What Do I Need for the Comprehensive Program Review Washinton State

PROGRAM REVIEW PROCESS

The current Programme Review Procedure was piloted in summer, 2016, and all RTC programs will take started the 3-year review process during the 2016-17 schoolhouse year.

Program Review Timeline and Reviewers

Plan Review Written report Template

Program Review Data Guide

Cess 101:  Who, What, When, Where, Why and How

Frequently Asked Questions, Helpful Data Glossary, and Easy Instructions

What is a program review?

A program review is like a wellness check with the dr.: it's an opportunity to evaluate all systems and make sure the plan is vibrant and healthy. Program reviews occur in 3-year cycles.  Program Reviews are useful for:

• Creating improved pathways for students to succeed
• Evaluating and updating current practices, credit load and expectations in programs
• Reflecting on ways to provide disinterestedness and access for all students

• Year One: Year One is the primary review. It is a time when data is collected, discussed, and an initial plan for assessment and growth is developed.

• Year Two: In this year, the faculty/dean team formally regroups to assess pupil learning through three potential steps:

Step i: Summarizing collected course assessment data

Step 2: Analysis and evaluation of data

Step three: Implementation of modify(due south)

• Year 3: In the last year of Program Review, the faculty/dean team closes the loop on assessing the course issue measurements. They besides review the work accomplished over the three years, and plan for the future.

Who is involved in program review?

The program review squad (faculty and their dean), IR (for data purposes and information consultation), an Informational board fellow member, and one non-program kinesthesia chosen by the Office of Instruction and the adviser from the program area.

Who does What?

The Dean schedules the yearly meetings, working well in advance to ensure total participation. Run across the Dean's Checklist.

The program faculty reflect on all aspects of their program, and works to find ways to improve retention and educatee success. They lead the review meetings.

IR (Institutional Research) members provide the most contempo data for the program, too equally data on the changing chore outlook in the area.

The Advisory Board fellow member sheds light on the current needs of the job market, as well as their perspective on the effectiveness of the program.

The non-programme faculty looks at the data and gives an exterior perspective to the program, providing suggestions and ideas based on the data and program needs and direction.

The program adviser provides a unique perspective based on their piece of work with the program students as well as prospective students that may be interested in the program.

What documents are used in a program review?

• Plan Review Report: The official document where all data, comments, and recommendations are entered.

• Program Review Action Plan: The annex where the team lists needs or ideas to keep or improve the program. This can include recommendations that involve many departments on campus.

• Supporting documents: These sources tin can aid the programme review participants prepare the official Program Review Form, or add context to data presented in the review. These sources tin can include:
  • Program Outlines
  • Program and Course Outcomes
  • Advisory Committee Meeting Minutes

Why practise we demand program reviews?

Program review serves many purposes. First, it is a requirement of the Northwest Commission on Colleges and Universities, which is the accrediting trunk governing two-year public institutions in Washington Country, including RTC.  RTC is required to evaluate programs in a regular wheel, and to evaluate the effectiveness of program outcomes.

Program Reviews are a gamble to see how well your students are learning, what they are learning, and what can be done to ensure that pupil learning is taking place. It is a run a risk to look at data with an eye for comeback in retention and completion. Information technology is also a chance to update or adjust courses and programs to meet current industry needs.

Next, information technology helps the institution prioritize program needs by enrollments, curricular change, industry trends, and student satisfaction rates. This makes it possible to identify and abet for resource.

Finally, it is an evaluative process that ensures faculty, deans, and the higher in general are making strategic decisions for a program. This is an opportunity to reflect on success and strive for improvement. In this sense, it is a course of professional development for all members involved.

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PROGRAM REVIEW – Yr ONE INSTRUCTIONS

What happens in Twelvemonth 1?

Summary: Year One is the primary review. It is a time when data is collected, discussed, and an initial program for assessment and growth is developed.

Programs will be selected for review in a randomized process in autumn/wintertime quarters.

The Office of Education will notify the deans of what programs are selected.

Institutional Research (IR) sends the dean and kinesthesia a Programme Review Template with most of the data already entered.

The dean will schedule time with faculty to add information to these sections:

• Curriculum Development –listing courses added, deleted or revised in by three years. This data can exist retrieved from archived programme outlines.

• Program Enhancements – highlight technology implemented, partnerships added, and plan-specific accreditation, if applicable.

• Future Programme Design Ideas – summarize ideas to keep pace with manufacture.

• Professional Exams/Licenses – Pass Rates (if known)

• Program Facilities and Equipment – highlight facility and equipment improvements or needs.

