AY 2012 LBRT Instructional Program Review Process

AY 2012 LBRT Instructional AY 2012 LBRT Instructional Program Review ProcessProgram Review Process

Data DescriptionData DescriptionProcess – TimelineProcess – Timeline

Rev. 10-15-12Rev. 10-15-12

PurposePurpose

The purpose of this presentation is describe the process we follow for the local The purpose of this presentation is describe the process we follow for the local Comprehensive review, the system required Annual Program Reviews, and to describe Comprehensive review, the system required Annual Program Reviews, and to describe how the data is derived.how the data is derived.

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

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

Liberal Arts is not doing a comprehensive review this year.Liberal Arts is not doing a comprehensive review this year.

Click here for theClick here for the

Comprehensive Program-Unit Review Cycle and ScheduleComprehensive Program-Unit Review Cycle and Schedule

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Reason for Program ReviewReason for Program Review

Program Review Program Review isis Assessment Assessment

The review of a program should be an on-going, year-round, reflective process. The review of a program should be an on-going, year-round, reflective process.

Program review processes assure educational quality and help programs to evaluate and improve their Program review processes assure educational quality and help programs to evaluate and improve their services.services.

Program review is an opportunity for self-study, self-renewal, and an opportunity to identify the need for Program review is an opportunity for self-study, self-renewal, and an opportunity to identify the need for improvement. improvement.

A robust program review process is one mechanism available to the college to improve student success.A robust program review process is one mechanism available to the college to improve student success.

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

Upon conclusion of every program/unit review cycle, the IR Office takes extra care to ensure that we are improving our program/unit review Upon conclusion of every program/unit review cycle, the IR Office takes extra care to ensure that we are improving our program/unit review process on campus. This is accomplished by sending out questionnaires specific to the groups, and by meeting with the various groups process on campus. This is accomplished by sending out questionnaires specific to the groups, and by meeting with the various groups across campus and collecting their feedback. Your suggestions for improving this process are then published to the Program Review across campus and collecting their feedback. Your suggestions for improving this process are then published to the Program Review website and have been linked here for your convenience.website and have been linked here for your convenience.

AY 2011 Program/Unit Process Improvement SummaryAY 2011 Program/Unit Process Improvement Summary

Based upon the feedback we received from everyone last year from our program-unit review process improvement focus groups, the Based upon the feedback we received from everyone last year from our program-unit review process improvement focus groups, the following changes have been made and have been incorporated into the planning of this year’s review:following changes have been made and have been incorporated into the planning of this year’s review:

In order to assure the best possible attendance for our annual training, the VC for Academic Affairs will notify the Chancellor, VC’s, and In order to assure the best possible attendance for our annual training, the VC for Academic Affairs will notify the Chancellor, VC’s, and Directors, when training is ready, and the training will be scheduled through the VCAA’s office and Secretaries. It will be the responsibility of Directors, when training is ready, and the training will be scheduled through the VCAA’s office and Secretaries. It will be the responsibility of the VC’s and Directors to disseminate the day, time, and location of training to Writers and Initiators.the VC’s and Directors to disseminate the day, time, and location of training to Writers and Initiators.

In order to improve navigation on the program review website, our web developer has reorganized the current site and will be responsible for In order to improve navigation on the program review website, our web developer has reorganized the current site and will be responsible for publishing documentation going forward.publishing documentation going forward.

To provide the best possible support for training on campus we will continue to have 3 separate training sessions this year, one for Units, To provide the best possible support for training on campus we will continue to have 3 separate training sessions this year, one for Units, one for Liberal Arts, and one for CTE programs.one for Liberal Arts, and one for CTE programs.

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What else are we doing to improve our program review process ?What else are we doing to improve our program review process ?There were some performance issues with the online tool last year reported by Writers. Joni has taken your concerns to the appropriate There were some performance issues with the online tool last year reported by Writers. Joni has taken your concerns to the appropriate party at the system office and has asked them to try to work some of the issues out.party at the system office and has asked them to try to work some of the issues out.

You said that the training you received last year regarding changes to the Instructional Program Review Comprehensive Template was You said that the training you received last year regarding changes to the Instructional Program Review Comprehensive Template was helpful. We will continue to provide a brief overview of the templates upon conclusion of our normally scheduled training.helpful. We will continue to provide a brief overview of the templates upon conclusion of our normally scheduled training.

