AY 2010 LBRT Instructional Program Review Data Delivery Plan Data Description Process Timeline Rev. 10-29-10

AY 2010 LBRT Instructional AY 2010 LBRT Instructional Program Review Data Delivery Program Review Data Delivery

PlanPlan

Data DescriptionData DescriptionProcess – TimelineProcess – Timeline

Rev. 10-29-10Rev. 10-29-10

PurposePurposeThe primary purpose of this presentation is to provide clarity to all instructional programs on how the The primary purpose of this presentation is to provide clarity to all instructional programs on how the data is calculated for both our local Comprehensive and the system required Annual Program Reviews.data is calculated for both our local Comprehensive and the system required Annual Program Reviews.

We have been asked to produce an annual program review for each and every one of our instructional We have been asked to produce an annual program review for each and every one of our instructional programs and units. They are required of each system CC and will be taken to the U of H Board of programs and units. They are required of each system CC and will be taken to the U of H Board of Regents for their review.Regents for their review.

So who has to do a program review this year? If you are normally scheduled to do a comprehensive or So who has to do a program review this year? If you are normally scheduled to do a comprehensive or are “Jumping” you will do a comprehensive review this year. Additionally, every instructional and non-are “Jumping” you will do a comprehensive review this year. Additionally, every instructional and non-instructional program will do an Annual Program Review this year.instructional program will do an Annual Program Review this year.

Not sure if you’re scheduled for a comprehensive review or not? Not sure if you’re scheduled for a comprehensive review or not?

Click here for the Click here for the Program-Unit Review Schedule

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What are we doing to improve our program review process?What are we doing to improve our program review process?

Based on the feedback we received from you last year from our program review process Based on the feedback we received from you last year from our program review process improvement focus groups, the following changes have been made:improvement focus groups, the following changes have been made:

In the interest of continuous process improvement your suggestions for improving this process In the interest of continuous process improvement your suggestions for improving this process are posted on the Assessment Website and linked here for your convenienceare posted on the Assessment Website and linked here for your convenience

Program/Unit Process Improvement Summary

Over the course of the summer the new program review website was developed and most of the Over the course of the summer the new program review website was developed and most of the documentation was updated to reduce the amount of time it takes to get you the data you need documentation was updated to reduce the amount of time it takes to get you the data you need for your review.for your review.

Your overall program budget this year will include the actual cost for salaries, the actual b-budget Your overall program budget this year will include the actual cost for salaries, the actual b-budget expenditures, and the cost to run your program taking grant dollars into consideration.expenditures, and the cost to run your program taking grant dollars into consideration.

Annual Instructional Program Review data, glossaries, and health call rubrics will be delivered Annual Instructional Program Review data, glossaries, and health call rubrics will be delivered entirely on-line, through an in-house developed program designed for UHCC’s.entirely on-line, through an in-house developed program designed for UHCC’s.

Programs completing comprehensive reviews this year will continue to receive their Programs completing comprehensive reviews this year will continue to receive their comprehensive review template with the imbedded and formatted data table.comprehensive review template with the imbedded and formatted data table. 33

http://www.hawaii.hawaii.edu/assessment/Program%20Reviews/2009%20Program%20Review/General%20Documentation/Program-Unit%20Process%20Improvement%20Summary.pdf

What is different this year?What is different this year?

Five separate training sessions will be given this year in order to focus on specific groups. They Five separate training sessions will be given this year in order to focus on specific groups. They are:are:

– 1.1. ATE Division ProgramsATE Division Programs– 2.2. Hospitality, Business Ed, and Nursing Division ProgramsHospitality, Business Ed, and Nursing Division Programs– 3.3. Liberal Arts Division ProgramsLiberal Arts Division Programs– 4.4. Public Services Public Services – 5. Units5. Units

This year the Liberal Arts program has it’s own program review and health call scoring rubric.This year the Liberal Arts program has it’s own program review and health call scoring rubric.

There will be 3 distinct training presentations to accommodate the new Liberal Arts review.There will be 3 distinct training presentations to accommodate the new Liberal Arts review.

2 full years of data provided to programs—next year we will have 3.2 full years of data provided to programs—next year we will have 3.

No coversheetsNo coversheets

No upload capabilities with web submission tool. Your analysis should be on the data provided.No upload capabilities with web submission tool. Your analysis should be on the data provided.