• SWOT Analysis – the team will await at the strengths, weaknesses, opportunities and threats for the program.This will include previous planning information, anecdotal, manufacture trends, and and so on.A short summary of this analysis is added to the document.

• Boosted comments or analysis – each information prepare provides the faculty and dean to provide extra comments and analysis.

The dean and kinesthesia volition cull a program outcome that aligns with the college-wide outcome to mensurate in Yr Two and add uncomplicated information to the grade:

• Choose one program outcome that aligns to the higher-wide outcome and identify the college level outcome with which it aligns.
• Add that program outcome to the review form.
• 1 - two relevant courses and outcomes that align with plan outcomes will be selected together with your dean, to ensure that at that place are a diverseness used from your department. Choose relevant courses and course outcomes.
• Talk about how pupil learning is measured in the courses. Are these written or oral assessments, demonstrations, or a combination of measures?
• Choose a variety of examples (3-five assessments) in which the class outcomes are measured for the selected courses, and add it to the review class. These methods of student learning assessment will be evaluated inYear Twoby the kinesthesia/dean team, to brand sure they accurately mensurate the grade and programme outcomes. Faculty, see Cess 101:  Who, What, When, Where, Why and How on how to align outcomes to your assessments.

A Review Team meeting will be scheduled in the starting time quarter. The team will be sent the written report alee of fourth dimension for consideration. This team includes

• All fulltime and IBEST Faculty; at least one part fourth dimension if applicable
• IR
• Informational or community member, if available (Selected by Dean)
• One non-program faculty or staff selected by the VPI
• Educatee Services Counselor currently connected to the programme

Together, this team will look at the overall management and operation of the plan.

• Their feedback volition be compiled into the report.
• Team members will make full out a plan review survey within ane calendar week.
• Based on the feedback, IR will compile the feedback and give one of these recommendations:
• Movement Forward: The program is on the right runway to come across industry demand, growth projections, and utilize of existing resource. No major changes will be recommended.
• Enhance: The program needs some help to grow or evolve.  This may include marketing, revision of curriculum, equipment or facilities improvements.  Enhancements will help programs maintain or expand offerings.   These needs volition be added to the comment department and listed in the Action Plan Addendum.
• Intensive Review: More people and/or departments need to review the plan's data, and major changes may be needed for program health, or its agile condition.  If this recommendation is submitted to the Office of Instruction, it needs to be noted in the comments section.
• The concluding report is submitted to the Office of Instruction, where it will exist reviewed with the Dean if necessary and filed for futurity reference.
• The Activity Program Addendum is monitored by the Dean and Faculty over the next year. This can be scheduled at quarterly program meetings.

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PROGRAM REVIEW – YEAR 2 INSTRUCTIONS

What Happens in Twelvemonth Ii?

Summary: In this year, the faculty/dean team formally regroups to assess pupil learning through three potential steps:

Stride 1:  Summarizing collected course assessment information

Step two:  Assay and evaluation of data

Footstep 3:  Implementation of change(s)

This may lead to a revision of a class outcome and/or assessment to see if outcomes improve likewise as continued data drove into Year Three. Also, the faculty/dean team reviews the initial Action Plan to see if tasks identified in Yr I have been completed.

If program enhancement or intensive review was recommended in Twelvemonth One, the people and/or departments asked to review initial information and work together on plan improvement keep to meet.  This helps the institution as a whole evaluate its progress in supporting program growth, restoration, or agile status.

Throughout Year 2, faculty volition collect information from course outcome assessments they chose in Yr Ane.Examples of the data collected past quarter or course offering tin can be:

• numbers of students who pass with a specific GPA;
• numbers of students who succeed at a specific assessment at a specific level;
• numbers of students who earn a specific industry credential in the course; or
• numbers of students who demonstrate a competency in a lab setting.

If fluctuations or a negative trend is detected, the faculty volition want to research why this is the example. Information technology could be as narrow as pinpointing which questions are consistently missed on a test or every bit broad equally a lab outline that misses a sequence that would enable a student to perform a task. Faculty will document their research on the provided plan review course.

At the end of Year Two, the faculty/dean team reviews the data to determine possible improvements.

Faculty volition design the necessary cess and/or outcome change(due south), and it will be documented in the Plan Review Written report.

The kinesthesia/dean team will review and update items on the Activity Plan Addendum.

PROGRAM REVIEW – YEAR THREE INSTRUCTIONS

What happens in Twelvemonth 3?

In the final year of Program Review, the faculty/dean team closes the loop on assessing the course outcome measurements. They also review the piece of work accomplished over the three years, and plan for the future.

In leap quarter, collection of another year's worth of information related to the course and program outcome assessment measures identified in Year I will be reviewed.