All annual and comprehensive templates have been updated since last year based on your feedback, and on an evaluation of the templates All annual and comprehensive templates have been updated since last year based on your feedback, and on an evaluation of the templates by CERC.by CERC.

An additional step to our Comprehensive Program/Unit Review Process document was added to ensure timely delivery of the budgetary An additional step to our Comprehensive Program/Unit Review Process document was added to ensure timely delivery of the budgetary data needed to complete an instructional program review.data needed to complete an instructional program review.

An additional step to our Comprehensive Program/Unit Review Process document was added to ensure that VC’s and Directors took more An additional step to our Comprehensive Program/Unit Review Process document was added to ensure that VC’s and Directors took more ownership for our local program/unit review process by providing training specific to their groups (i.e. the Vice Chancellor for Academic ownership for our local program/unit review process by providing training specific to their groups (i.e. the Vice Chancellor for Academic Affairs would provide training to the Academic Support Group)Affairs would provide training to the Academic Support Group)

An additional step to our Comprehensive Program/Unit Review Process document was added to ensure that all of the suggested An additional step to our Comprehensive Program/Unit Review Process document was added to ensure that all of the suggested improvements we commit to every year through our Program/Unit Process Improvement efforts are completed by the responsible party improvements we commit to every year through our Program/Unit Process Improvement efforts are completed by the responsible party prior to leaving for Summer.prior to leaving for Summer.

This is the This is the improvedimproved process we are using this year: process we are using this year:

Comprehensive Program-Unit Review Process Comprehensive Program-Unit Review Process

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

Program Student Learning Outcomes are now required for all Liberal Arts annual Program Student Learning Outcomes are now required for all Liberal Arts annual reviews in the community college system.reviews in the community college system.

Under the online Web Submission “Cost per SSH” tab there is a new requirement for Under the online Web Submission “Cost per SSH” tab there is a new requirement for the entry of Tuition and fees, which are now part of the Overall Program Budget the entry of Tuition and fees, which are now part of the Overall Program Budget Allocation for all instructional programs. Joni will be uploading all of the budget Allocation for all instructional programs. Joni will be uploading all of the budget information you need this year.information you need this year.

Under the Web Submission “Description” tab there is a new requirement for entry of Under the Web Submission “Description” tab there is a new requirement for entry of the web address to the location of your last comprehensive review. Also required is the web address to the location of your last comprehensive review. Also required is the date completed. Please link your last comprehensive review here—not this year’s the date completed. Please link your last comprehensive review here—not this year’s comprehensive.comprehensive.

Data elements with asterisks next to them are now used for health calls.Data elements with asterisks next to them are now used for health calls.

In the online Web Submission section there is a new “P-SLO” tab, requiring the In the online Web Submission section there is a new “P-SLO” tab, requiring the following new information: Expected Level of Achievement, Courses Assessed, following new information: Expected Level of Achievement, Courses Assessed, Assessment Strategy/Instrument, Results of Program Assessment, Other Comments, Assessment Strategy/Instrument, Results of Program Assessment, Other Comments, and Next Steps. (see next slide for definitions)and Next Steps. (see next slide for definitions)

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What to enter under the P-SLO tabWhat to enter under the P-SLO tab

Expected Level of AchievementExpected Level of Achievement

Describe the different levels of achievement for each characteristic of the learning outcome(s) Describe the different levels of achievement for each characteristic of the learning outcome(s) that were assessed. What represented “excellent,” “good,” “fair,” or “poor” performance using a that were assessed. What represented “excellent,” “good,” “fair,” or “poor” performance using a defined rubric and what percentages were set as goals for student success (for example: “85% of defined rubric and what percentages were set as goals for student success (for example: “85% of students will achieve good or excellent in the assessed activity.”)students will achieve good or excellent in the assessed activity.”)

Courses AssessedCourses Assessed

List the courses assessed during the reporting period.List the courses assessed during the reporting period.

Assessment Strategy/InstrumentAssessment Strategy/Instrument

Describe what, why, where, when, and from whom assessment artifacts were collected.Describe what, why, where, when, and from whom assessment artifacts were collected.

