Natural Lifecycle of a Program: Program Development Currency Updates and Discontinuance

Nabil Abu-Ghazaleh, Pierce College

Lesley Kawaguchi, Santa Monica College

Shaaron Vogel, Butte College

Learning Outcomes

The learner will be able to: Describe the difference between program

development, program review and program discontinuance.

Describe key components of a program discontinuance policy.

Describe the curriculum committee’s role in program development, program review, and program discontinuance.

In the Beginning: Program Development It begins with faculty

Student and community need

Purpose

Title 5 language

Curriculum committee role

Title 5: Program DevelopmentTransfer versus CTE

Requirements Program and Course Approval Handbook Page 41 - 66

CTE requirements are different than GE/transfer programs

CTE Labor market data and analysis: job market study Employer survey Approval by Regional Consortia Page 51 form

The Program Changes, Grows, and Keeps Current to its Changing World Program Review

Self Study Chances to show your program quality and

success Chance to build a plan of correction

Advisory Committees Ensure campus, student, community involvement

Curriculum Review

Program Review: It is NOT a Tool to be Program Discontinuance One of the Ten Plus One for Academic

Senates and role of Faculty Purpose of Program Review: Self Study

Recognize quality Improves and updates Educational Planning Accreditation Budgetary Processes Curriculum Process Student Equity

The Accreditation Link in the Chain of the Program Lifecycle Documentation of What You are Already

Doing Link to mission Program Review reflects institutional effectiveness Standard II A: Instructional Programs

Mission and Need Assures Quality and Improvement After Evaluation Student Learning Outcomes Philosophy, Degrees, and Certificates

Leadership and Governance

Program Discontinuance

Faculty Role Where it began so should it end: faculty and

the curriculum committee Policy and Procedure: Board Policy Ensure faculty, student and community role Did the program get a chance for

improvement? Lots of criteria to look at

Questions to Ask in Program Discontinuance

Ask in development of process and on curriculum committee Who involved and their role Criteria How it effects students and other programs on campus How does this fit in with educational planning and budget

processes Regional effects Transfer effects Community Effects

Early Intervention is the Best Policy!

One Example: Butte College Proposed Program Discontinuance Policy Started in 2002 Approved by constituent groups and

academic senate in 2003 Has been in administration’s hands since

then awaiting approval Now they want to change it and we are

starting to meet again!!

One Example: A Cautionary Tale from Santa Monica College Budget “Crisis,” 2002-2003 March 10, 2003 – Special Board Meeting to

eliminate programs (to meet the March 15th deadline)

Programs proposed for elimination Architecture Fashion Design and Merchandising Geographic Information Systems Interior Architecture Design Office Information Systems Public Safety Recreation Respiration Therapy Tourism/Hospitality Transportation Technology

Timeline

March 7, 2003 Academic Senate leaders meeting with Supt/President and senior administrators

March 10, 2003 meeting of Board of Trustees resulted in vote to eliminate the programs

Outside of process

Program Review done by academic senate executive committee and senior administrators, not Program Review Committee Conclusion: No valid academic or educational

reasons to eliminate the programs; all were viable Budget Committee voted to support a budget

scenario that “pruned” the programs and not eliminate them; College-wide Coordinating Council never had opportunity to vote

May 15, 2003 meeting

Program Discontinuance voted on by Board: Architecture Geographic Information Services Public Safety Recreation Respiratory Therapy Tourism/Hospitality Transportation Technology

Fashion Design and Merchandising and Interior Design were pruned (faculty here had other FSAs); Office Information Services folded into Computer Information Systems

Outcomes

Loss of tenured faculty; student academic careers disrupted

Anger of classified staff and faculty Academic senate call for vote of no confidence in

Supt/Pres resulted in 413 of 481 votes cast (86%) in favor

Classified staff also had vote of no confidence Loss of CTE programs from which the college

has not recovered – not likely to return in near future due to current economy

Positive outcomes

New Program Discontinuance Policy crafted during good time

New Supt/Pres

Pierce College

Viability Review of

Educational Programs

Pierce CollegeViability Review of Educational Programs Instituted Under Normal Circumstances Sincere Process to Distinguish Need for Help

from Irrelevance. Focus on Student/Community Need and

Prospects not Current State of Program. Developing/Practicing the Process Routinely

Builds TRUST in the Process NOT Guaranteed Outcomes.

Pierce CollegeViability Review of Educational Programs Existing Policy Special Process NOT PROGRAM REVIEW Possible Outcomes:

Program Initiation Discontinuance Modification and Improvement Departmental Reorganization

Pierce CollegeViability Review of Educational Programs Who Initiates and Who Conducts Viability? What is the Process? What to Consider Before Discontinuance? Who Makes the Decision?

Recent History

Registered Veterinary Technician Program, 2005

Horticulture, May 2007 Equestrian, November 2007 CAD/CAM/CNC, Ongoing

Sample Findings

Examples of Modification and Improvement Horticulture Viability Review and

Recommendations for Improvement Equestrian Viability Review and

Recommendations for Improvement

Recommendation for Discontinuance

Mule Handling Program: Recommendation for Discontinuance

“A number of years ago, the department developed a new program in mule handling that led to an 16-unit certificate in “Mule Handling and Management.” While this innovative program initially attracted students from great distances, its popularity was not sustained. Enrollments and course offerings in recent years were extremely limited. Both department faculty and the Statewide Visiting Committee recommended that the program be eliminated.”