Glendale Community College
Instructional Program Review
Fall 2008
Program Name
Study Manager: XXX
2
Program Name
Glendale Community College – Instructional Program Review – 2008-2009
Signature Page
Program Name:
We certify that this program review document represents the plans, goals, and critical analysis of this instructional program.
______
Study Manager Date
Study Manager Name (typed):______
Division Chair Date
Division Chair Name (typed):______
Final Review (after completion of validation)
______
Dean, Instructional Services Date
Table of Contents
The table of contents allows access to all pages of the document.
Signature Page…………………………………………………………………………………1
Overview
Program Overview 3
Section 1. Demand, Success, and Retention
Section 1.01. Demand & Success 4
Section 1.02. Fill Rate 7
Section 1.03. Number of Majors 9
Section 1.04. Certificates Awarded 10
Section 2. Learning Outcomes and Curriculum
Section 2.01. Student Learning Outcomes 11
Section 3. Program Management
Section 3.01. Efficiency 13
Section 4. Faculty
Section 4.01. FTEF, Adjunct FTEF, and Full-Time/Part-Time Ratio 14
Section 4.02. Teaching/Service Time 15
Section 4.03. FT Faculty Qualifications and Development Activities 15
Section 4.04. FT Faculty Professional Activities 17
Section 4.05. Committee Participation 18
Section 5. Resource Needs
Section 5.01. Resource Needs 18
Section 6. Plans
Section 6.01. Planning Assessment 22
Section 6.02. Educational Plan 23
Program Overview
1. Please give a brief overview of your instructional program. Describe the relationship of your program to the mission of the college.
Glendale College Mission Statement:
Glendale Community College welcomes students of all diverse backgrounds, goals, ages, abilities, and learning styles. As an institution of higher education, we are committed to student learning and success. Using personal interaction, dynamic and rigorous instruction, and innovative technologies, we foster the development of critical thinking and lifelong learning. We provide students with the opportunity and support to gain the knowledge and skills necessary to meet their educational, career, and personal goals. Our commitment is to prepare students for their many evolving roles in and responsibilities in to our community, our state, and our society.:
STATEMENT OF CORE VALUES
which guide implementation of the Mission Statement
Glendale Community College is committed to:
· providing a rich and rigorous curriculum that helps students understand and appreciate the artistic and cultural heritage of this society, the history and development of civilization, the scientific environment in which they live, and the challenges of their personal lives;
· emphasizing the coherence among disciplines and promotion of openness to the diversity of the human experience;
· helping students to develop important skills that are critical for success in the modern workplace, such as verbal and written communication, mathematics, the effective use of technology for work and research, and the ability to work with others and conduct their lives with responsibility;
· providing an extensive array of student services and learning tools, including state of the art technology, to assist students in all aspects of their college experience;
· creating a supportive, non-discriminatory environment which enables students to reach their educational goals in an efficient and timely manner.
Section 1: Demand, Success, and Retention
1.01. Demand & Success
Analyze the enrollment and success data provided and answer the following questions.
Part 1. Enrollments
Table 1.01A. Enrollments Number of students enrolled at census date (Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 1,339 / 1,161 / 1,259 / 1,110
Evening / 467 / 432 / 436 / 405
Unknown/TBA / 2,576 / 2,381 / 2,480 / 2,507
Program Total / 4,382 / 3,974 / 4,175 / 4,022
Graph 1.01A. Enrollments
Table 1.01B. Weekly Student Contact Hours (WSCH)
(Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 4,867 / 4,397 / 4,849 / 4,328
Evening / 1,241 / 1,193 / 1,216 / 1,227
Unknown/TBA / 6,560 / 6,285 / 6,693 / 5,643
Program Total / 12,667 / 11,875 / 12,758 / 11,198
% of All Credit / 3.4% / 3.3% / 3.6% / 3.1%
Graph 1.01B. Weekly Student Contact Hours (WSCH)
Part 2. Enrollments Per Section
Table 1.01C. Number of Sections
(Fall and Spring semesters only)
Note: Mpull sections are counted as a single section in this table.