Results of Program AssessmentResults of Program Assessment

The % of students who met the outcome(s) and at what level they met the outcome(s).The % of students who met the outcome(s) and at what level they met the outcome(s).

Other CommentsOther Comments

Include any information that will clarify the assessment process report.Include any information that will clarify the assessment process report.

Next StepsNext Steps

Describe what the program will do to improve the results. "Next Steps" can include revision to Describe what the program will do to improve the results. "Next Steps" can include revision to syllabi, curriculum, teaching methods, student support, and other options.syllabi, curriculum, teaching methods, student support, and other options.

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Jumper DefinedJumper Defined

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.

Jumping into this years comprehensive cycle means that you will have an Jumping into this years comprehensive cycle means that you will have an opportunity to be considered for any budgetary decisions that will be made opportunity to be considered for any budgetary decisions that will be made in this years budget process.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. New template linked The Liberal Arts program is not required to do a comprehensive review this year. New template linked below for your reference…below for your reference…

Comprehensive Instruction Program Review TemplateComprehensive Instruction Program Review Template

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

ANNUAL REVIEWSANNUAL REVIEWS

Your programs data table is available on-line using the link below. You should have everything you need 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 often—especially 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 within the tool if you are copying when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from Word.and pasting in from Word.

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

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Terminology / TimingTerminology / Timing

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.

FISCAL_YR_IRO: Fiscal year, where the value indicates the ending of the fiscal FISCAL_YR_IRO: 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 year. For 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 2004-2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters. 2004, and Spring 2005 semesters.

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Instructional Program Review Data ElementsInstructional Program Review Data Elements

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

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

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#2#2 Percent Change Majors from Prior Year Percent Change 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: Data Source: Difference between the number of majors (#1) in the current Difference between the number of majors (#1) in the current year from the prior year, divided by the number of majors in the prior year.year from the prior year, divided by the number of majors in the prior year.

This methodology works for HawCC in the current reporting year as (1306-This methodology works for HawCC in the current reporting year as (1306-1093)/1093*100 = 19%1093)/1093*100 = 19%

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#3#3 SSH Program majors in Program ClassesSSH Program majors in Program Classes

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

Note: for programs where year‐round attendance is mandatory, Summer Note: for programs where year‐round attendance is mandatory, Summer SSH are included.SSH are included.

Excludes Directed Studies (99 series). Differs from MAPS as UHCC data Excludes Directed Studies (99 series). Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to includes Cooperative Education (93 series) as there is a resource cost to the program.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:

Courses Taught Aligned to Instructional ProgramsCourses Taught Aligned to Instructional Programs

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#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 counted The sum of Fall and Spring SSH taken by non‐program majors (not counted in #3) in courses linked to the program. Captured at Census and excludes in #3) in 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 (93 Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a resource cost to the program.series) as there is a resource cost to the program.

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

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


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

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

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

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

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

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

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



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LA Program Scoring Rubric DefinitionsLA Program Scoring Rubric Definitions

Your program health is determined by 3 separate types of measures: Your program health is determined by 3 separate types of measures: Demand, Efficiency, and Effectiveness. This slide explains why these Demand, Efficiency, and Effectiveness. This slide explains why these measures were chosen to determine program health.measures were chosen to determine program health.

Demand: A seeking or state of being sought after.Demand: A seeking or state of being sought after.

i.e. your programs ability to attract new students every year based on your i.e. your programs ability to attract new students every year based on your offering.offering.

Efficiency: Acting or producing effectively with a minimum of waste, Efficiency: Acting or producing effectively with a minimum of waste, expense, or unnecessary effort.expense, or unnecessary effort.

i.e. your programs ability to use its resources in the best possible way.i.e. your programs ability to use its resources in the best possible way.

Effectiveness: Stresses the actual production of, or the power to produce an Effectiveness: Stresses the actual production of, or the power to produce an affect.affect.

i.e. your programs ability to produce the desired result.i.e. your programs ability to produce the desired result.

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Determination of Program’s HealthDetermination of Program’s Health

This year the system office will calculate and report health calls for all instructional programs using This year the system office will calculate and report health calls for all instructional programs using academic year 2012 data. academic year 2012 data.

