Program Quality Review

PROGRAM QUALITY REVIEW

Program Name(s)

Program Code(s)

2016-2017

1

Executive Summary

The Executive Summary is a one-page, single-spaced review of the highlights of the Program Quality Review. The focus of this summary is to highlight the overall status of the program, its special strengths and achievements, and any challenges the program is facing and the strategies recommended to address these challenges. Four to five paragraphs can cover the information needed:

• the purpose of the report,
• background - a brief history of the program and delivery information,
• key findings - strengths and highlights, challenges (SWOT analysis),
• a brief summary of the conclusions and recommendations.>

< Example Executive Summary

(This is fictitious but uses some real situations from recent reports.)

This report is a summary of the findings of the Program Quality Review Process for the 2008-200 academic year for the Housemaking program offered at Algonquin College.

The Housemaking Program was first offered at Algonquin College in 1981 as a one-year certificate. In 1992, the program was converted to a two year diploma program to meet the demands for more highly skilled and knowledgeable workers, and in 1997, the delivery mode was compressed into a non-semester diploma program format. The program prepares graduates to enter the housebuilding industry in the Ottawa and surrounding area. The program is also offered at the Perth Campus.

There has been a consistently high demand for the program and its graduates except for a minor slump in the housing depression in the early 90s. There are a number of local builders who have supported the program over the last 30 years and our graduate employment rate is consistently above 90%. The KPI and Course Assessment Surveys note high satisfaction rates with respect to the dedication and expertise of the program faculty. This commitment from both full-time and part-time faculty members has ensured the program has maintained a high standard of delivery.

Two major concerns will be addressed in the implementation plan. The first is the need for the students to be ready to enter the job market in the spring rather than the fall. The faculty will review the delivery mode over the next year and determine ways to deliver the curriculum to meet the demands of the students to move quickly through the program yet be available at the start of the construction season. The other most significant concern is the expectation to lose the coordinator and the other most senior full-time professor in the next year as both of these faculty members are eligible to retire. Succession planning will be a high priority to ensure we have excellent teaching and curriculum development skills in the department along with our current practical expertise. A review of course outlines indicates that some outlines are not as complete as would be desired. A plan is in place to ensure this will be resolved in the May-June 2014 planning session.

This program has enjoyed a high demand, and high employment rates. Industry projections in the Ottawa area suggest that this demand will continue. Advice from our industry partners on an annual basis will assist us in keeping this program strong over the next few years.>

Table of Contents

Executive Summary

Introduction

Findings

Evaluation of the program against the Program Quality Review Criteria

Conclusions

Recommendations and Implementation Plan

Appendix A

Program Monograph and Promotional Materials

Program Outcomes

Program Delivery

Program Clusters

Vocational Learning Outcomes – Analysis and Review

Essential Employability Skills Outcomes – Analysis and Review

General Education Courses – Analysis and Review

Course Outline Review Summary

Appendix B

Faculty Focus Group Report

Summary Program Self-Audit

Summary of Faculty Members’ Credentials and Experience

Appendix C

External Stakeholders Focus Group

Appendix D

Student Focus Group

Appendix E

Summary of Data Analysis

Data Review and Analysis

Introduction

< The introduction ‘sets the tone’ for the entire PQR report. It introduces the program as it stands at the start of the PQR review period, and includes

• the purpose of the program – why does it exist, who does it serve in terms of the student body and the future employers,
• the programs’ evolution from its first inception to today,
• relevant external accreditation organizations linked to the program, if applicable,
• number of faculty, both full-time and part-time,
• the nature of the student body,
• special contributions that the program offers in the community,
• variations in delivery like co-op options, campus options, Winter intakes, multiple intakes etc.,
• a discussion of the use of classroom, labs, computer labs, placement opportunities, field trips, etc.

If the program has previously gone through PQR, re-use material as appropriate within the introduction, and note the key recommendations and progress against them as applicable. If PQR actions remain open, they should be considered for current applicability, and carried forward as appropriate.

This section does not include any information determined during the current PQR.

Findings

Evaluation of the program against the Program Quality Review Criteria

The findings section is where each of the elements of the evaluation criteria are responded to by Yes/No or occasionally N/A or unable to assess.

Each element of the criteria requires a justification, i.e., an explanationof the choice for the response/.

Previous PQR reports can be used for reference when writing. Also, the PQAA can provide guidance on how to respond to each of the elements of the criteria.