The new “due to VCAA” date this year is November 15The new “due to VCAA” date this year is November 15 thth..

Your budget numbers will be made available to you this year on the Assessment website atYour budget numbers will be made available to you this year on the Assessment website at

AY 2010 Instructional Program Review Budget TableAY 2010 Instructional Program Review Budget Table

Annual reviews are completely on-line this year with the web submission tool.Annual reviews are completely on-line this year with the web submission tool.44

What’s a Jumper?What’s a Jumper?

A Jumper is a locally defined term that is used to describe an instructional A Jumper is a locally defined term that is used to describe an instructional program or non-instructional program (unit) that has decided to jump out of program or non-instructional program (unit) that has decided to jump out of their normally scheduled slot for their comprehensive program reviews and their normally scheduled slot for their comprehensive program reviews and into this years cycle.into this years cycle.

Why would anyone want to do that? Jumping into this years comprehensive Why would anyone want to do that? Jumping into this years comprehensive cycle means that you will have an opportunity to be considered for any cycle means that you will have an opportunity to be considered for any budgetary decisions that will be made in this years budget process.budgetary decisions that will be made in this years budget process.

Jumpers will still have to do their comprehensive review on their next Jumpers will still have to do their comprehensive review on their next scheduled review. Jumping does not affect the existing schedule—you are scheduled review. Jumping does not affect the existing schedule—you are voluntarily doing an extra review to be considered in this budget cycle.voluntarily doing an extra review to be considered in this budget cycle.

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I belong to the Liberal Arts Program… which form do I use?I belong to the Liberal Arts Program… which form do I use?

COMPREHENSIVE REVIEWSCOMPREHENSIVE REVIEWS

The Liberal Arts program is not required to do a comprehensive review this year.The Liberal Arts program is not required to do a comprehensive review this year.

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

ANNUAL REVIEWSANNUAL REVIEWS Your programs data table is available on-line using the link below. You should have everything Your programs data table is available on-line using the link below. You should have everything

you need to begin writing your review within the web submission tool. Plan to save your work you need to begin writing your review within the web submission tool. Plan to save your work often—especially when switching between screens, and plan to do most of your formatting often—especially when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from Word.within the tool if you are copying and pasting in from Word.

UHCC Annual Report of Program Data Web Submission ToolUHCC Annual Report of Program Data Web Submission Tool

66

Terminology / TimingTerminology / Timing

For AY 2009 the data is pulled as of Summer 08, Fall 08, and Spring 09 terms.For AY 2009 the data is pulled as of Summer 08, Fall 08, and Spring 09 terms.

For AY 2010 the data is pulled as of Summer 09, Fall 09, and Spring 10 terms.For AY 2010 the data is pulled as of Summer 09, Fall 09, and Spring 10 terms.

The Census freeze event is the fifth Friday after the first day of instruction.The Census freeze event is the fifth Friday after the first day of instruction.

The End of semester freeze event is 10 weeks after the last day of instruction.The End of semester freeze event is 10 weeks after the last day of instruction.

FY stands for Fiscal Year. The UH Fiscal year runs from July 1FY stands for Fiscal Year. The UH Fiscal year runs from July 1stst to June 30 to June 30thth. So, for . So, for example, if you are looking at the number of degrees in your program for the period FY example, if you are looking at the number of degrees in your program for the period FY 2010, that would include all degrees conferred between July 12010, that would include all degrees conferred between July 1stst 2009 to June 30 2009 to June 30thth 2010. 2010.

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Instructional Program Review Data ElementsInstructional Program Review Data Elements

The system office reported your AY 2009 data using today’s routines, which may vary from The system office reported your AY 2009 data using today’s routines, which may vary from what was reported to you last year. This is due to the system office using improved what was reported to you last year. This is due to the system office using improved routines over the ones used last year.routines over the ones used last year.

Student information data this year comes exclusively from the Operational Data Store Student information data this year comes exclusively from the Operational Data Store (ODS). Organizationally this means that all community colleges are getting the data from (ODS). Organizationally this means that all community colleges are getting the data from the same place and at the same snapshot in time (this is a good thing).the same place and at the same snapshot in time (this is a good thing).