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

Liberal Arts Health Call Scoring Rubric Liberal Arts Health Call Scoring Rubric

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#8#8 Average Class SizeAverage Class Size

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


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


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#9#9 Fill RateFill Rate

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


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#10#10 FTE BOR Appointed FacultyFTE BOR Appointed Faculty

Sum 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 Mathematics are excluded from the counts in Liberal Arts and included in the counts for the Remedial/and or Developmental programs. Faculty with “split” counts for the Remedial/and or Developmental programs. Faculty with “split” assignments among Remedial/Developmental classes and Transfer level classes assignments among Remedial/Developmental classes and Transfer level classes are reflected proportionally.are reflected proportionally.

Data as of October 31 2011.Data as of October 31 2011.

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

Click here to find the number of BOR Appointed Program Faculty for your Click here to find the number of BOR Appointed Program Faculty for your program:program:

2012 BOR Appointed Program Faculty2012 BOR Appointed Program Faculty

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

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

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

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

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

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

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

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#13#13 OverallOverall Program Budget AllocationProgram Budget Allocation

The overall program budget allocation = General Funded Budget Allocations The overall program budget allocation = General Funded Budget Allocations (14a) + Special/Federal Budget Allocations (14b) + Tuition and Fees (14c) (14a) + Special/Federal Budget Allocations (14b) + Tuition and Fees (14c) + Other fees+ Other fees

The overall program budget allocation The overall program budget allocation is automatically calculated when you is automatically calculated when you enter your general funded budget allocation, special/federal budget enter your general funded budget allocation, special/federal budget allocation, other funds, or tuition and fees, into the online tool tab called, allocation, other funds, or tuition and fees, into the online tool tab called, “Cost per SSH.” Again, Joni will upload the data for you this year.“Cost per SSH.” Again, Joni will upload the data for you this year.

The overall program budget allocation is to be determined by the College The overall program budget allocation is to be determined by the College and it includes: Salaries (general funds, special funds, etc.), overload, and it includes: Salaries (general funds, special funds, etc.), overload, lecturers, costs for all faculty and staff assigned to the program, supply and lecturers, costs for all faculty and staff assigned to the program, supply and maintenance, and tuition and fees.maintenance, and tuition and fees.

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

The general funded budget allocation = actual personnel costs + b budget The general funded budget allocation = actual personnel costs + b budget expendituresexpenditures

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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

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#13c#13c Tuition and FeesTuition and Fees

New this year to be included in your programs overall budget allocation is New this year to be included in your programs overall budget allocation is the amount collected for tuition and fees in the 2012 academic year.the amount collected for tuition and fees in the 2012 academic year.

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#14#14 Cost per SSHCost per SSH

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

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

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

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

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

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

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

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


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

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

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#18#18 Persistence Fall to SpringPersistence Fall to Spring

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

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

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#19#19 Unduplicated Degrees/Certificates Awarded Prior Unduplicated Degrees/Certificates Awarded Prior Fiscal YearFiscal Year

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

[sum of 19a and 19b, then unduplicated ] [sum of 19a and 19b, then unduplicated ]

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

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

For ARPD year 2011, the most recent fiscal data on August 15, 2011, was For ARPD year 2011, the most recent fiscal data on August 15, 2011, was from FY 2011.from FY 2011.

For ARPD year 2012, the most recent fiscal data on August 15, 2012, was For ARPD year 2012, the most recent fiscal data on August 15, 2012, was from FY 2012. from FY 2012.

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

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…”

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#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.

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#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.


Example: 119 degrees was goal for 0910, 123 is goal for 1011 year (a 3% Example: 119 degrees was goal for 0910, 123 is goal for 1011 year (a 3% increase)increase)

3939

#19d#19d Difference Between Unduplicated Awarded and GoalDifference Between Unduplicated Awarded and 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, which is 35 degrees more than the goal. degrees awarded (19a) is 154, which is 35 degrees more than the goal.

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

(154-119)/119*100 = 29%(154-119)/119*100 = 29%

4040

#20#20 Transfers to UH 4-yrTransfers to UH 4-yr

Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the first time in the reporting Fall who prior to the reporting Fall had UH first time in the reporting Fall who prior to the reporting Fall had UH community college (HawCC) as home campus. community college (HawCC) as home campus.

