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(Assessment)
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ALIGNMENT OF GOALSGOALS #1
ACCESS#2STUDENTLEARNING
#3TRANSFER
#4 CAREERTECHNICALEDUCATION
#5 FOUNDATIONSKILLSPROGRAM
#6 DIVERSIFIED MODES OF INSTRUCTIONALDELIVERY
#7 CAMPUSINFRASTRUCTURE
OBJECTIVES StreamlineEnrollmentProcess
ExpandOrientation,Assessment &Counseling AdoptPrerequisites Expand SLOAssessment Support StudySkills Programs IncreaseGraduation
RecruitCollege-Readystudents DevelopComprehensiveTransfer Program StrengthenTransfer Pathways
StrengthenVocationalPrograms ProvideFoundationSkills forVocationalPrograms StrengthenRelationships:Counselorsand CTEPrograms Develop NewVocationalPrograms inGrowth Areas
Institute Educationally-sound Class Size Re-label Basic Skills as Foundation Skills Establish LearningCommunities Stress IntensiveWriting Instruction Emphasize Subject -Integrated ReadingInstruction Use Diversified Mathematics Instruction Prepare ESLStudents for Transfer/Career
SupportLearningCommunities Expand OnlineServices for AllStudents Promote QualityOnline & HybridCourses Improve Evening,Weekends & Off-CampusPrograms Expand Technologies toSupport StudentLearning
Improve TechnologySupport for Services& Facilities Configure Technologyfor Classrooms
Prioritized Resource Requests Faculty Positions – FPIP Online Library Subscriptions Financial Aid Technician 2 Custodians Research Analyst A-Shift Exam Proctor HVAC Lead Technician Physics Equipment Auto Mechanic Registration Asst. -- A/R and Veterans 6
Viability Indicators in Program Review
Changes in Total enrollment / number of students
served Enrollment FTES Technology Labor market demand7
Academic Senate’s Program Viability Policy http://www.wlac.edu/academicsenate/documents_2012/PROGRAM%20VIAB%20REVIEWfinal%
202005.pdf
Who can ask for a viability study? Academic Senate Faculty member in the program Director/Chair of the program Vice Presidents/Administration Program Review/Unit Plan Advisory Committees Accreditation Report
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Key factors which may be used in identifying and evaluating at-risk programs include: Insufficient frequency of course section offerings
to assure reasonable availability for students to complete the program within its stated duration
Low rate for student achievement of program goals (i.e., successful completion rate)
Low retention within courses Low term-to-term persistence for those in courses
in the major Lack of demand in the workforce or cyclic nature
of the workforce Unavailability of the transfer major Declining need for this program by other programs 9
Key factors which may be used in identifying and evaluating at-risk programs include:
Insufficient numbers of faculty, including full-time faculty and in their particular expertise (use of faculty development or sabbatical resources may be appropriate)
Insufficient physical resources including facilities, equipment, and supplies
Inadequate levels of outside support such as classified staff, course offerings, library materials, and workplace learning opportunities
Adjustment of course scheduling: times of day, block scheduling, short courses, frequency and number of sections, open entry/open exit
Analysis of demand for the program through use of labor market information which may result in curriculum modifications such as adding options for higher demand specialties
Whether course outlines have been updated in the last five years Articulation of programs/courses: K-12, Tech Prep, etc., and a four-
year sequencing of offerings to ensure student ability to transition to subsequent levels
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Possible outcomes of program viability: Program extension or suspension Program revitalization Program reduction Continue or accept the program in its
current state Program consolidation Program discontinuance
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