AY 2011 CTE Instructional Program Review Process Data Description Process – Timeline Rev. 10-18-11

AY 2011 CTE Instructional AY 2011 CTE Instructional Program Review ProcessProgram Review Process

Data DescriptionData DescriptionProcess – TimelineProcess – Timeline

Rev. 10-18-11Rev. 10-18-11

IntroIntroThe purpose of this presentation is describe the process we follow for both our local Comprehensive The purpose of this presentation is describe the process we follow for both our local Comprehensive and the system required Annual Program Reviews, as well as how the data is calculated.and the system required Annual Program Reviews, as well as how the data is calculated.

We have been asked to produce an annual program review for each and every one of our instructional We have been asked to produce an annual program review for each and every one of our instructional programs and units. They are required of each system CC and will be taken to the U of H Board of programs and units. They are required of each system CC and will be taken to the U of H Board of Regents for their purview.Regents for their purview.

If you are normally scheduled to do a comprehensive review or are “Jumping”, you will need to If you are normally scheduled to do a comprehensive review or are “Jumping”, you will need to complete a comprehensive review this year. Additionally, every instructional and non-instructional complete a comprehensive review this year. Additionally, every instructional and non-instructional program will do an Annual Program Review this year.program will do an Annual Program Review this year.

Not sure if you’re scheduled for a comprehensive review or not? Not sure if you’re scheduled for a comprehensive review or not?

Click here for theClick here for the

Comprehensive Program-Unit Review Cycle and Schedule

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What are we doing to improve our program review process?What are we doing to improve our program review process?

Upon conclusion of every program/unit review cycle, the IR Office takes extra care to ensure that we are improving our Upon conclusion of every program/unit review cycle, the IR Office takes extra care to ensure that we are improving our program/unit review process on campus. This is accomplished by sending out questionnaires specific to the program/unit review process on campus. This is accomplished by sending out questionnaires specific to the groups, and by meeting with various groups across campus and collecting feedback. Your suggestions for groups, and by meeting with various groups across campus and collecting feedback. Your suggestions for improving this process are then posted on the Assessment Website and linked here for your convenience.improving this process are then posted on the Assessment Website and linked here for your convenience.

2010 Program-Unit Process Improvement Summary2010 Program-Unit Process Improvement Summary

Based upon the feedback we received from everyone last year from our program-unit review process improvement Based upon the feedback we received from everyone last year from our program-unit review process improvement focus groups, the following changes have been made and have been incorporated into the planning of this year’s focus groups, the following changes have been made and have been incorporated into the planning of this year’s

review:review:

Timeline for program/unit reviews reevaluated. Reviews due this year November 18Timeline for program/unit reviews reevaluated. Reviews due this year November 18 thth to Joni. to Joni.

We will continue to use our college website as the mode of delivery for your program-unit review documentation.We will continue to use our college website as the mode of delivery for your program-unit review documentation.

We will continue the practice of providing program-unit review training and presentation materials.We will continue the practice of providing program-unit review training and presentation materials.

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What are we doing to improve our program review process cont.?What are we doing to improve our program review process cont.?

Continue practice of providing training specific to your group (i.e. a presentation just for CTE)Continue practice of providing training specific to your group (i.e. a presentation just for CTE)

You said that the training you received last year regarding changes to the Instructional Program Review Comprehensive Template was helpful. We will You said that the training you received last year regarding changes to the Instructional Program Review Comprehensive Template was helpful. We will continue to provide a brief overview of the templates upon conclusion of our normally scheduled training.continue to provide a brief overview of the templates upon conclusion of our normally scheduled training.

We will continue to schedule our trainings based on the scheduling requests we send out. We have 3 scheduled training sessions this year, one for Units, one We will continue to schedule our trainings based on the scheduling requests we send out. We have 3 scheduled training sessions this year, one for Units, one for Liberal Arts, and one for CTE. We will continue to seek your scheduling input to consider room size and number of sessions.for Liberal Arts, and one for CTE. We will continue to seek your scheduling input to consider room size and number of sessions.