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 61 / 58 / 62 / 57
Evening / 21 / 19 / 22 / 21
Unknown/TBA / 54 / 53 / 47 / 60
Program Total / 136 / 130 / 131 / 138
Table 1.01D. Enrollments Per Section
(Fall and Spring semesters only)
Note: Mpull sections are counted as a single section in this table.
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 22.0 / 20.0 / 20.3 / 19.5
Evening / 22.2 / 22.7 / 19.8 / 19.3
Unknown/TBA / 47.7 / 44.9 / 52.8 / 41.8
Program Total / 32.2 / 30.6 / 31.9 / 29.1
All Credit / 31.0 / 30.0 / 29.0 / 28.2
Graph 1.01D. Enrollments Per Section
Part 3. Success & Retention
Table 1.01E. Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit (Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 81% / 83% / 83% / 86%
Evening / 79% / 76% / 78% / 76%
Unknown/TBA / 69% / 71% / 70% / 66%
Program Total / 74% / 75% / 75% / 72%
All Credit / 70% / 70% / 69% / 68%
Table 1.01F. Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw) (Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 86% / 90% / 88% / 92%
Evening / 89% / 87% / 89% / 89%
Unknown/TBA / 101% / 101% / 98% / 99%
Program Total / 95% / 96% / 94% / 96%
All Credit / 86% / 86% / 85% / 86%
1. Given the data, what changes can be identified in enrollment, retention, and success patterns? Identify any important trends and explain them if necessary.
2. How is the program responding to change?
1.02. Fill Rate
Review and analyze the fill rate data provided by Institutional Research and answer the following questions.
Table 1.02A. Fill Rate (Fall and Spring semesters only)
Percentage of available seats filled (census enrollment divided by class size)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Day / 72% / 77% / 78% / 77%
Evening / 69% / 77% / 67% / 67%
Unknown/TBA / 52% / 48% / 57% / 50%
Program Total / 58% / 57% / 63% / 57%
All Credit / 91% / 87% / 85% / 83%
Graph 1.02A. Fill Rate
1. Given the data, do sections in the program have a higher fill rate compared to sections in other programs? Identify any important trends and explain if necessary.
2. What adjustments are indicated? Please explain.
1.03. Number of Majors
Table 1.03A. Number of Credit Students by Major
(Fall and Spring semesters only) ber of Credit Students by Major
Total / 45 / 53 / 58 / 76
1. Given the data, is the number of majors what you would expect? Please comment.
2. Has the number of majors changed over time?
3. What evidence is there that strengths of the program (e.g., its uniqueness) attract students to GCC?
1.04. Certificates Awarded
Table 1.04A. Number of Certificates Awarded
(Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Total
Table 1.05B. Number of AS Degrees Awarded
(Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Total
Section 2: Student Learning Outcomes
Section 2.01. Student Learning Outcomes
1. Course Student Learning Outcome Assessment Cycle (SLOAC) completions to date.
Number completed / total number of courses
Example: 21/36 = 21 Assessments Done / out of 36 total courses )
SLO Written / Assessment Written / AssessmentDone / Assessment Analyzed / Improvement Plan Developed
2. Is your program actively using eLumen software for SLOAC reporting?
Yes___ No___
3. Assessment Analysis: Has the program used SLOAC data to implement change or strengthen what is working well at either the course or program level? Give an example or two, of course(s) where student assessments resulted in a decision or action taken by the program.
4. Have any of the program’s student assessment data yielded trends? If so, what are these trends, and do they indicate any ongoing student learning needs? If so, what are the program’s plans to meet these needs? Use student assessment data to support your answer.
5. Does the student assessment data indicate overall program needs that may require support from the institution? Define these observed needs, using student assessment data to support your answer.
Section 3: Program Management
3.01. Efficiency (WSCH per FTEF)
Instructions: Analyze the WSCH (Weekly Student Contact Hours) per FTEF (Full-Time Equivalent Faculty) data provided by Institutional Research and answer the following questions.
Table 4.01A. WSCH, FTEF, and Efficiency
(Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007 / Difference*Program WSCH / 12,667.0 / 11,875.1 / 12,758.2 / 11,198.2 / -9%
Program FTEF / 22.4 / 21.9 / 22.2 / 23.1 / +5%
Program WSCH Per FTEF / 566.5 / 541.3 / 573.6 / 484.3 / -13%
Credit WSCH Per FTEF / 621.5 / 597.6 / 574.8 / 548.4 / -6%
*The difference column shows the difference between measures for the most recent year compared to the average of the two previous years.