The following slides will explain in detail what data has been provided to you for your The following slides will explain in detail what data has been provided to you for your annual instructional program review write up and how it has been calculated.annual instructional program review write up and how it has been calculated.

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#1#1 Number of MajorsNumber of Majors

Count of program majors who are home‐institution at your college. Count of program majors who are home‐institution at your college.

Count excludes students that have completely withdrawn from the semester Count excludes students that have completely withdrawn from the semester at CENSUS.at CENSUS.

This is an annual number. Programs receive a count of .5 for each term This is an annual number. Programs receive a count of .5 for each term within the academic year that the student is a major. A maximum count of within the academic year that the student is a major. A maximum count of 1.0 (one) for each student.1.0 (one) for each student.

99

#2#2 Increase Majors from Prior Year Increase Majors from Prior Year

In alignment with UHCC Strategic Planning Goals, General and Pre‐In alignment with UHCC Strategic Planning Goals, General and Pre‐Professional Education programs are expected to grow by 3% per year.Professional Education programs are expected to grow by 3% per year.

Data Source: Difference in item #2 from prior year divided item #2 current Data Source: Difference in item #2 from prior year divided item #2 current year.year.

Unfamiliar with our Strategic Plan? Click on the link below:Unfamiliar with our Strategic Plan? Click on the link below:

HawCC Strategic Plan Spring 2010 ActualsHawCC Strategic Plan Spring 2010 Actuals

1010

#3#3 SSH Program majors in Program ClassesSSH Program majors in Program ClassesThe sum of Fall and Spring SSH taken by program majors in The sum of Fall and Spring SSH taken by program majors in courses linked to the program. Captured at Census and excludes courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.students who have already withdrawn (W) at this point.

Excludes Directed Studies (99 series). Excludes Directed Studies (99 series).

Differs from MAPS as UHCC data includes Cooperative Education Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program.(93 series) as there is a resource cost to the program.

Not sure what your program classes are? Click here to find out:Not sure what your program classes are? Click here to find out:

Program Course ListingProgram Course Listing

1111

#4#4 SSH Non-Majors in Program ClassesSSH Non-Majors in Program Classes

The sum of Fall and Spring SSH taken by non‐program majors (not The sum of Fall and Spring SSH taken by non‐program majors (not counted in #3) in courses linked to the program. Captured at counted in #3) in courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at Census and excludes students who have already withdrawn (W) at this point.this point.


Differs from MAPS as UHCC data includes Cooperative Education Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program.(93 series) as there is a resource cost to the program.

1212

#5#5 SSH in All Program ClassesSSH in All Program Classes

The sum of Fall and Spring SSH taken by all students in classes The sum of Fall and Spring SSH taken by all students in classes linked to the program. Captured at Census and excludes students linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.who have already withdrawn (W) at this point.


Differs from MAPS as UHCC data Includes Cooperative Education Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program.(93 series) as there is a resource cost to the program.

1313

#6#6 FTE Enrollment in Program ClassesFTE Enrollment in Program Classes

Sum of Student Semester Hours (SSH) taken by all students in Sum of Student Semester Hours (SSH) taken by all students in classes linked to the program (#5) divided by 30. Undergraduate, classes linked to the program (#5) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE) is calculated as 15 credits lower division Full Time Equivalent (FTE) is calculated as 15 credits per term. per term.

Captured at Census and excludes students who have already Captured at Census and excludes students who have already withdrawn (W) at this point.withdrawn (W) at this point.

1414

#7#7 Total Number of Classes TaughtTotal Number of Classes Taught

Total number of classes taught in Fall and Spring that are linked to Total number of classes taught in Fall and Spring that are linked to the program. the program.

Concurrent and Cross listed classes are only counted once for the Concurrent and Cross listed classes are only counted once for the primary class. primary class.



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Determination of program’s health based on Determination of program’s health based on demanddemand

This year the system office will calculate and report health calls for all This year the system office will calculate and report health calls for all instructional programs using academic year 2010 data. instructional programs using academic year 2010 data.

If you are interested in how the Liberal Arts Health Calls were determined, If you are interested in how the Liberal Arts Health Calls were determined, refer to the rubric linked here:refer to the rubric linked here:

Liberal Arts Program Health RubricLiberal Arts Program Health Rubric

1616

#8#8 Average Class SizeAverage Class Size

Total number of students actively registered in Fall and Spring Total number of students actively registered in Fall and Spring program classes divided by classes taught (#7). program classes divided by classes taught (#7).