Online submissions last year seemed to work quite well for most folks. Please plan to do any formatting to your report within the online tool to keep your Online submissions last year seemed to work quite well for most folks. Please plan to do any formatting to your report within the online tool to keep your formatting from getting scrubbed.formatting from getting scrubbed.

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What are we doing to improve our program review process cont.?What are we doing to improve our program review process cont.?

There is no need to wait for the IR Office this year to copy, paste, and format your 3 years of data into the comprehensive template because all 3 years There is no need to wait for the IR Office this year to copy, paste, and format your 3 years of data into the comprehensive template because all 3 years data is now provided to you online. Additionally, the CERC made a change to the comprehensive template requiring you to paste the entire annual data is now provided to you online. Additionally, the CERC made a change to the comprehensive template requiring you to paste the entire annual review into your comprehensive review template. You may also hyperlink the annual review in if you wish. More on template changes later in the review into your comprehensive review template. You may also hyperlink the annual review in if you wish. More on template changes later in the presentation today.presentation today.

There was an interest last year to have our annual review feedback given to the program initiators. This was accomplished through email last year There was an interest last year to have our annual review feedback given to the program initiators. This was accomplished through email last year from the VCAA to the Initiators.from the VCAA to the Initiators.

There were suggestions last year that assessment needs to be better integrated into the comprehensive program reviews. The requirement for listing There were suggestions last year that assessment needs to be better integrated into the comprehensive program reviews. The requirement for listing your unit outcomes and their assessments have now been added to the Instructional Program Review Comprehensive Template.your unit outcomes and their assessments have now been added to the Instructional Program Review Comprehensive Template.

It was suggested that having writing assistance in the program review process would be helpful. Mary Goya has offered to help programs out until we It was suggested that having writing assistance in the program review process would be helpful. Mary Goya has offered to help programs out until we have our Assessment Coordinator on-board.have our Assessment Coordinator on-board.

All templates have been updated since last year based on both your feedback, and an evaluation of the templates by CERC.All templates have been updated since last year based on both your feedback, and an evaluation of the templates by CERC.

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What is different this year?What is different this year?

Three separate training sessions will be given this year in order to focus on specific groups. Three separate training sessions will be given this year in order to focus on specific groups. They are:They are:

– 1.1. CTE ProgramsCTE Programs– 2.2. Liberal Arts Division ProgramsLiberal Arts Division Programs– 3. Units3. Units

3 full years of data provided to programs—no more fall data mixed with academic year data.3 full years of data provided to programs—no more fall data mixed with academic year data.

No upload capabilities with web submission tool. Your analysis should be on the data provided.No upload capabilities with web submission tool. Your analysis should be on the data provided.

There is a new tab in the online submission tool, which was requested by the VCAA’s for the There is a new tab in the online submission tool, which was requested by the VCAA’s for the inclusion of SLO’s. This is nowinclusion of SLO’s. This is now required required with your submission.with your submission.

The new “due to VCAA” date this year is November 18The new “due to VCAA” date this year is November 18 thth..

Your budget numbers will be made available to you this year on the Assessment website atYour budget numbers will be made available to you this year on the Assessment website at

AY 2011 Instructional Program Review Budget Table AY 2011 Instructional Program Review Budget Table

Annual Reports of Program Data are completely on-line this year for Student Services.Annual Reports of Program Data are completely on-line this year for Student Services.

Remedial/Developmental programs have a new data element this year called, “Success at the Remedial/Developmental programs have a new data element this year called, “Success at the next level”next level”

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What’s a Jumper?What’s a Jumper?

A Jumper is a locally defined term that is used to describe an instructional A Jumper is a locally defined term that is used to describe an instructional program or non-instructional program (unit) that has decided to jump out of program or non-instructional program (unit) that has decided to jump out of their normally scheduled slot for their comprehensive program reviews and their normally scheduled slot for their comprehensive program reviews and into this years cycle.into this years cycle.

Jumping into this years comprehensive cycle means that you will have an Jumping into this years comprehensive cycle means that you will have an opportunity to be considered for any budgetary decisions that will be made opportunity to be considered for any budgetary decisions that will be made in this years budget process.in this years budget process.

