(Assessment)

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ALIGNMENT OF GOALSGOALS #1

ACCESS#2STUDENTLEARNING

#3TRANSFER

#4 CAREERTECHNICALEDUCATION

#5 FOUNDATIONSKILLSPROGRAM

#6 DIVERSIFIED MODES OF INSTRUCTIONALDELIVERY

#7 CAMPUSINFRASTRUCTURE

OBJECTIVES StreamlineEnrollmentProcess

ExpandOrientation,Assessment &Counseling AdoptPrerequisites  Expand SLOAssessment  Support StudySkills Programs  IncreaseGraduation 

RecruitCollege-Readystudents  DevelopComprehensiveTransfer Program  StrengthenTransfer Pathways 

StrengthenVocationalPrograms  ProvideFoundationSkills forVocationalPrograms StrengthenRelationships:Counselorsand CTEPrograms Develop NewVocationalPrograms inGrowth Areas 

Institute Educationally-sound Class Size Re-label Basic Skills as Foundation Skills  Establish LearningCommunities  Stress IntensiveWriting Instruction Emphasize Subject -Integrated ReadingInstruction  Use Diversified Mathematics Instruction Prepare ESLStudents for Transfer/Career

SupportLearningCommunities  Expand OnlineServices for AllStudents  Promote QualityOnline & HybridCourses  Improve Evening,Weekends & Off-CampusPrograms Expand Technologies toSupport StudentLearning 

Improve TechnologySupport for Services& Facilities Configure Technologyfor Classrooms 

Prioritized Resource Requests Faculty Positions – FPIP Online Library Subscriptions Financial Aid Technician 2 Custodians Research Analyst A-Shift Exam Proctor HVAC Lead Technician Physics Equipment Auto Mechanic Registration Asst. -- A/R and Veterans 6

Viability Indicators in Program Review

Changes in Total enrollment / number of students

served Enrollment FTES Technology Labor market demand7

Academic Senate’s Program Viability Policy http://www.wlac.edu/academicsenate/documents_2012/PROGRAM%20VIAB%20REVIEWfinal%

202005.pdf

Who can ask for a viability study? Academic Senate Faculty member in the program Director/Chair of the program Vice Presidents/Administration Program Review/Unit Plan Advisory Committees Accreditation Report

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Key factors which may be used in identifying and evaluating at-risk programs include: Insufficient frequency of course section offerings

to assure reasonable availability for students to complete the program within its stated duration

Low rate for student achievement of program goals (i.e., successful completion rate)

Low retention within courses Low term-to-term persistence for those in courses

in the major Lack of demand in the workforce or cyclic nature

of the workforce Unavailability of the transfer major Declining need for this program by other programs 9

Key factors which may be used in identifying and evaluating at-risk programs include:

Insufficient numbers of faculty, including full-time faculty and in their particular expertise (use of faculty development or sabbatical resources may be appropriate)

Insufficient physical resources including facilities, equipment, and supplies

Inadequate levels of outside support such as classified staff, course offerings, library materials, and workplace learning opportunities

Adjustment of course scheduling: times of day, block scheduling, short courses, frequency and number of sections, open entry/open exit

Analysis of demand for the program through use of labor market information which may result in curriculum modifications such as adding options for higher demand specialties

Whether course outlines have been updated in the last five years Articulation of programs/courses: K-12, Tech Prep, etc., and a four-

year sequencing of offerings to ensure student ability to transition to subsequent levels

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Possible outcomes of program viability: Program extension or suspension Program revitalization Program reduction Continue or accept the program in its

current state Program consolidation Program discontinuance

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