Excludes Directed Studies (99 series).Excludes Directed Studies (99 series).


1717

#9#9 Fill RateFill Rate

Total active student registrations in program classes Total active student registrations in program classes (number of seats filled) at Fall and Spring census divided (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). by the maximum enrollment (number of seats offered).

Captured at Census and excludes students who have Captured at Census and excludes students who have already withdrawn (W) at this point.already withdrawn (W) at this point.

1818

#10#10 FTE BOR Appointed FacultyFTE BOR Appointed FacultySum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes lecturers and other non BOR appointees).lecturers and other non BOR appointees).Uses the “hiring status” of the faculty member – not the teaching/work load.Uses the “hiring status” of the faculty member – not the teaching/work load.Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) database to determine faculty’s program home.database to determine faculty’s program home.Faculty Teaching solely Remedial and/or Developmental Reading, Writing, or Faculty Teaching solely Remedial and/or Developmental Reading, Writing, or Mathematics are excluded from the counts in Liberal Arts and included in the counts Mathematics are excluded from the counts in Liberal Arts and included in the counts for the Remedial/and or Developmental programs. Faculty with “split” assignments for the Remedial/and or Developmental programs. Faculty with “split” assignments among Remedial/Developmental classes and Transfer level classes are reflected among Remedial/Developmental classes and Transfer level classes are reflected proportionally.proportionally.

Data as of March 2010.Data as of March 2010.

Data provided by UH Human Resources Office.Data provided by UH Human Resources Office.

Click here to find out who the BOR Appointed Program Faculty are for your program:Click here to find out who the BOR Appointed Program Faculty are for your program:Instruction Program BOR AppointmentsInstruction Program BOR Appointments

1919

#11 #11 Majors to FTE BOR Appointed Faculty Majors to FTE BOR Appointed Faculty

Number of majors (#1) divided by sum appointments (#10) (1.0, 0.5, Number of majors (#1) divided by sum appointments (#10) (1.0, 0.5, etc.) of all BOR appointed program faculty. etc.) of all BOR appointed program faculty.

Data show the number of student majors in the program for each Data show the number of student majors in the program for each faculty member (25 majors to 1 faculty shown as “25”)faculty member (25 majors to 1 faculty shown as “25”)

2020

#12#12 Majors to Analytic FTE FacultyMajors to Analytic FTE Faculty

Number of majors (#1) divided by number of Analytic Number of majors (#1) divided by number of Analytic FTE faculty (12a).FTE faculty (12a).

2121

#12a#12a Analytical FTE Faculty (Workload)Analytical FTE Faculty (Workload)

Calculated by sum of Semester Hours (not Student Semester Calculated by sum of Semester Hours (not Student Semester Hours) taught in program classes divided by 27.Hours) taught in program classes divided by 27.

Analytic FTE is useful as a comparison to FTE of BOR appointed Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#10). Used for analysis of program offerings covered by faculty (#10). Used for analysis of program offerings covered by lecturers.lecturers.

2222

Where are my budget numbers?Where are my budget numbers?

This year, a decision was made to use the actual expenditures of This year, a decision was made to use the actual expenditures of both B-Budgets and salaries, as part of your overall budget.both B-Budgets and salaries, as part of your overall budget.

The budget numbers you need for your program review are now The budget numbers you need for your program review are now available on the Assessment website atavailable on the Assessment website at

AY 2010 Instructional Program Review Budget TableAY 2010 Instructional Program Review Budget Table

Programs doing comprehensive reviews will need to first enter the Programs doing comprehensive reviews will need to first enter the budget information into the annual web submission tool, then plug budget information into the annual web submission tool, then plug those numbers into your data sheets, which have been embedded those numbers into your data sheets, which have been embedded and formatted into your newly approved template.and formatted into your newly approved template.

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How do I get the budget numbers into the How do I get the budget numbers into the web submission tool?web submission tool?

