The Non-Instructional Department, Program or Administrative Unit Program Review Report

1. College: Department, Program or Administrative Unit:

Date: Members of the Department, Program or Administrative Unit Program Review Team:

Members of the Validation Team:

______________________________________________________________________________

2. Narrative Description:

Please provide a mission statement or a brief general statement of the primary goals and objectives of your department, program or administrative unit. Include the essential functions of your department, program or administrative unit, any unique characteristics or trends affecting the department, program or administrative unit, as well as a description of how the department, program or administrative unit aligns with the college mission statement.  

______________________________________________________________________________

3. Organizational Chart :

Please insert an organizational chart showing where the department, program or administrative unit is located within the college organizational structure.

Please discuss the relationship and engagement with other support services, programs, and/or administrative units and any influences these relationships have on the ability of the department, program or administrative unit to meet its goals.

Please describe how external factors (if applicable) , such as State and Federal laws, advisory board recommendations, changing demographics, etc. have on the support services your department, program or administrative unit provides.

______________________________________________________________________________

1

4. Student Demographic Data:

Please enter the following demographic data for the past three years.

Department or Program Name: Year 1 Year 2 Year 3 % Change (year 1 to year 3)

Total Students Served (Headcount)

Gender: MaleGender: FemaleGender: UnreportedAge: ≤ 19 yearsAge: 20 -24Age: 25 - 29Age: 30 - 39Age: 40 - 49Age: ≥50Ethnicity: African-American/BlackEthnicity: Asian/Pacific IslanderEthnicity: Hispanic/Latina/LatinoEthnicity: Native AmericanEthnicity: Other Non-WhiteEthnicity: WhiteEthnicity: UnreportedSpecial Populations: current or former Foster youthSpecial Populations: VeteransSpecial Populations: students with disabilities

Using the data entered for your department, program or administrative unit above, briefly explain the changes in students served for the past three years.

2

5. Assessment:

Please answer the following questions and attach the TaskStream “At a Glance” report, if applicable, for your department, program or administrative unit.

Questions:

How does your department, program or administrative unit ensure that students are aware of the program level outcomes and/or service area outcomes for your area? Where are the program level outcomes and/or service area outcomes published? If they are on a website, please include a live link to the page where they can be found.

Briefly describe at least two of the most significant changes/improvements your department, program or administrative unit made in the past three years as a response to analysis and discussion of program level outcomes and/or service area assessment results. Please state the program level outcome and/or service area outcome and assessment cycle (year) for each example and attach the data from the “Status Report” section of TaskStream for these findings.

Improvement 1.

Improvement 2.

Briefly describe two of the most significant examples of plans for program level and/or service area improvement for the next three years as result of what you learned during the assessment process. Please state the program level outcome and/or service area outcome and attach the data from the “Assessment Findings and Action Plan” section of TaskStream, if applicable, for each example.

Plan 1.

Plan 2.

3

Describe your department, program or administrative unit’s participation in assessment of institutional level outcomes (ILOs).

How are the program level outcomes and/or service area outcomes aligned with the institutional level outcomes and to the college mission? Please describe and attach the “Goal Alignment Summary” from TaskStream, if applicable.

What do members of your department, program or administrative unit do to ensure that meaningful dialogue takes place in both developing and assessing the program level outcomes and/or service area outcomes?

Briefly describe the results of any student satisfaction surveys or college surveys that included evaluation and/or input about the effectiveness of the services provided by your department, program or administrative unit. How has this information informed department, program or administrative unit planning and goal setting?

How do you know that your program is effective? What are the indicators that measure your effectiveness? What are the expected results of these indicators?

______________________________________________________________________________

4

6. Student Success and Student Equity:

For Specialized Support Services Programs:

Describe course completion rates (% of students that earned a grade “C” or better or “Credit”) in the courses within your program for the past three years. Please list each course separately. How do the program’s course completion rates compare to the college course completion standard?

Are there differences in the course completion rates when disaggregated by age, gender, ethnicity or special population (current or former foster youth, students with disabilities, low income students, Veterans)? If so, please describe.

