What Do I Need for the Comprehensive Program Review Washington State

PROGRAM REVIEW Process

The current Program Review Process was piloted in summer, 2016, and all RTC programs will have started the three-year review procedure during the 2016-17 school year.

Program Review Timeline and Reviewers

Program Review Report Template

Plan Review Data Guide

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

Frequently Asked Questions, Helpful Information Glossary, and Easy Instructions

What is a program review?

A program review is like a health cheque with the physician: it's an opportunity to evaluate all systems and make sure the program is vibrant and healthy. Program reviews occur in 3-yr cycles.  Program Reviews are useful for:

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

• Yr One: Twelvemonth 1 is the master review. Information technology is a time when information is collected, discussed, and an initial plan for cess and growth is adult.

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

Footstep one: Summarizing collected course assessment data

Step ii: Analysis and evaluation of information

Stride 3: Implementation of modify(due south)

• Twelvemonth 3: In the final yr of Program Review, the kinesthesia/dean team closes the loop on assessing the course consequence measurements. They also review the work achieved over the iii years, and plan for the future.

Who is involved in program review?

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

Who does What?

The Dean schedules the yearly meetings, working well in accelerate to ensure full participation. Come across the Dean'due south Checklist.

The program faculty reflect on all aspects of their program, and works to discover ways to improve retention and student success. They pb the review meetings.

IR (Institutional Research) members provide the most recent data for the programme, as well equally information on the irresolute job outlook in the area.

The Advisory Board member sheds calorie-free on the current needs of the job market, equally well every bit their perspective on the effectiveness of the program.

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

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

What documents are used in a programme review?

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

• Programme Review Action Program: The addendum where the squad lists needs or ideas to continue or improve the program. This tin include recommendations that involve many departments on campus.

• Supporting documents: These sources can aid the program review participants prepare the official Program Review Form, or add context to information presented in the review. These sources can include:
  • Programme Outlines
  • Program and Form Outcomes
  • Informational Committee Meeting Minutes

Why do we need program reviews?

Program review serves many purposes. Starting time, information technology is a requirement of the Northwest Commission on Colleges and Universities, which is the accrediting body governing two-twelvemonth public institutions in Washington State, including RTC.  RTC is required to evaluate programs in a regular cycle, and to evaluate the effectiveness of programme outcomes.

Programme Reviews are a chance to see how well your students are learning, what they are learning, and what tin can be done to ensure that student learning is taking place. It is a chance to look at information with an eye for comeback in retention and completion. It is also a chance to update or adjust courses and programs to run into current industry needs.

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

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

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PROGRAM REVIEW – YEAR ONE INSTRUCTIONS

What happens in Yr One?

Summary: Year 1 is the chief review. It is a time when data is collected, discussed, and an initial plan for assessment and growth is developed.

Programs volition be selected for review in a randomized process in fall/winter quarters.

The Function of Instruction will notify the deans of what programs are selected.

Institutional Inquiry (IR) sends the dean and faculty a Plan Review Template with most of the data already entered.

The dean volition schedule time with faculty to add together data to these sections:

• Curriculum Development –list courses added, deleted or revised in past three years. This information can exist retrieved from archived program outlines.

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

• Futurity Program Design Ideas – summarize ideas to continue pace with industry.

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

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

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

• Additional comments or assay – each data set provides the kinesthesia and dean to provide extra comments and analysis.

The dean and faculty will cull a plan outcome that aligns with the college-wide outcome to measure in Year Two and add together simple data to the grade:

• Choose i program upshot that aligns to the college-wide outcome and identify the college level consequence with which it aligns.
• Add that program consequence to the review form.
• I - two relevant courses and outcomes that marshal with program outcomes will exist selected together with your dean, to ensure that there are a variety used from your department. Cull relevant courses and class outcomes.
• Talk about how student learning is measured in the courses. Are these written or oral assessments, demonstrations, or a combination of measures?
• Choose a variety of examples (3-v assessments) in which the class outcomes are measured for the selected courses, and add it to the review class. These methods of pupil learning assessment will be evaluated inYear Twoby the faculty/dean team, to brand sure they accurately measure out the course and program outcomes. Faculty, come across Cess 101:  Who, What, When, Where, Why and How on how to align outcomes to your assessments.

A Review Squad meeting will exist scheduled in the first quarter. The team will be sent the written report ahead of time for consideration. This team includes

• All fulltime and IBEST Faculty; at least 1 part fourth dimension if applicative
• IR
• Advisory or community member, if available (Selected by Dean)
• One non-program faculty or staff selected by the VPI
• Student Services Counselor currently connected to the program

Together, this team will look at the overall direction and performance of the plan.

• Their feedback will be compiled into the report.
• Team members volition make full out a program review survey within ane calendar week.
• Based on the feedback, IR will compile the feedback and give one of these recommendations:
• Movement Forrad: The program is on the right rail to encounter industry demand, growth projections, and utilise of existing resources. No major changes will be recommended.
• Raise: The programme needs some assist to abound or evolve.  This may include marketing, revision of curriculum, equipment or facilities improvements.  Enhancements will help programs maintain or expand offerings.   These needs will be added to the comment department and listed in the Action Programme Addendum.
• Intensive Review: More than people and/or departments need to review the program's data, and major changes may be needed for program health, or its active status.  If this recommendation is submitted to the Office of Instruction, it needs to exist noted in the comments section.
• The final report is submitted to the Office of Instruction, where it will be reviewed with the Dean if necessary and filed for future reference.
• The Action Plan Addendum is monitored past the Dean and Kinesthesia over the next year. This can be scheduled at quarterly program meetings.