• If no changes were made in Year Two, the review will exist to look for continued or positive trends.
• If changes were fabricated in Year 2, a review of the data related to the new changes will be washed to run into if results of student learning take improved from the previous year.

The Programme Action Program volition exist reviewed again and summarized. Questions to consider include:

• Were the ideas or resources implemented?Did they testify effective?
• Did we come across improvements in pupil success?
• If an idea or resource was not implemented, why non?

The faculty/dean team will start looking to the new year One for planning.

The Dean schedules the yearly meetings, working well in accelerate to ensure total participation. Encounter the Dean's Checklist.

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Data Glossary:

CIP Code: Classification of Instructional Programs. Each programme at RTC is assigned a CIP, while like programs have the same CIP code, due east.g., Accounting Clerk and Bookkeeping Paraprofessional. These are six-digit codes that are assigned by the US Section of Didactics to describe the subject area of courses and major areas of report. In that location is a difference between federal CIP codes and local (SBCTC) CIP codes. The IR office analyzes the bulk of program-level information based on CIP codes.

Cohort: Group of students who fit specific criteria that are tracked for retention and graduation statistics.

Program Enhancement Program (PEP) Cohort (Used for Plan Review): Derived from the Pupil Achievement Initiative database. Students are included in this cohort if they: (1) Earned null credits prior to that year, (two) Attempted at to the lowest degree 1 credit during that year, and (3) Had a caste-seeking intent code.

Completion Charge per unit: The completion rate is calculated as the percentage of students in an identified cohort that received a certificate or degree within a specified amount of fourth dimension (i.eastward., three years).

Degree-Seeking: A student who indicates they are seeking a degree or a certificate.

DLOA (Information for Linking Outcomes Assessment): Database containing data compiled on an annual basis to meet college and SBCTC needs for outcomes information related to employment and further educational activity of college students. Includes data for completers and leavers of vocational, academic, worker retraining or apprenticeship programs that left the system during the previous bookish year. This database is used mainly to study estimated placement for the previous year and median wages for completers and/or early leavers of a program.

EPC Code: Educational Program Code. Each program at RTC is also assigned an EPC code, which is different for each level of a program. For example, the Accounting Clerk certificate has a unlike EPC lawmaking than the Accounting AAS degree.

FTE: "Total time equivalent" equals xv credit hours per quarter.

FTE-F: Full time equivalency for kinesthesia. Per the SBCTC: The pct of a full-time teaching load assigned to a course. The value is assigned in the SMIS database based on the FTEF distribution/adding procedure which matches personnel and distributes FTEF based on the methodology a college chooses to use (i.east., full time kinesthesia load per the RFT contract).

FTE-Southward: Full fourth dimension equivalency for all students.

Headcount: Number of students enrolled in the programme (averaged across all quarters).

Intent Codes: The student's intent for enrolling, as coded by the colleges. This information element is nerveless each quarter that the student is enrolled and may change for each student over time.

Program Outcomes Plan Outcomes describe how the educatee will integrate noesis, skills, and abilities learned throughout the programme in a complex role functioning after completion.

Retention Rate: Memory rate is expressed equally a percentage of the students who return each quarter or year. In a ii-yr customs or technical college, retentivity is usually assessed over shorter time periods such every bit Autumn to Winter or Fall to Spring, as some students might graduate within a year.

SOC Code: The Standard Occupational Classification (SOC) system is used by Federal statistical agencies to classify workers into occupational categories for the purpose of collecting, computing, or disseminating data. All workers are classified into one of 840 detailed occupations according to their occupational definition.

Pupil Achievement Initiative (SAI) Database: The SAI Database helps colleges rail their students for the incremental gains they make during the year in basic skills, pre-higher (college prepare) courses, earning their offset fifteen and first 30 higher-level credits, earning their first 5 credits in college level math or reasoning and for certificate, caste, and apprenticeship awards. These gains are termed "momentum points" because they add together momentum to a pupil's longer term success. The database is constructed and so that a college can encounter the college-level momentum students accept behind them to start and the momentum they build during the academic yr and to clarify students to develop accomplishment strategies. All land-supported, honour-seeking, and Running Kickoff students from SMS except international and Department of Corrections students, and non-country, non-award seeking students are included.

Student/Faculty Ratio: The number of students per kinesthesia fellow member, based on student and faculty FTE.

Student Direction System (SMS): The SMS system is used to administer and manage all student-related business concern functions on campus and can only be accessed past designated employees on campus such as Enrollment Services and Institutional Research staff.

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Source: https://rtc.edu/program-review