College course completion standard ________________

Program’s course completion rates:

Course 1._______________________ ______ _________ _________ (course name and number) rate, year 1 rate, year 2 rate, year 3

Course 2. ._______________________ ______ _________ _________ (course name and number) rate, year 1 rate, year 2 rate, year 3

Course 3. ._______________________ ______ _________ _________ (course name and number) rate, year 1 rate, year 2 rate, year 3

Etc.

Discussion:

Briefly describe the program’s overall retention rates (After the first census, the percent of students earning any grade but a “W” in a course or series of courses) for the past three years. How does the program’s retention rate compare to the college retention standard?

Are there differences in the retention rates when disaggregated by age, gender, ethnicity or special population (current or former foster youth, students with disabilities, low income students, Veterans)? If so, please describe.

College retention standard ________________

Program retention rates:

5

Year 1._______________________

Year 2. ._______________________

Year 3. ._______________________

What has the program done to improve course completion and program retention rates? What is planned for the next three years?

Please provide the following information about these specific SSSP services, as applicable, for students in your program, for the past three years.

Year 1. Year 2. Year 3.Number of students that completed orientationNumber of students that completed assessmentNumber of completed Student Educational Plans (SEPs)Number of Abbreviated versus Comprehensive SEPsTotal number of follow-up servicesNumber of Early Alert referrals

What has the department/program done to improve SSSP services? What is planned for the next three years?

6

7. Human, Technological, and Physical Resources (including equipment and facilities):

Describe your current level of staff, including full-time and part-time faculty, classified staff, and other categories of employment.

Full-time faculty headcount ____________

Part-time faculty headcount ____________

Total FTEF faculty for the discipline, department, or program _____________

Full-time/part-time faculty ratio _________________

Classified staff headcount, if applicable ______________

Administrative staff:

Other:

What are your key staffing needs for the next three years? Why? Please provide evidence to support your request such as assessment results data, student success data, enrollment data, data on the number or type of services provided, survey results, and/or other factors.

Describe your current utilization of facilities and equipment.

What are your key technological needs for the next three years? Why? Please provide evidence to support your request such as assessment results data, student success data, enrollment data, data on the number or type of services provided, survey results, and/or other factors.

7

What are your key facilities needs for the next three years? Why? Please provide evidence to support your request such as assessment results data, student success data, enrollment data, data on the number or type of services provided, survey results, and/or other factors.

Please complete and attach the Non-Instructional Program Review Prioritized New Resource Requests Template included in Appendix A.

_____________________________________________________________________________

8

8. Community, Institutional, and Professional Engagement and Partnerships:

Discuss how faculty and/or staff have engaged in institutional efforts such as committees, presentations, and departmental/program activities. Please list the committees that full-time employees participate in.

Discuss how faculty and/or staff have engaged in community activities, partnerships and/or collaborations.

Discuss how adjunct faculty members and/or part-time hourly employees are included in departmental or program trainings, discussions, and decision-making.

______________________________________________________________________________

9. Professional Development:

Please describe the professional development needs of the department, program or administrative unit. Include specifics such as training in the use of technology, use of online resources, cultural sensitivity, mentoring, and activities that help individuals stay current with their job responsibilities, etc.

9

10. Department, Program or Administrative Unit Goals and Activities:

Briefly describe and discuss the department, program or administrative unit’s goals and activities for the next three years, including the rationale for setting these goals. NOTE: Progress in attaining these goals will be assessed in subsequent years through annual program updates (APUs).

Then fill out the goal setting template included in Appendix B. which aligns your department, program or administrative unit’s goals to the college mission statement and goals and the PCCD strategic goals and institutional objectives.

Goal 1. Support Services:

Activities and Rationale:

Goal 2. Assessment (of SAOs or AUOs):

Activities and Rationale:

Goal 3. Student Success and Student Equity:

Activities and Rationale:

Goal 4. Student Success:

Activities and Rationale:

Goal 5. Professional Development, Community, Institutional and Professional Engagement and Partnerships:

Activities and Rationale:

10

Please complete the Program Review Integrated Goal Setting Template included in Appendix B.