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PROGRAM REVIEW – Twelvemonth Ii INSTRUCTIONS

What Happens in Year 2?

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

Footstep i:  Summarizing collected course assessment data

Step 2:  Assay and evaluation of information

Stride 3:  Implementation of change(south)

This may atomic number 82 to a revision of a grade issue and/or assessment to meet if outcomes improve as well equally connected data collection into Year Three. Also, the faculty/dean team reviews the initial Activeness Plan to run across if tasks identified in Year 1 have been completed.

If plan enhancement or intensive review was recommended in Year 1, the people and/or departments asked to review initial data and work together on programme improvement continue to come across.  This helps the institution as a whole evaluate its progress in supporting plan growth, restoration, or agile condition.

Throughout Yr 2, faculty will collect data from course outcome assessments they chose in Year 1.Examples of the data nerveless by quarter or course offering can be:

• numbers of students who pass with a specific GPA;
• numbers of students who succeed at a specific cess 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 will want to enquiry why this is the case. It could be equally narrow as pinpointing which questions are consistently missed on a test or as broad as a lab outline that misses a sequence that would enable a educatee to perform a task. Faculty will certificate their research on the provided programme review form.

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

Faculty will pattern the necessary assessment and/or effect change(south), and it will be documented in the Programme Review Report.

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

PROGRAM REVIEW – Twelvemonth THREE INSTRUCTIONS

What happens in Year Iii?

In the terminal twelvemonth of Programme Review, the kinesthesia/dean squad closes the loop on assessing the course effect measurements. They also review the work achieved over the 3 years, and program for the hereafter.

In spring quarter, drove of some other year's worth of data related to the grade and program outcome cess measures identified in Twelvemonth I will be reviewed.

• If no changes were made in Year Ii, the review will be to look for continued or positive trends.
• If changes were made in Year Two, a review of the information related to the new changes volition be done to see if results of student learning have improved from the previous year.

The Program Activeness Programme will be reviewed once more and summarized. Questions to consider include:

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

The faculty/dean squad will start looking to the new Year Ane for planning.

The Dean schedules the yearly meetings, working well in advance to ensure full participation. See the Dean'due south Checklist.

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Data Glossary:

CIP Code: Nomenclature of Instructional Programs. Each program at RTC is assigned a CIP, while similar programs have the aforementioned CIP lawmaking, e.g., Accounting Clerk and Bookkeeping Paraprofessional. These are 6-digit codes that are assigned by the U.s.a. Department of Education to describe the subject of courses and major areas of study. There is a deviation between federal CIP codes and local (SBCTC) CIP codes. The IR office analyzes the majority of program-level data based on CIP codes.

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

Plan Enhancement Plan (PEP) Accomplice (Used for Program Review): Derived from the Pupil Achievement Initiative database. Students are included in this cohort if they: (one) Earned zippo credits prior to that twelvemonth, (2) Attempted at to the lowest degree one credit during that twelvemonth, and (3) Had a caste-seeking intent code.

Completion Rate: The completion rate is calculated every bit the percentage of students in an identified cohort that received a certificate or degree within a specified amount of time (i.e., three years).

Caste-Seeking: A educatee who indicates they are seeking a degree or a certificate.

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

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 instance, the Accounting Clerk certificate has a dissimilar EPC code than the Bookkeeping AAS degree.

FTE: "Full time equivalent" equals 15 credit hours per quarter.

FTE-F: Full time equivalency for faculty. Per the SBCTC: The percent of a total-fourth dimension didactics load assigned to a course. The value is assigned in the SMIS database based on the FTEF distribution/adding process which matches personnel and distributes FTEF based on the methodology a college chooses to apply (i.e., total time kinesthesia load per the RFT contract).

FTE-S: Full time equivalency for all students.

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

Intent Codes: The student'southward intent for enrolling, as coded past the colleges. This information chemical element is nerveless each quarter that the student is enrolled and may change for each student over fourth dimension.

Programme Outcomes Programme Outcomes depict how the pupil will integrate noesis, skills, and abilities learned throughout the plan in a circuitous role performance later completion.

Retentivity Rate: Retention rate is expressed every bit a percentage of the students who return each quarter or twelvemonth. In a two-year community or technical college, retention is usually assessed over shorter time periods such equally Autumn to Winter or Autumn to Spring, every bit some students might graduate inside a year.

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

Student Accomplishment Initiative (SAI) Database: The SAI Database helps colleges runway their students for the incremental gains they make during the twelvemonth in basic skills, pre-college (college set) courses, earning their commencement fifteen and first 30 college-level credits, earning their first 5 credits in college level math or reasoning and for certificate, degree, and apprenticeship awards. These gains are termed "momentum points" because they add momentum to a student's longer term success. The database is constructed so that a college tin see the college-level momentum students have behind them to commencement and the momentum they build during the academic year and to clarify students to develop achievement strategies. All state-supported, accolade-seeking, and Running Start students from SMS except international and Department of Corrections students, and non-state, non-award seeking students are included.

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

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

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

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