PROGRAM REVIEW REPORT
for the
(XXXXX Program)
Academic Subject Certificate
for
Academic Years 2002 - 2006
November 1, 2006
/ 45-720 Kea’ahala Rd., Kaneohe, HI 96744-4570Telephone: (808) 235-7400
An Equal Opportunity/Affirmative Action Institution
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Program Review Health Indicator Summary
(XXXXX Program)
Academic Subject Certificate
for AYs 2002 - 2006
Overall Program Status
Healthy / Cautionary / UnhealthyOverall Program Demand
Healthy / Cautionary / UnhealthyOverall Program Efficiency
Healthy / Cautionary / UnhealthyOverall Program Outcome
Healthy / Cautionary / UnhealthyAbbreviations and Acronyms Used in this Program Review
AY Academic Year
APAPA Academic Planning, Assessment, and Policy Analysis, Office of the Associate Vice President, Community Colleges Academic Affairs,University of Hawaii
ASC Academic Subject Certificate
CASCommunity Agency Survey
CASECooperative Arts and Science Education
CTECareer and Technical Education
EA/PTT
FTEFull-time Equivalent
IEC Institutional Effectiveness Committee
IROInstitutional Resource Office, University of Hawaii, Manoa
MAPSManagement and Planning Support, Institutional Research Office, University of Hawaii
PHIProgram Health Indicator
PSDSPsycho-Social Developmental Studies
PTEPart-time equivalent
SLOsStudent Learning Outcomes
SSCIStudent Structured Cooperative Instruction
SSHsStudent Semester Hours
SSRSStudent Self Reported Survey
UHUniversity of Hawaii
UHMUniversity of Hawaii at Manoa
WCCWindwardCommunity College
Considerations for ASC Program Reviews
The Academic Subject Certificates offered at WCC are part of the Liberal Arts Program and are not separate programs requiring unique programmatic courses. Each ASC is comprised of courses, selected from the College’s Liberal Arts repertoire, that develop the SLOs for each unique ASC. As such, there are no separate program courses and student enrollment may be in any course offered. Consequently, the reporting of SSHs, class size, class fill rate, etc., is by general distribution in College courses, not by program course as there are none.
Similarly, there are no direct program costs associated with the ASCs as the costs of the classes are part of the offerings of the Liberal Arts Program. If there are other costs attributable to the ASC they are reported.
Sources of Information for this Annual Assessment
The information sources for this report are:
1.The WCC Banner Database with the following census dates.
Semester / Term / DateFall 2002 / 200310 / September 27, 2002
Spring 2003 / 200330 / February 14, 2003
Summer 2003 / 200340 / August 8, 2003
Fall 2003 / 200410 / September 26, 2004
Spring 2004 / 200430 / February 12, 2004
Summer 2004 / 200440 / August 6, 2004
Fall 2004 / 200510 / September 24, 2005
Spring 2005 / 200530 / February 11, 2005
Summer 2005 / 200540 / August 5, 2005
Fall 2005 / 200610 / September 23, 2005
Spring 2006 / 200630 / February 2, 2006
Summer 2006 / 200640 / August 4, 2006
Note: this review covers the period 2002-2006 as program information
before 2002 pre-dates the use of the Banner Database.
2.Academic Profile Database provided by APAPA.
3.Fall 2006 EMSI PHI Labor Demographics provided by APAPA.
4.Employment Outlook for Industries and Occupations 2002-2012, Honolulu MSA. Hawaii Workforce Informer, Department of Labor and Industrial Relations, February 1, 2006.
5.MAPS Reports.
6.WCC program information.
7.Anecdotal information gathered by program faculty.
Signature Page
Faculty review and coordination for this report was provided by:
______ASC Program Coordinator
xxxxxxxxxx
______xxxx Department
XXXXXXXXChairperson
Administration review for this report was provided by:
______Dean of Instruction
Linka Corbin-Mulliken
______Chancellor
Angela Meixell
Program information and research for this report was prepared by:
______Director, Office of Institutional Research
Jeffrey W. Hunt
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Table of Contents
Program Review Health Indicator Summary......
Abbreviations and Acronyms Used in this Program Review......
Considerations for ASC Program Reviews......
Sources of Information for this Annual Assessment......