11

Appendix AComprehensive Instructional Program Review

Prioritized Resource Requests Summary

College: ______________________________________________________________________

Discipline, Department or Program: _____________________________________________

Contact Person: ______________________________________________________________

Date: ____________________________

Resource Category

Description Priority Ranking (1 – 5, etc.)

Estimated Cost Justification(page # in the program review narrative report)

District-College Goal & Institutional Learning Outcome

Human Resources: Faculty

Human Resources: Classified

Human Resources: Student Workers

Technology

Equipment

Supplies

Facilities

Professional Development

Other (specify)

12

13

Appendix B

PCCD Program Review Integrated Goal Setting Template

College: ______________________________________________________________________

Discipline, Department or Program: _____________________________________________

Contact Person: ______________________________________________________________

Date: ____________________________

Discipline, Department or Program Goal

Institutional Learning Outcome

PCCD-College Goal and Institutional Objective

1.

2.

3.

4.

5.

6.

7.

14

Appendix CPrior-Year Resource Utilization Self-Evaluation Form

Please review your total resource allocations and expenditures from the last academic year and evaluate your use of those funds.

Funding Source

2016-17 Funding Allocated

2016-17 Funding Expended

Please describe (in 100 words or less) the impact of these funds on your Program Goals

If you have quantitative evidence of the impact of these expenditures, please provide it here

Please describe (in 100 words or less) the impact of these funds on your students’ outcomes

If you were not able to utilize all of your resources last year, please explain.

With which of CoA’s ten college goals do these expenditures best align?

Fund 01Fund 10Strong Workforce ProgramIELMLotteryPerkinsEquityOther restricted fundsTOTAL 2016-17 Funding

15

Appendix DProgram Review Validation Form and Signature Page

College:

Discipline, Department or Program:

Part I. Overall Assessment of the Program Review ReportReview Criteria Comments:

Explanation if the box is not checked

1. The narrative information is complete and all elements of the program review are addressed.

2. The analysis of data is thorough.

3. Conclusions and recommendations are well-substantiated and relate to the analysis of the data.

4. Discipline, department or program planning goals are articulated in the report. The goals address noted areas of concern.

5. The resource requests are connected to the discipline, department or program planning goals and are aligned to the college goals.

16

Part II. Choose one of the Ratings Below and Follow the Instructions.

Rating Instructions

1. Accepted.

2. Conditionally Accepted.

3. Not Accepted.

1. Complete the signatures below and submit to the Vice President of Instruction.

2. Provide commentary that indicates areas in the report that require improvement and return the report to the discipline, department or program chair with a timeline for resubmission to the validation chair.

3. Provide commentary that indicates areas in the report that require improvement and return the report to the discipline, department or program chair with instructions to revise. Notify the Dean and Vice President of Instruction of the non-accepted status.

Part III. Signatures

Validation Team___________________________ ____________________________________ __________Print Name Signature Date

Validation Team___________________________ _______________________ ____________ ____________Print Name Signature Date

Received by Vice President of Instruction___________________________ ___________________________________ _____________Print Name Signature Date

17

College of Alameda

MISSIONThe Mission of College of Alameda to serve the educational needs of its diverse community by providing comprehensive and flexible programs and resources that empower students to achieve their goals.

VISIONThe Vision of College of Alameda is that we are a diverse, supportive, empowering learning community for seekers of knowledge. We are committed to providing a creative, ethical and inclusive environment in which students develop their abilities as thinkers, workers and citizens of the world.

VALUESWe use this vision to choreograph three central themes in our quest for “learning excellence” and services to students.∗ Academic Excellence∗ Budgetary Competence∗ Community Engagement

We call these “our ABCs” emphasizing crucial success indicators for our students in achieving an enhanced capacity to pursue their dreams!

Institutional Learning Outcomes

1. Solve problems and make decisions in life and work using critical thinking, quantitative reasoning, community resources, and civil engagement.

2. Use technology and written and oral communication to discover, develop, and relate critical ideas in multiple environments.

3. Exhibit aesthetic reflection to promote, participate and contribute to human development, expression, creativity, and curiosity.