Jumpers will still have to do their comprehensive review on their next Jumpers will still have to do their comprehensive review on their next scheduled review. Jumping does not affect the existing schedule—you are scheduled review. Jumping does not affect the existing schedule—you are voluntarily doing an extra review to be considered in this budget cycle.voluntarily doing an extra review to be considered in this budget cycle.

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I belong to an Instructional Program… which template do I use?I belong to an Instructional Program… which template do I use?

COMPREHENSIVE REVIEWSCOMPREHENSIVE REVIEWS

Comprehensive Instruction Program Review TemplateComprehensive Instruction Program Review Template

(Use this template ONLY if you are scheduled for a comprehensive program review this year or are (Use this template ONLY if you are scheduled for a comprehensive program review this year or are jumping)jumping)

--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

ANNUAL REVIEWSANNUAL REVIEWS Your programs data table is available on-line using the link below. You should have everything you Your programs data table is available on-line using the link below. You should have everything you

need to begin writing your review within the web submission tool. Plan to save your work often—need to begin writing your review within the web submission tool. Plan to save your work often—especially when switching between screens, and plan to do most of your formatting within the tool if especially when switching between screens, and plan to do most of your formatting within the tool if you are copying and pasting in from Word.you are copying and pasting in from Word.

UHCC Annual Report of Program Data Web Submission ToolUHCC Annual Report of Program Data Web Submission Tool

((ALLALL Instructional programs will need to complete this—even if you’re completing a comprehensive Instructional programs will need to complete this—even if you’re completing a comprehensive review)review)

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Terminology / TimingTerminology / Timing

The Census freeze event is the fifth Friday after the first day of instruction.The Census freeze event is the fifth Friday after the first day of instruction.

The End of semester freeze event is 10 weeks after the last day of instruction.The End of semester freeze event is 10 weeks after the last day of instruction.

FISCAL_YR_IRO: Fiscal year, where the value indicates the ending of the fiscal year. For FISCAL_YR_IRO: Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004-2005 (July 1, example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004-2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters. semesters.

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Instructional Program Review Data ElementsInstructional Program Review Data Elements

Student information data this year comes exclusively from the Operational Data Store Student information data this year comes exclusively from the Operational Data Store (ODS). Organizationally this means that all community colleges are getting the data from (ODS). Organizationally this means that all community colleges are getting the data from the same place and at the same snapshot in time (this is a good thing).the same place and at the same snapshot in time (this is a good thing).

The following slides will explain in detail what data has been provided to you for your The following slides will explain in detail what data has been provided to you for your comprehensive-annual instructional program review write ups and how it has been comprehensive-annual instructional program review write ups and how it has been calculated.calculated.

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#1#1 New and Replacement Positions (State)New and Replacement Positions (State)

Economic Modeling Specialists Inc. (EMSI) annual new and replacement Economic Modeling Specialists Inc. (EMSI) annual new and replacement jobs at state level. Compiles data based on Standard Occupational jobs at state level. Compiles data based on Standard Occupational Classification (SOC) codes that the college has linked to the instructional Classification (SOC) codes that the college has linked to the instructional program.program.

Data based on annual new/replacement positions projections as of Spring Data based on annual new/replacement positions projections as of Spring 20112011

State position numbers are not pro‐rated. State position numbers are not pro‐rated.

From their website, “…EMSI specializes in reports that analyze and quantify From their website, “…EMSI specializes in reports that analyze and quantify the total economic benefits of community and technical colleges in their the total economic benefits of community and technical colleges in their region, and also creates data-driven strategic planning tools that help region, and also creates data-driven strategic planning tools that help colleges maximize their impact through labor market responsiveness…” colleges maximize their impact through labor market responsiveness…”

1111

#2#2 New and Replacement Positions (County prorated) New and Replacement Positions (County prorated)

Economic Modeling Specialists Inc. (EMSI) annual new and replacement jobs Economic Modeling Specialists Inc. (EMSI) annual new and replacement jobs at county level. Compiles data based on Standard Occupational Classification at county level. Compiles data based on Standard Occupational Classification (SOC) codes that the college has linked to the instructional program.(SOC) codes that the college has linked to the instructional program.