Also includes students who for the first time in the reporting Fall had Maui Also includes students who for the first time in the reporting Fall had Maui College as home campus and major ABIT or ENGT.College as home campus and major ABIT or ENGT.

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

4141

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

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

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

4242

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

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

4343

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

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

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

4444

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

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

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

Example: The program’s goal is 59 (20c). The actual number of transfers Example: The program’s goal is 59 (20c). The actual number of transfers (20) is 68 – 9 transfers more than their goal. (20) is 68 – 9 transfers more than their goal.

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

(68-59)/59*100 = 15%(68-59)/59*100 = 15%

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

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

4646

#22#22 Enrollment Distance Education ClassesEnrollment Distance Education Classes

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

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

4747

#23#23 (DE) Fill Rate(DE) Fill Rate

Total active student registrations in program distance education classes Total active student registrations in program distance education classes (#22) (number of seats filled) at Fall and Spring census divided by the (#22) (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered). maximum enrollment (number of seats offered).

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

4848

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

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

4949

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

Number of students actively enrolled in program Distance Education classes Number of students actively enrolled in program Distance Education classes (#22) at Fall and Spring census who at end of semester have a grade of W.(#22) at Fall and Spring census who at end of semester 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 students enrolled in DE classes in Fall31 students enrolled in DE classes in Fall

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

5151

Comprehensive & Annual Program Review TimelineComprehensive & Annual Program Review Timeline

Develop training materials for Instructional GPP program

Provide Program Review Training to GPP Instructional Program

Develop and publish BOR Appointed Faculty and Classes Taught aligned to program files

The Instructional GPP program review is due to Interim VC for Academic Affairs/ UHCC ARPD website by EOB Friday November 30th.

Follow up on last year’s list of suggested improvements for completion

Edit instructional GPP glossary and health call scoring rubric and provide suggested changes to system office

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

Evaluate ARPD online web submission site for functionality and report bugs to system office

Administer PR Process Improvement Sessions (Develop questionnaire, schedule sessions, collect feedback)

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

Update documentation on website needed for program review

Sept

Sept OctAug-SeptJan 27th

Jan 25th

Sept

SeptAug Nov 30Sept-Oct

5252

Send Campus-wide update on program review process with link to data and due date

Sept

Summarize PR Process Improvement Feedback, communicate results to groups, publish to web.

Jan 5th

AY 2012 Comprehensive & Annual LA Review ProcessAY 2012 Comprehensive & Annual LA Review Process

Step 1Step 1 Write your program review using the appropriate template or Write your program review using the appropriate template or online submission.online submission.

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, Friday November 30th, 2012. business, Friday November 30th, 2012.

Step 3Step 3 Interim VCAA will ensure that all required documents Interim VCAA will ensure that all required documents have been received and that they are adequate.have been 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 Research Office for further processing.Institutional Research Office for further processing.

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

Step 6Step 6 All comprehensive reviews will finally be converted to PDF and All comprehensive reviews will finally be converted to PDF and posted to the Program Review Web Site.posted to the Program Review 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 Program Review documentation related to the Comprehensive & Annual Program Review process—specifically for the Liberal Arts program. All of the documents you process—specifically for the Liberal Arts program. All of the documents you should need for your review have been linked directly into this presentation.should need for your review have been linked directly into this presentation.

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:

HawCC Institutional Analyst HawCC Institutional Analyst Shawn FloodShawn Flood 934-2648934-2648

Mahalo!Mahalo!

5454

CERC Comprehensive Program CERC Comprehensive Program Review Template & ProcessReview Template & Process

James will now discuss the comprehensive instructional program review template, James will now discuss the comprehensive instructional program review template, and briefly cover the current CERC process.and briefly cover the current CERC process.

Comprehensive Instruction Program Review TemplateComprehensive Instruction Program Review Template

If you need assistance please contact me:If you need assistance please contact me:

James KileyJames KileyInstitutional Assessment CoordinatorInstitutional Assessment Coordinator Email: [email protected] (Email is best)Email: [email protected] (Email is best)Phone: 934-2649Phone: 934-2649

Mahalo!Mahalo!

5555

Documents

AY 2012 LBRT Instructional Program Review Process