Key Elements of Self- Assessment (4-8) / Current Scale of Adoption / Outline plan for each self- assessment element that will be addressed in this time period. / What existing efforts or initiatives (if any) will be aligned and integrated to make progress on this element? / Outcomes: Indicate what success will look like as a result of these efforts. / Anticipated Change in Scale of Adoption During Timeframe
8. Clear Program
Requirements - (Clarify the Path) College is clarifying course sequences for programs of study (including key milestones) and creating predictable schedules so that students can know what they need to take, plan course schedules over an extended period of time, and easily see how close they are to completion. College offers courses to meet student demand.
In order to meet these objectives, college is engaging in backwards design with desired core competencies and/or
student outcomes in
mind (including time- to-goal completion and enhanced access to relevant transfer and career outcomes). / Scaling in Progress /
  1. Teams of instructional and counseling faculty have been convened and will create sequence maps for at least a dozen degree/certificates
  1. Teams of instruction and counseling faculty will engage in inquiry across the degree programs in order to:
  2. Define Key milestones for the college to create ideal degree maps and milestones for program completion & transfer
b.Deans will schedule offerings aligned with ideal course sequences to support timely progression and completion and with student needs.
c. The college will link course offerings to identify pathways that support timely completion
  1. Some course offerings are scheduled to follow these default sequences to support students in progressing in a timely fashion. Alternative Ed Planning software will be evaluated which would add features to current ed planning software and improve multi-semester course planning. The software would assist students with information about time to completion
  1. Updated Program Planning Assessment (PPA) form to include review “restricted major electives” in active degrees
  1. The Curriculum Committee will be trained in clear guidelines for prerequisites and corequisites to support success without hindering progression
.
. / Two year ideal sequencing efforts have been started. Scheduling alignment to two year ideal sequencing effort will need to become more systematic with review from Curriculum Committee and Outcomes and Assessment Committee.
Investigate course catalog software to integrate schedule.
The college will continue to grow its offering of TMCs as recommended alignment is released from the state.
TMC development is being tracked and tracking will continue.
Coursesthat have not been reviewed in the last 5 years are sent to deans to ensure they get scheduled for review by the Curriculum Committee.
The Curriculum Committee will begin a systematic review of current degrees; In the program planning and assessment process (PPA) faculty will be reviewing degree data and discussing any needed revisions to their degrees, including a review of the number of required major courses and restricted major electives in all degrees. Curriculum committee will schedule a review/revision cycle for degrees and certificates.
The Curriculum Committee will continue flagging courses that do not meet the prerequisite and corequisite guidelines.
Faculty training will be available about the processes for determining supporting evidence for prerequisites and corequisites. / We will have 12 to 15 degrees/certificates well sequenced and in line with schedule alignment guidelines developed.
New Ed planning software will have been reviewed and assessed to guide further decision making.
3. We will have added at least one new TMCs.
75% of course that have not been reviewed in the last 5 years have been reviewed.
5. The majority of courses prerequisites that have been flagged in light of the developed guidelines will have been reviewed, and changed if needed.
Trainings will be available tofaculty at large about writing or developing supporting evidence for prerequisites and corequisites, and curriculum related issues / Scaling in Progress

1