Signature Page......
Table of Contents......
Mission Statements......
College mission statement......
Program mission statement......
Part I. Executive Summary of Program Status......
Review of the program rating......
Overall Program Status......
Overall Program Demand......
Overall Program Efficiency......
Overall Program Outcomes
Response to previous program review recommendations......
Part II. Program Description......
Description and history of the program......
Program goals/occupations for which this program prepares students......
Program Student Learning Outcomes (SLOs)......
Admission requirements......
Credentials, licensures offered......
Faculty and staff......
Resources......
Articulation agreements......
Community connections, advisory committees, internships, coops, DOE connections......
Distance education programs......
Part III. Quantitative Indicators for Program Review......
Demand/Efficiency......
Current and projected positions in the occupation and annual new positions in the State......
Number of applicants......
Number of majors......
Student semester hours for program majors in all program classes......
FTE program enrollment......
Number of classes taught......
Average class size......
Class fill rate......
Low-enrolled Courses......
FTE of BOR appointed program faculty......
Classes and credits taught by position count faculty and lecturers......
Per cent of classes taught by lecturers......
Majors per FTE faculty......
Number of degree/certificates awarded in previous years by major......
Cost of program per student major......
Cost per SSH......
Determination of program’s health based on demand and efficiency......
Outcomes......
Attainment of student educational goals......
Persistence of majors fall to spring......
Graduation rate......
Transfer rates......
Success at another UH campus (based on GPA)......
Licensure information......
Part IV. Assessment Chart for Program SLOs......
Program SLOs......
Part V. Curriculum Revision and Review......
Description of the curriculum......
Course SLOs......
Part VI. Survey Results......
Student satisfaction......
Occupational placement in jobs (for CTE programs)......
Employer satisfaction (for CTE programs)......
Graduate/leavers (for CTE programs)......
Part VII. Analysis of the Program......
Alignment with the mission statement......
Strengths and weaknesses based on analysis of data......
Evidence of quality......
Evidence of student learning......
Resource sufficiency......
Recommendations for improving outcomes......
Part VIII. Action Plan......
Part IX. Budget Implications......
Appendices......
Mission Statements
College mission statement
WindwardCommunity College is committed to excellence in the liberal arts and career development; we support and challenge individuals to develop skills, fulfill their potential, enrich their lives, and become contributing culturally aware members of our community.
Program mission statement
PartI.Executive Summary of Program Status
Review of the program rating
Overall Program Status
Overall Program Demand
Overall Program Efficiency
Overall Program Outcomes
Response to previous program review recommendations
Part II. Program Description
Description and history of the program
Program goals/occupations for which this program prepares students
Program Student Learning Outcomes (SLOs)
Students who have completed the xxxx program will be able to:
Admission requirements
Credentials, licensures offered
Faculty and staff
Classes Taught
Resources
Articulation agreements
Community connections, advisory committees, internships, coops, DOE connections
Distance education programs
Part III.Trend dataQuantitative Indicators for Program Review:
Demand/Efficiency
Current and projected positions in the occupation and annual new positions in the State
Number of applicants
Number of majors
Student semester hours for program majors in all program classes
FTE course program enrollment
Number of classes taught
Average class size
The Academic Subject Certificates offered at WCC are part of the Liberal Arts Program and are not separate programs requiring unique programmatic courses. Each ASC is comprised of courses, selected from the College’s Liberal Arts repertoire, that develop the SLOs for each unique ASC.
As such, there are no separate program courses and student enrollment may be in any course offered. Consequently, there is no program class size to report; however, the distribution of enrollment in program classes is shown below.
Class fill rate
The Academic Subject Certificates offered at WCC are part of the Liberal Arts Program and are not separate programs requiring unique programmatic courses. Each ASC is comprised of courses, selected from the College’s Liberal Arts repertoire, that develop the SLOs for each unique ASC.
As such, there are no separate program courses and student enrollment may be in any course offered. Consequently, there is no program class fill rate to report; however, the distribution of enrollment in program classes is shown below.
