  • Data - First year the departments were asked to
    develop assessment plans and begin compiling data
    for reasonable measures of their departments
    effectiveness

26
Focus Group Analysis
  • Findings
  • The review process was useful because it helped
    units take stock of effectiveness and what
    resources were needed.
  • It moved units to be more comprehensive about
    identifying resources and tying those resources
    to programmatic needs.
  • Need more training on budget and data analysis
  • Believe improvements are being made in teaching
    and learning as a result of program review
  • Believe that the resource allocation process is
    critical to the fate of some improvements
  • Changes as a result
  • Vice Presidents for Business Services engaged in
    working with units on annual review and budget
    plans
  • More data given at the beginning of the process
  • Enhanced training on analysis
  • Increasingly simplified forms

27
Integration with Budget and Planning
28
Norco Campus Ranking Criteria
Criterion Description Points
Enrollment Growth Potential for new position to contribute to enrollment growth as evidenced by high ratio of WSCHFTEF or other documentation 20
Student Persistence Potential for new position to contribute to increased term-to-term persistence, as evidenced by high current persistence rates (or proxy measures, such as student success rates) in discipline or potential for improvement in persistence associated with adding a full-time position. Also applicable to positions in counseling, basic skills and support services. 20
Increased Student Success Potential for new position to contribute to increased student success as evidenced by high student success rates in discipline or the potential for a new faculty position to contribute to higher success rates. 20
Student Learning Outcomes Maximum points awarded to disciplines (service areas) that have both identified SLOs and begun to measure their achievement. Mid-range points awarded to those that have defined SLOs but not yet begun to measure them. Zero points to disciplines and service areas that either have not defined SLOs or have not turned in program reviews. 10
Improved Quality of Student Experience A somewhat subjective criterion designed to address disciplines and service areas for which quantitative data pertaining to above criteria are not readily available. Points awarded based on the extent to which requesting unit has demonstrated that adding the position requested will enhance the quality of the student experience at Norco. 10
Current Full-time Staffing Extent to which department or service area depends upon part-time positions to deliver services. Maximum points awarded for disciplines with no full-timers near maximum points awarded for those with only one FT position currently. 20
29
Accreditation Response
  • Continue with current program review, add SLOs
    for all programs (we have them for all courses
    and GE)
  • Need better integration with budget (Norco
    process was in first year of cycle)

30
Attitude Change Empowerment
  • Units get advice about lobbying for resources
  • Units are provided extensive support while going
    through the process, particularly in the
    beginning
  • Every round of program review utilizes increasing
    analytical skills
  • Units analyze their own data to improve student
    learning and enrollment management
  • Units can confirm or refute operating assumptions
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