Log in, using your UH username and password.Log in, using your UH username and password. Click on the “Enter web submission” button.Click on the “Enter web submission” button. Select the “Cost per SSH” tab.Select the “Cost per SSH” tab. Click the “Edit” button for your program.Click the “Edit” button for your program. Go to the link on the assessment website for your budget and…Go to the link on the assessment website for your budget and… Enter the value of general funds. (this is b-budget plus salary)Enter the value of general funds. (this is b-budget plus salary) Enter the value of federal funds.Enter the value of federal funds. Enter any other funds that you wish to add.Enter any other funds that you wish to add. Click the “Save Cost per SSH Data” button at bottom of page.Click the “Save Cost per SSH Data” button at bottom of page. Your overall budget allocation (sum of everything you entered) and the Your overall budget allocation (sum of everything you entered) and the

cost per SSH will automatically populate the data table in your review.cost per SSH will automatically populate the data table in your review. For those programs doing a comprehensive review, this is where you For those programs doing a comprehensive review, this is where you

will get your budget numbers.will get your budget numbers. Note: There is no way to update your budget for AY 2009 this year.Note: There is no way to update your budget for AY 2009 this year.

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#13#13 OverallOverall Program Budget AllocationProgram Budget Allocation

The overall program budget allocation = General Funded Budget The overall program budget allocation = General Funded Budget Allocations (13a) + Special/Federal Budget Allocations (13b)Allocations (13a) + Special/Federal Budget Allocations (13b)

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#13a#13a General Funded Budget AllocationGeneral Funded Budget Allocation

The general funded budget allocation = actual personnel costs + b The general funded budget allocation = actual personnel costs + b budget expendituresbudget expenditures

Personnel costs this year include the salaries for : faculty, lecturers, Personnel costs this year include the salaries for : faculty, lecturers, overload, APT, student help, and clerical.overload, APT, student help, and clerical.

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#13b#13b Special/Federal Budget AllocationSpecial/Federal Budget Allocation

The expenditure of dollars from Federal grantsThe expenditure of dollars from Federal grants

2727

#14#14 Cost per SSHCost per SSH

Program Budget Allocation (#13) divided by SSH in program Program Budget Allocation (#13) divided by SSH in program classes (#5)classes (#5)

2828

#15#15 Number of Low Enrolled (<10) ClassesNumber of Low Enrolled (<10) Classes

Classes taught (#7) with 9 or fewer active students at Classes taught (#7) with 9 or fewer active students at Census. Census.

Excludes students who have already withdrawn (W) at Excludes students who have already withdrawn (W) at this point.this point.

Excludes Directed Studies (99 series).Excludes Directed Studies (99 series).

Includes Cooperative Education (93 series) as there is a Includes Cooperative Education (93 series) as there is a resource cost to the program.resource cost to the program.

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Determination of program’s health based on Determination of program’s health based on efficiencyefficiency




3030

#16#16 Successful Completion Successful Completion (Equivalent C or higher) (Equivalent C or higher)

Percentage of students actively enrolled in program classes at Fall Percentage of students actively enrolled in program classes at Fall and Spring census who at end of semester have earned a grade and Spring census who at end of semester have earned a grade equivalent to C or higher.equivalent to C or higher.


3131

#17#17 Withdrawals (grade = W)Withdrawals (grade = W)

Number of students actively enrolled (at this point have not Number of students actively enrolled (at this point have not withdrawn) at Fall and Spring census who at end of semester have withdrawn) at Fall and Spring census who at end of semester have a grade of W.a grade of W.

3232

#18#18 Persistence Fall to SpringPersistence Fall to Spring

Count of students who are majors in program at fall Count of students who are majors in program at fall census (from Fall semester #1) and at subsequent census (from Fall semester #1) and at subsequent Spring semester census are enrolled and are still majors Spring semester census are enrolled and are still majors in the program.in the program.

Excludes students who have already withdrawn (W) at Excludes students who have already withdrawn (W) at this point. this point.

Example: Example: 31 majors start in Fall31 majors start in Fall

21 majors of the original 31 persist into Spring21 majors of the original 31 persist into Spring21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

3333

#19#19 Unduplicated Degrees/Certificates AwardedUnduplicated Degrees/Certificates Awarded

Unduplicated headcount of students in the fiscal year reported to whom a program Unduplicated headcount of students in the fiscal year reported to whom a program degree or any certificate has been conferred. (Sum of 19a, 19b, 19c, and 19d). degree or any certificate has been conferred. (Sum of 19a, 19b, 19c, and 19d).