The Team Leader guide contains a “help-text” section which should be referenced when completing the iterative evaluation against the quality criteria. Additional apprenticeship specific information is provided below as appropriate.

YES / NO
Criterion 1.Regular program quality assessment that involves faculty, students, industry representatives, and others as appropriate for the purpose of continual improvement is in place and happens
1.1Students indicate that they are satisfied with the program
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide.
1.2Issues raised at Program Councils are addressed in a timely fashion and feedback is provided to the council.
Program Councils are not always in place for apprenticeship programs. If they are, discuss Program Council activities here, and how that process works in the program. A review of Program Council minutes can provide supporting data that indicates that issues from one term are followed up until resolved or identified as no longer needing action. The discussion of the feedback mechanism that is in place for the academic staff to communicate to students across the program can also be discussed.
Where Program Councils are not established, discuss how student input is obtained and acted upon.
1.3Learners progress through the program, achieve program outcomes and graduate in a timely fashion.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
1.4Learners with a wide range of abilities demonstrate the expected learning outcomes.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
1.5Items raised by the Program Advisory Committee are considered in a timely fashion and feedback is provided to the committee.
< Although most apprenticeship programs do not have an independent advisory committee, some do, or partner with similar/relevant full-time programs. Feedback from such meetings should be reviewed as part of PQR. >
1.6Graduates are satisfied with the overall program experience.
<Include as available>
1.7Graduates are obtaining employment in their fields.
This element is not relevant for apprenticeship programs – students are already working in their field while studying.
1.8Graduates are successful in obtaining external licenses or credentials where relevant.
Include this information and its relevance as applicable. For example, if the students write a licencing examination to obtain provincial or national certification and the results of the success of graduates on those examinations are available, include them here.
1.9Employers are satisfied with graduate performance.
This question should be asked at the External Stakeholders focus group if convened. Garner information about the strengths graduates possess, and any areas in which they may be better prepared for the workplace.>
Criterion 2.Admission, credit for prior learning, promotion, graduation, and other related academic policies support student achievement of program learning outcomes.
2.1The qualifications and (application) prerequisites required of the applicant are published and areappropriate to allow the student to be successful without limiting access to the program.
Application information for apprenticeship programs is controlled by the MTCU. However, the college publishes monographs which help direct interested students regarding applying to the program.>
2.2Students have adequate information to allow them to make informed choices about:

• selecting the correct program to meet their career aspirations;
• the financial commitment needed;
• the workload commitment needed;
• and the study options available to them.

Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
2.3Students know how to get internal and external transfer of academic credits and recognition for prior learning.
<The final PQR report must include a list and brief description of any specific pathways that exist for the program. In particular, any OYAP (Ontario Youth Apprenticeship Program) or Dual Credit courses associated with the program should be identified. If there are program specific projects, such as funded through the School to College to Work initiative, these should be noted. See also element 5.5>
2.4Students know what is needed (e.g., any special requirements beyond admission requirements) to ensure they will be able to demonstrate program outcomes and complete the program.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
2.5Students know how they will be evaluated.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
2.6Students indicate the learning requirements are relevant and meaningful.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
2.7Students indicate that assessment methods relate to the learning requirements.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
Criterion 3.Program-level learning outcomes are established for all programs of instruction, consistent with the programs’ intended purposes, and appropriate for the credential offered upon successful completion of the program.
3.1Program learning outcomes are appropriate to the level at which the qualification is offered, consistent with the requirements of the Credentials Framework, and appropriate to the occupational requirements of the program graduates.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
3.2Program learning outcomes are consistent with MEASD (formelyMTCU) Provincial Program Standards where they exist.
<Courses are reviewed against the In-school curriculum standard and a mapping produced or verified as part of PQR>
3.3Program learning outcomes are reflected in course outlines.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
3.4Program learning outcomes are used in the design and development of teaching and learning activities and student learning assessments.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
3.5Program learning outcomes are used in prior learning and assessment (PLAR).
<Not applicable. PLAR is not required for apprenticeship programs.>
3.6Changes to courses and program learning outcomes are introduced on a timely basis and are designed to maintain the relevance of the program.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
3.7The capabilities of program graduates, including knowledge, understanding, skills and attitudes are consistent with the intended program learning outcomes.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
Criterion 4.Methods of program delivery including the design, development and execution of teaching and learning activities and student evaluation strategies are consistent with the program learning outcomes.
4.1Program delivery, including that which takes place off-site, is consistent with the nature of the program, the learning outcomes, and the needs of the students.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.2There is a range of instruction methods consistent with a variety of learning styles and learner needs and abilities.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.3Learning methods/activities are publishedandare matched to the learning outcomes.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.4There is congruency between the course learning requirements and the program learning outcomes.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.5Thereis a match between course learning requirements, course learning activities, and learning resources.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.6Learners are provided the skills necessary to be successful with the learning strategies selected.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.7Evaluation criteria are published and students are aware of how and when they are going to be evaluated.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.8There is a match between course learning requirements and evaluation methods, i.e., evaluation methods allow students to demonstrate the course learning requirements.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.9There is a range of evaluation methods used consistent with a variety of learning styles.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.10Evaluation methods are valid and reliable.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.11Students indicate that feedback is timely and allows them to build on their learning.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.12Students perceive evaluation to be fair.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.13Practices for resubmissions, supplementals, and appeals are published, appropriate, fair, valid, and implemented consistently.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.14Student workload and assessment is balanced across the term at both the course and program level.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
4.15Learners can earn credit for up to 75% of the program hours using the PLAR process.
<Not applicable for apprenticeship programs.>
4.16Academic policies and practices that provide for the development and continuous improvement of teaching and learning methods are valued, documented, and supported.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
Criterion 5.Programs conform to current government policy related to the design and delivery of programs of instruction, are consistent with accepted college system nomenclature / program titling principles, and maintain relevance.
5.1The duration and structure of the program are consistent with the program learning outcomes and the credential offered.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.2Appropriate credits are allocated for each component of the program, and transfer and laddering options are stated.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.3Prerequisites do not unnecessarily hinder progress in the program.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.4The program title is consistent with college system nomenclature / titling principles.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.5The program has established articulation agreements.
< Apprenticeship programs do not have articulation agreements in place with universities. However, note here any pre-College laddering opportunities, for example OYAP, and School to College to Work Initiative (SCWI ) projects occurring in partnership with the program, (e.g. program specific Specialist High Skills Majors (SHSM) or Dual Credit initiatives).>
5.6The program conforms to the College requirement for the number of English courses.
<Not applicable for apprenticeship programs.>
5.7College designated targets regarding hybrid courses are met.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.8All curriculum documentation is up-to-date including course outlines and the program monograph information.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.9Concepts of social, economic and environmental sustainability are embedded in the program curriculum.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.10Work Integrated Learning, such as co-operative work placement, clinical/field placement, service learning and/or participating in applied research projects, is embedded in the program curriculum.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
5.11Students have opportunities to develop the skills, knowledge and attitudes necessary to succeed in a global economy.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
Criterion 6.Human resources, physical resources, financial resources, student support resources, and technological infrastructure to support student achievement of program learning outcomes wherever and however they are delivered exist and are available.
6.1 Program faculty members, as a whole have adequate academic preparation and workplace experience to deliver a quality program.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.2Program faculty members are evaluated every three years.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.3 Program faculty members engage in professional development activities that ensure they are current in their field and developing teaching expertise.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.4Program faculty members work within clear and well-structured instructional plans.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.5Program faculty members participate in reflective practice.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.6Students consider faculty to be available.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.7Students consider faculty to be adequately prepared for class.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.8Students consider faculty to promote a positive attitude to learning.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.9All students are assigned an academic advisor
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.10Academic Advisors contact their students early in the term with an invitation to meet and to ensure that students know who their advisor is.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.11 Labs, clinical facilities and placement facilitiesare complementaryto and
integrated into the program and allow the learner to demonstrate the learning outcomes.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.12 Students indicate that there are adequate and accessible learning resource materials to allow them to be successful, including: textbooks in the bookstore; online materials; print resources; equipment and student support services.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.13The program is financially viable.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.14The demand for the program has been sustained for the last five years.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.15There is a future demand for graduates of this program.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.16The learning environment is supportive and conducive to learning.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.17 The students are provided with the information they need to know to function safely in both the College and workplace learning environments.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide
6.18Program materials, including the program monograph, course outlines and course materials, are provided in an accessible ready format as per AODA regulation.
Please place response here – point to evidence/rationale for response. Use help text in Team Leader Guide

Conclusions

<This part of the report summarizes the analysis of the data documents, and input from the focus groups.It should be between 5 and 10 paragraphs. Include the following, where relevant: