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Program Review: Beyond the Dusty Shelf Report

Accreditation Principles. Program Review isIntegrated into the planning processComprehensive: program is appropriate, adequate, effective to meet student needsUsed as the basis for decision making, particularly program improvement. Accreditation Principles. Program Review is:Collegial: involving appropriate peopleConnected to resource allocationProvides documentation of outcomes.

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Program Review: Beyond the Dusty Shelf Report

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    1. Program Review: Beyond the Dusty Shelf Report Bill Scroggins Dean of Science & Math San Bernardino Valley College October 2001

    2. Accreditation Principles Program Review is Integrated into the planning process Comprehensive: program is appropriate, adequate, effective to meet student needs Used as the basis for decision making, particularly program improvement

    3. Accreditation Principles Program Review is: Collegial: involving appropriate people Connected to resource allocation Provides documentation of outcomes

    4. Program Review Guidelines: Culture of Evidence Data is comprehensive and widely available Culture is built around data-informed decisions Each unit plans, budgets, and manages Decisions drive data needs, not the reverse Criteria and measures are developed by consensus Data informs decisions at the program level

    5. Program Review Guidelines: Culture of Evidence Program activities and priorities: Respond to college goals and objectives Inform college goals and objectives Data is always accompanied by a narrative Both internal and external data sources are used Program review priorities are integrated into the budget process

    6. College Culture is Built Around Decision Making Goal: where we want to be, stable over time Objective: measurable, achievable Process objective: we do things better Input objective: we do more, serve more students Outcome objective: we achieve more Indicator: quantity or quality that measures achievement of the objective

    7. College Culture is Built Around Decision Making Benchmark: how much to get done by what time Progress report: how much was done in last cycle Activity: what will be done Timeline Responsible person Resources needed

    8. Each Unit Plans, Budgets, and Manages “Unit Plans” are basis of Program Review Instruction, Students Services, Operations Planning Unit = Budget Unit = Management Unit College Organizational Structure Reflects Decision-Making Structure

    9. Decisions Drive Data Needs, Not the Reverse Avoid “Data Tyranny” Decisions made only on “available data” Finding appropriate data often means $$$ Graduate follow up surveys Focus groups Adding new elements to MIS

    10. Criteria and Measures are Developed by Consensus “Planning and budgeting processes” are academic and professional matters Best decisions are made by practitioners and those most affected by the decisions Including stakeholders in planning builds buy in and aids in developing plans that will be implemented

    11. Data Informs Decisions at the Program Level Program Review can address both: In depth evaluation and long-term plans Immediate needs and annual updates of plans Examples of immediate needs: Class scheduling Full-time faculty hires

    12. Program Review Responds to AND Informs College Goals & Objectives Units write program review with college plan as template Unit plans reviewed by college planners as source of new ideas Up/Down review process includes both: Subject Level Plans: Technology, Matriculation, etc. College Strategic Master Plan

    13. Data Accompanied by a Narrative Best Use of Data: Trends over time: 3 to 5 years Stable definition and conditions Explanation of variances, for example: Base closure Move into new facility Full-time faculty not replaced

    14. Use Both Internal & External Data Internal, examples: MIS Surveys Exit interviews External, examples: VTEA core measures UI Wage Data Census

    15. Program Review Priorities Integrated Into Budget Process Unit plans contain activities related to college objectives INCLUDING budget requests Requests aligned with budget process, e.g.: Full-time Faculty Classified Staff Supplies Equipment Facilities Technology

    16. Program Review Priorities Integrated Into Budget Process Process for Prioritization in Categories, e.g.: Committee Structure Model FT Faculty ? Faculty Staffing Committee Classified Staff ? Classified Staffing Committee Supplies & Equipment ? Dean’s Council Facilities ? Space Utilization Committee Technology ? Technology Committee

    17. Program Review Priorities Integrated Into Budget Process Vertical Prioritization Model, e.g.: Unit Priorities (Unit Members) ? Division Priorities (Dean’s Council) ? College Priorities (College Council)

    18. Program Review Priorities Integrated Into Budget Process Match Available Fund Categories with Prioritized Budget Request Categories Start with categorical funds, prioritizing at each step, e.g., Instructional Equipment: Instructional equipment block grant, then VTEA funds, then Partnership For Excellence funds, then General apportionment funds

    19. Comprehensive and Widely Available Data Two Distinct Needs Standard Reports Routine, regular decisions, e.g., scheduling Standard, repeatable, understandable format Produced centrally, widely distributed Data Mining Individual or small groups needs Flexible format and use

    20. Comprehensive and Widely Available Data

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