Uses most recent available freeze of fiscal year data.Uses most recent available freeze of fiscal year data.

For ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY For ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY 2008. 2008.

For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY 2010.2010.

3434

#19a#19a Associate Degrees AwardedAssociate Degrees Awarded

Degrees conferred in the FISCAL_YEAR_IRO.Degrees conferred in the FISCAL_YEAR_IRO.

The count is of degrees and may show duplicate degrees received in the The count is of degrees and may show duplicate degrees received in the program by the same student.program by the same student.

Uses most recent available freeze of fiscal year data. Note: for ARPD year Uses most recent available freeze of fiscal year data. Note: for ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY 2008.2009, the most recent fiscal data on August 15, 2009, was from FY 2008.

For ARPD year 2010, the most recent fiscal data on August15, 2010, was For ARPD year 2010, the most recent fiscal data on August15, 2010, was from FY 2010.from FY 2010.

FISCAL_YEAR_IRO:FISCAL_YEAR_IRO: “ “Fiscal year, where the value indicates the ending of the fiscal year. For Fiscal year, where the value indicates the ending of the fiscal year. For

example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…”2004, and Spring 2005 semesters…”

3535

#19b#19b Academic Subject Certificates AwardedAcademic Subject Certificates Awarded

The count is of program Academic Subject Certificates and may show The count is of program Academic Subject Certificates and may show multiple Academic Subject Certificates in the same program received by the multiple Academic Subject Certificates in the same program received by the student.student.

Uses most recent available freeze of fiscal year data. Uses most recent available freeze of fiscal year data.

3636

#19c#19c GoalGoal

The UH Community Colleges have established increasing the number of The UH Community Colleges have established increasing the number of Associate Degrees awarded as a priority.Associate Degrees awarded as a priority.

Beginning with the baseline of 2006 (see MAPS Degrees and Certificates Beginning with the baseline of 2006 (see MAPS Degrees and Certificates Earned 2005‐2006) programs are expected to increase the number of Earned 2005‐2006) programs are expected to increase the number of Associate Degrees by 3% compounded annually.Associate Degrees by 3% compounded annually.

The number in 19c reflects the goal for the appropriate year.The number in 19c reflects the goal for the appropriate year.


3737

#19d#19d Difference Between Unduplicated Awarded Difference Between Unduplicated Awarded and Goaland Goal

The percent difference between the number of Associate degrees awarded The percent difference between the number of Associate degrees awarded (#19a) and the goal (#19c).(#19a) and the goal (#19c).

General Pre Professional Programs are expected to increase Associate General Pre Professional Programs are expected to increase Associate Degrees awarded by 3% compounded annually.Degrees awarded by 3% compounded annually.

Example: The program’s goal is 119 (19c). The actual number of Associate Example: The program’s goal is 119 (19c). The actual number of Associate degrees awarded (19a) is 154 – 35 degrees more than their goal. degrees awarded (19a) is 154 – 35 degrees more than their goal.

Thirty‐five is 29% greater than the goal.Thirty‐five is 29% greater than the goal.


3838

#20#20 Transfers to UH 4-yrTransfers to UH 4-yrStudents with home campus UH Manoa, UH Hilo, or UH West Oahu Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the first time Fall 2009 who prior to Fall 2009 had UH community for the first time Fall 2009 who prior to Fall 2009 had UH community college as home campus. college as home campus.

Also includes students who for the first time in Fall 2009 show Maui Also includes students who for the first time in Fall 2009 show Maui CC, Applied Business Information Technology as home campus and CC, Applied Business Information Technology as home campus and major.major.

This is a program measure. A student is included in the count of This is a program measure. A student is included in the count of program transfers in as many programs in which they have been a program transfers in as many programs in which they have been a major at the college.major at the college.

For new programs, the baseline is calculated in the year following For new programs, the baseline is calculated in the year following the establishment of the program – specifically the year in which the establishment of the program – specifically the year in which there are a critical mass of majors reported in IRO_Base_UH.there are a critical mass of majors reported in IRO_Base_UH.

3939

#20a#20a Transfers with degree from programTransfers with degree from program

Students included in #20 who have received a degree from the Students included in #20 who have received a degree from the community college program prior to transfer. community college program prior to transfer.

Does not include any certificates. Does not include any certificates.