1. Given the data, could the number of students served by the program be increased without additional cost or adverse effects on student outcomes? Please comment.
2. What else (if anything) is indicated by the program data? Identify any important trends and explain if necessary.
3. Do any instructors meet or work with students in hours not included in WSCH? Would it be useful to the program in any way to try to get WSCH credit for these hours? Explain.
Section 4: Faculty
4.01. FTEF, Adjunct FTEF, and FT/PT Ratio
Instructions: Analyze the data on FTEF, adjunct FTEF, and the full-time/part-time ratio provided by Institutional Research and answer the following questions.
Table 4.01A. FTEF and Full-Time/Part-Time Ratio
(Fall and Spring semesters only)
2003-2004 / 2004-2005 / 2005-2006 / 2006-2007Full-Time FTEF / 13.2 / 11.3 / 11.2 / 12.2
Adjunct FTEF / 9.2 / 10.6 / 11.0 / 10.9
% Full-Time / 59% / 52% / 50% / 53%
All Credit % Full-Time / 51% / 45% / 47% / 49%
1. What do the program data indicate? Identify any important trends and explain if necessary.
2. Does the FT/PT ratio affect the program? Please comment.
4.02. Teaching/Service Time
Instructions: Fill in the data below and answer the questions that follow.
Table 4.02 A. Teaching/Service Time
FT Instructor Name / Currently on leave (yes/no) / Anticipated to retire in next 3 years / FT hired in last 3 years / Units banked / % FTF banked1. Given the data, how is this impacting your program and will this affect your future plans?
4.03. FT Faculty Qualifications and Development Activities
Instructions: Administer to program faculty the survey provided by Institutional Research. Analyze the responses and other information and fill in the data below.
Table 4.03 A. Faculty Qualifications and Development Activities
FT Instructor Name / Highest Degree / Service Years / Recent Notable Flex Activities / Recent Notable Workshops/ Courses Taken1. How are student outcomes affected by the professional activities? What steps are recommended for improvement?
2. What else (if anything) is indicated by the program data? Please comment.
4.04 FT Faculty Professional Activities
Instructions: Fill in the chart below with the number of each type of activity completed since the last program review (or the last six years).
Table 4.04 A. Professional Activities
This may include innovative teaching strategies, community partnerships, etc.
FT Instructor Name / Grants / Scholarly projects or sabbaticals / Research/ Publications / Presentations/Other
1. Please indicate with an asterisk (*) those projects which are directly related to the goals or interests of the program. What percentage of the projects fall into this category?
2. Provide a brief description of each project marked with an asterisk.
3. What steps are recommended for improvement, if any?
4.05. Committee Participation
Instructions: For the period since the last program review (or the last six years), fill in the data below for each full-time faculty member and answer the questions that follow.
Table 4.06A. Committee & Campus Participation
FT Instructor Name / Governance Committees / Other College-Related Committees / Other Campus ParticipationCPF Index (Committees Per Full-Time Faculty)
Supply the following data for the most recent academic year.
(1) Total number of full-time faculty members:(2) Total number of committees in most recent term:
CPF Index [ (2) divided by (1) ]:
1. Given the data, discuss the involvement of faculty in the program in campus activities.
Section 5: Resource Needs
Is any part of the program funded by sources other than the instructional budget (such as grants, partnerships, or other means). Yes ____ No ____
If you answered yes, please explain.
Instructions: After reviewing and analyzing the data in this report, please describe and provide rationale for any of your projected resource needs using the appropriate boxes below. Your requests should be based on student need (which includes student achievement data from Section 1 and student learning outcome assessments in Section 2),
1. FT Faculty
2. Staff
3. Facilities/space needs
4. Equipment
5. Technology
6. Software
7. Other (Supplies, Program specific materials, Training, etc.)
Section 6: Plans
STRATEGIC MASTER PLAN IN SHORTEST FORM
2008-2014
Student Access, Retention and Success
I. Identify community needs and recruit (provide access for) students who can best be served by the several instructional paths it offers (transfer, career and technical education, personal development), including under-represented groups in the College’s service area.