4. Engage in respectful interpersonal communications, acknowledging ideas and values of diverse individuals that represent different ethnic, racial, cultural, and gender expressions.

5. Accept personal, civic, social and environmental responsibility in order to become a productive local and global community member

18

District-College Strategic Goals & Institutional Objectives

Strategic Focus: Our focus this year will be on student success in the core educational areas of basic skills/ESOL (English for speakers of other languages), transfer, and CTE (career technical education) by encouraging accountability, outcomes assessment, innovation and collaboration while spending within an established budget.

Strategic Goals A: Advance Student Access, Equity, and Success

A.1 Student Access: Increase enrollment for programs and course offerings in the essential areas of basic skills/ESOL, CTE and transfer to achieve the District target of 19,355 RES FTES. A.2 Student Success: Increase students’ participation in SSSP eligible activities by 50%, with specific emphasis on expanding orientations, assessments, academic advising and student educational plans. A.3 Student Success: Using baseline data, increase student engagement in activities such as student governance, student life activities, Student leadership development, service learning programs, learning communities, student employment, etc. A.4 Student Equity Planning: Address the achievement gap through fully developing and implementing the student success and equity plans at each campus.

B: Engage and Leverage Partners B.1 Partnerships: Develop a District-wide database that represents our current strategic partnerships and relationships. B.2. Partnerships: Expand partnerships with K-12 institutions, community based organizations, four-year institutions, local government, and regional industries and businesses.

C: Build Programs of Distinction C.1 Student Success: Develop a District-wide first year experience/student success program. C.2 Student Success: Develop an innovative student success program at each college.

D: Strengthen Accountability, Innovation and Collaboration

D.1 Service Leadership: Provide professional development opportunities for faculty, staff and administrators that lead to better service to our

19

students and colleagues. D.2 Institutional Leadership and Governance: Evaluate and update policies and administrative procedures and the PBIM participatory governance structure.

20

COA Institutional Set Standards

1. Institution-set standard for student course completion (success) rate:

Standard: 66%

5 years (10 terms): Fall 2010 to Spring 2015

Mean = 0.6774; St Dev = 0.0088

Term PercentFall 2008 63.10%Fall 2009 65.10%Fall 2010 67.90%Fall 2011 65.90%Fall 2012 65.10%Fall 2013 63.40%Fall 2014 63.30%

Methodology: Determined the average success rate over the past 5 years and identified the percent that was one standard deviation below that mean.

2. Institution-set standard for student retention percentage:

Standard: 47%

5 years (5 terms): Fall 2010 to Fall 2014

Mean = 0.4877; St Dev = 0.0221

Term PercentFall 2008 51.90%Fall 2009 49.37%Fall 2010 48.67%Fall 2011 50.41%Fall 2012 52.24%

Methodology: Determined the average fall-to-fall retention (persistence) rate over the past 5 years and identified the percent that was one standard deviation below that mean.

3. Institution-set standard for student degree completion: The institution standard is the percentage of new students who complete a degree within 6 years:

Standard: 223

21

5 years: AY 2010-11 to 2014-15

Mean = 252.6; St Dev = 29.78

2010-2011 1192011-2012 1562012-2013 2182013-2014 2332014-2015

Methodology: Identified 5 successive years of new students calculated the mean and identified the percent that was one standard deviation below that mean.

4. Institution-set standard for student transfer to 4-year colleges/universities: The institution standard is the percentage of new students who transfer to a 4-yr institution within 6 years:

Standard: 141

4 years: Cohort year 2004-05 to 2007-08

Mean = 161.25; St Dev = 20.07

2012-2013 1962013-2014 221

Methodology: Identified 4 successive years of new students calculated the mean and identified the value one standard deviation below that mean.

5. Institution-set standard for student certificate completion: The institution standard is the percentage of new students who complete a certificate within 6 years:

Standard: 86

5 years: AY 2010-11 to 2014-15

Mean = 180.20; St Dev = 94.12

2010-2011 1002011-2012 1432012-2013 1282013-2014 872014-2015

Methodology: Identified 5 successive years of new students calculated the mean and identified the value one standard deviation below that mean. 

22