4040

#20b#20b Transfers without degree from programTransfers without degree from program

Students included in #20 who did not receive a degree from the Students included in #20 who did not receive a degree from the community college program prior to transfer but did transfer.community college program prior to transfer but did transfer.

4141

#20c#20c Increase by 3% Annual Transfers to UH 4-yr Increase by 3% Annual Transfers to UH 4-yr GoalGoal

The UH Community Colleges have established increasing the The UH Community Colleges have established increasing the number of students who transfer to UH 4‐year institutions as a number of students who transfer to UH 4‐year institutions as a priority. priority.

Beginning with the baseline of 2006, General Pre Professional Beginning with the baseline of 2006, General Pre Professional programs are expected to increase the number of students who programs are expected to increase the number of students who transfer by 3% compounded annually. transfer by 3% compounded annually.

The number in 20c reflects the goal for the appropriate year.The number in 20c reflects the goal for the appropriate year.

Source: UHCC Strategic Plan 2.4. Subset of all transfers, filtering for Source: UHCC Strategic Plan 2.4. Subset of all transfers, filtering for specific program.specific program.

4242

#20d#20d Difference Between Transfers and GoalDifference Between Transfers and Goal

The percent difference between the number of Transfers to UH 4‐The percent difference between the number of Transfers to UH 4‐year institutions (20) and the goal (#20c).year institutions (20) and the goal (#20c).

General Pre Professional Programs are expected to increase General Pre Professional Programs are expected to increase transfers to UH 4‐year institutions by 3% compounded annually.transfers to UH 4‐year institutions by 3% compounded annually.

Example: The program’s goal is 59 (20c). The actual number of Example: The program’s goal is 59 (20c). The actual number of transfers (20) is 69 – 9 transfers more than their goal. transfers (20) is 69 – 9 transfers more than their goal.

Nine is 15% greater than the goal.Nine is 15% greater than the goal.

4343

Determination of program’s health based on Determination of program’s health based on effectivenesseffectiveness

4444




Determination of program’s Determination of program’s overalloverall health health

4545




#21#21 Number of Distance Education Classes TaughtNumber of Distance Education Classes Taught

Measures the number of classes taught with the mode of delivery as Measures the number of classes taught with the mode of delivery as “Distance Completely Online.”“Distance Completely Online.”

In setting up the class, the college indicates the method of In setting up the class, the college indicates the method of instruction used by the instructor in conducting the class. instruction used by the instructor in conducting the class.

If the method is Distance Education, and the college indicates the If the method is Distance Education, and the college indicates the “mode” of distance delivery as “Distance Completely Online” the “mode” of distance delivery as “Distance Completely Online” the class will be included in this count.class will be included in this count.

4646

#22#22 Enrollment Distance Education ClassesEnrollment Distance Education Classes

At the Fall and Spring census, the number of students actively At the Fall and Spring census, the number of students actively enrolled in all classes owned by the program and identified as enrolled in all classes owned by the program and identified as Distance Completely On‐Line (#21).Distance Completely On‐Line (#21).

Does not include students who at Census have already withdrawn Does not include students who at Census have already withdrawn from the class.from the class.

4747

#23#23 Fill RateFill Rate

Total active student registrations in program distance education Total active student registrations in program distance education classes (#21) (number of seats filled) at Fall and Spring census classes (#21) (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). divided by the maximum enrollment (number of seats offered).

Does not include students who at Census have already withdrawn Does not include students who at Census have already withdrawn from the class.from the class.

4848

#24#24 Successful Completion (Equivalent C or higher)Successful Completion (Equivalent C or higher)

Percentage of students enrolled in program Distance Education Percentage of students enrolled in program Distance Education classes (#22) at Fall and Spring census who at end of semester classes (#22) at Fall and Spring census who at end of semester have earned a grade equivalent to C or higher.have earned a grade equivalent to C or higher.

4949

#25#25 Withdrawals (Grade=W)Withdrawals (Grade=W)

Number of students actively enrolled in program Distance Education Number of students actively enrolled in program Distance Education classes (#22) at Fall and Spring census who at end of semester classes (#22) at Fall and Spring census who at end of semester have a grade of W.have a grade of W.