The enrollment in program classes ranged from an enrollment of
Low-enrolled Courses
FTE of BOR appointed program faculty
The FTE of BOR appointed program faculty ranges between
Classes and credits taught by position count faculty and lecturers
Per cent of classes taught by lecturers
Student/faculty ratio Majors per FTE faculty
UnduplicatedNumber of degree/certificates earned awarded in previous years by major
Cost of program per student major
There are no direct program costs associated with the xxxx ASC program as the costs of the classes are part of the offerings of the Liberal Arts Program.
There are no other costs (i.e., supplies, equipment, amortized equipment) attributable to the PSDS ASC program.
Cost per SSH
There are no direct program costs associated with the xxxxx ASC program as the costs of the classes are part of the offerings of the Liberal Arts Program; consequently, the cost per SSH cannot be calculated.
There are no other costs (i.e., supplies, equipment, amortized equipment) attributable to the PSDS ASC program.
Determination of program’s health based on demand and efficiency
Outcomes
Attainment of student educational goals
The program is currently developing methods to ascertain the attainment of student goals.
Persistence of majors year to year (term to term?)fall to spring
Graduation rate
Transfer rates
Success at another UH campus (based on GPA)
Licensure information
Determination of program’s health based on outcomes
Part IV. Assessment Chart for Program SLOs
Program SLOs
Changes made as a result of findings
Part V.Curriculum Revision and Review
Description of the curriculum
Course SLOs
Graduate/leavers (for CTE programs)
Part VII. Analysis of the Program
Alignment with the mission statement
Strengths and weaknesses based on analysis of data
Strengths
Weaknesses
Evidence of quality
Evidence of student learning
Resource sufficiency
Recommendations for improving outcomes
Part VIII. Action Plan
The following goals have been set for the PSDS ASC program to achieve to maintain the high levels of the program.
Item / Current Value / Goal to AchieveNumber of applicants
Number of majors
FTE program enrollment
FTE of BOR faculty
Per cent classes taught
by lecturers
Per cent number of credits taught by
lecturers
Majors per FTE faculty
Number of certificates
awarded per year
Persistence of majors
Graduation rate
Agency satisfaction
Student satisfaction
Graduate Leavers
satisfaction
Part IX. Budget Implications
The xxxxx ASC program’s Action Plan and the improvement of outcome gathering has the following budget implications:
Appendices
A. Survey of graduates and leavers from the xxxxx ASC program.
B.
C.
D.
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The Purpose of this survey is to gather information from WCC graduates and leavers regarding their level of satisfaction with the programs and services of the College. Your response will assist us in planning and revising our academic programs. Your input is important to us - please respond to each item! / As a Student at WCC, I was:an Unclassified student
a Liberal Arts major
a student in the PSDS ASC program
a vocational student.
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How would you rate the overall quality of your academic experience at WCC?
Excellent.
Good.
Fair.
Poor.
How would you rate the quality of your overall experience at WCC?
Excellent.
Good.
Fair.
Poor.
How would you rate the quality of academic programs at WCC?
Better than expected.
About what expected.
Worse than expected.
How satisfied were you with the academic preparation you received?
Very satisfied.
Satisfied.
Dissatisfied.
Very dissatisfied.
How would you rate the overall quality of the PSDS ASC program at WCC?
Excellent.
Good.
Fair.
Poor.
How would you rate the overall quality of the instructors for your courses in the PSDS ASC program?
Excellent.
Good.
Fair.
Poor.
How would you rate the availability and sequence of courses offered to complete the PSDS ASC program?
Excellent.
Good.
Fair.
Poor.
8. How would you rate the overall quality of the content in
the PSDS ASC program?
Excellent.
Good.
Fair.
Poor.
9. How would you rate the overall quality of the facilities supporting the PSDS ASC program?
Excellent.
Good.
Fair.
Poor.
10. Is your current or anticipated primary job directly relatedto your field of study in the PSDS ASC program?
Yes, directly.
Yes, indirectly.
No, not at all.
11.Would you recommend this program to other students interested in psycho-social developmental studies?
Yes, without reservations.
Yes, with reservations.
No, not at all.
12. Please select your major reason(s) for not enrolling next semester.
I reached my goal of completing the program.
I reached my other educational goals.
I am transferring to another college or university.
I am leaving for personal reasons.
I am leaving for financial reasons.
I am leaving to work.
I am leaving because I am dissatisfied with this college.
I am leaving because I am dissatisfied with this program.
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