5050

#26#26 Persistence (Fall to Spring not limited to Distance Ed)Persistence (Fall to Spring not limited to Distance Ed)

Students enrolled in program distance education classes at Fall census Students enrolled in program distance education classes at Fall census (#22) who at subsequent Spring semester census are enrolled in the (#22) who at subsequent Spring semester census are enrolled in the college.college.

Not limited to students continuing to take program distance education Not limited to students continuing to take program distance education classes.classes.

Example: Example: 31 majors enrolled in DE classes in Fall31 majors enrolled in DE classes in Fall

21 majors of the original 31 majors persist into any Spring class21 majors of the original 31 majors persist into any Spring class21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

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Comprehensive & Annual Program Review TimelineComprehensive & Annual Program Review Timeline

Develop presentation and training materials (3 presentations and 5 training sessions)

Provide Annual Program Review Training to Campus

Package and Delivery of all Program & Unit Reviews to System Office

Post all Program & Unit Reviews to Assessment Website

Aug 26th

All program and unit reviews (Comprehensive and Annual) due to Interim VCAA by web/email by EOB Monday November 15th.

Work with Chancellor to determine best strategy for rolling out new on-line data submission tool.

Collect and deliver data to Student Support Services

Build out 2010 program review page on the assessment website

Plan this year’s program review based on suggested improvements from last year’s review

Create and post a Program-unit review process improvement summary document to capture year over year improvements to existing PR process

Determine what templates will be used and that they are linked to a common website (UHCC).

Review and edit all PR documentation and work with Trina and AC for approvals

Determine what changes to our local program-unit review processes need to be made and plan for same.

Develop and administer PR Process Improvement Survey

Work with AC and Interim VCAA to determine what needs to be taken back to UHCC IPRC

Receive 2 years data from system office, perform data validation, and begin building instructional comprehensive data tables

Aug 15th

Dec 15thThru Oct

Aug 28th

Jul - Sept

Jul 28th

Jan 5th

Dec 20th

Jan 25th

Jul - Aug Aug - Oct

Jul - Sept Nov 15Sept 23rd

Oct 23rd

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AY2010 Comprehensive & Annual Review ProcessAY2010 Comprehensive & Annual Review Process

Step 1Step 1 Write your instructional program review using Write your instructional program review using the appropriate the appropriate template or web submission tool.template or web submission tool.

Step 2Step 2 Send yourSend your documents documents (one Word document per review) (one Word document per review) to to Interim VCAA Joni Onishi by email no later than end of Interim VCAA Joni Onishi by email no later than end of business, Monday business, Monday November 15th, 2010. November 15th, 2010.

Step 3Step 3 Interim VCAA will ensure that all required documents Interim VCAA will ensure that all required documents have been have been received and that they are adequate.received and that they are adequate.

Step 4Step 4 Interim VCAA will forward all approved reviews to the Interim VCAA will forward all approved reviews to the Institutional Institutional Research Office for further processing.Research Office for further processing.

Step 5Step 5 The Annual reviews will be collected on-line by the System The Annual reviews will be collected on-line by the System Office for review by the UH Board of Regents. Comprehensive Office for review by the UH Board of Regents. Comprehensive reviews will reviews will be forwarded along as appropriate following CERC be forwarded along as appropriate following CERC guidelines.guidelines.

Step 6Step 6 All reviews will finally be converted to PDF and posted All reviews will finally be converted to PDF and posted to the to the Assessment Web Site.Assessment Web Site.

5353

Questions?Questions?The intention of this presentation was to provide a single source for all of the The intention of this presentation was to provide a single source for all of the documentation related to the Comprehensive & Annual Instructional LBRT documentation related to the Comprehensive & Annual Instructional LBRT Program Review process. I have linked all of the documents you should Program Review process. I have linked all of the documents you should need directly into this presentation.need directly into this presentation.

For additional information, the glossary and health call scoring rubric can be For additional information, the glossary and health call scoring rubric can be found at: found at:

UHCC Annual Report of Program Data Web Submission ToolUHCC Annual Report of Program Data Web Submission Tool

If you need more information on this process please feel free to contact me:If you need more information on this process please feel free to contact me:

Shawn FloodShawn Flood 974-7512974-7512

Mahalo!Mahalo!

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Documents

AY 2010 LBRT Instructional Program Review Data Delivery Plan Data Description Process Timeline Rev. 10-29-10