Note: It is possible for the number of new and replacement positions in the Note: It is possible for the number of new and replacement positions in the county to be higher than the state if the projection in other counties is for a county to be higher than the state if the projection in other counties is for a loss of new and replacement positions.loss of new and replacement positions.

County data pro‐rated (when more than one CC is in the county) to reflect County data pro‐rated (when more than one CC is in the county) to reflect number of programs aligned to the SOC code and weighted by number of number of programs aligned to the SOC code and weighted by number of majors in each program/institution.majors in each program/institution.

Data based on annual new/replacement positions projections as of Spring Data based on annual new/replacement positions projections as of Spring 2011.2011.

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#3#3 Number of MajorsNumber of Majors

Count of program majors who are home‐institution at your college. Count of program majors who are home‐institution at your college. Count excludes students that have completely withdrawn from the Count excludes students that have completely withdrawn from the semester at CENSUS.semester at CENSUS.

This is an annual number. Programs receive a count of .5 for each This is an annual number. Programs receive a count of .5 for each term (fall and spring) within the academic year that the student is a term (fall and spring) within the academic year that the student is a major. A maximum count of 1.0 (one) for each student.major. A maximum count of 1.0 (one) for each student.

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#4#4 SSH Program majors in Program ClassesSSH Program majors in Program Classes

The sum of Fall and Spring SSH taken by program majors in The sum of Fall and Spring SSH taken by program majors in courses linked to the program. Captured at Census and excludes courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.students who have already withdrawn (W) at this point.

Note: for programs where year‐round attendance is mandatory, Note: for programs where year‐round attendance is mandatory, Summer SSH are included.Summer SSH are included.

Excludes Directed Studies (99 series). Differs from MAPS as UHCC Excludes Directed Studies (99 series). Differs from MAPS as UHCC data includes Cooperative Education (93 series) as there is a data includes Cooperative Education (93 series) as there is a resource cost to the program.resource cost to the program.

Not sure what your program classes are? Click here to find out:Not sure what your program classes are? Click here to find out:

Courses Taught Aligned to Instructional Programs

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#5#5 SSH Non-Majors in Program ClassesSSH Non-Majors in Program Classes

The sum of Fall and Spring SSH taken by non‐program majors (not The sum of Fall and Spring SSH taken by non‐program majors (not counted in #4) in courses linked to the program. Captured at counted in #4) in courses linked to the program. Captured at Census and excludes students who have already withdrawn (W) at Census and excludes students who have already withdrawn (W) at this point.this point.

Note: for programs where year‐round attendance is mandatory, Note: for programs where year‐round attendance is mandatory, Summer SSH are includedSummer SSH are included

Excludes Directed Studies (99 series). Differs from MAPS as Excludes Directed Studies (99 series). Differs from MAPS as UHCC data Includes Cooperative Education (93 series) as there is a UHCC data Includes Cooperative Education (93 series) as there is a resource cost to the program.resource cost to the program.

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#6#6 SSH in All Program ClassesSSH in All Program Classes

The sum of Fall and Spring SSH taken by all students in classes The sum of Fall and Spring SSH taken by all students in classes linked to the program. Captured at Census and excludes students linked to the program. Captured at Census and excludes students who have already withdrawn (W) at this point.who have already withdrawn (W) at this point.

Note: for programs where year‐round attendance is mandatory, Note: for programs where year‐round attendance is mandatory, Summer SSH are included.Summer SSH are included.


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#7#7 FTE Enrollment in Program ClassesFTE Enrollment in Program Classes

Sum of Student Semester Hours (SSH) taken by all students in Sum of Student Semester Hours (SSH) taken by all students in classes linked to the program (#6) divided by 30. Undergraduate, classes linked to the program (#6) divided by 30. Undergraduate, lower division Full Time Equivalent (FTE) is calculated as 15 credits lower division Full Time Equivalent (FTE) is calculated as 15 credits per term. per term.

Captured at Census and excludes students who have already Captured at Census and excludes students who have already withdrawn (W) at this point.withdrawn (W) at this point.

Note: for programs where year‐round attendance is mandatory, Note: for programs where year‐round attendance is mandatory, summer SSH are included.summer SSH are included.

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#8#8 Total Number of Classes TaughtTotal Number of Classes Taught

Total number of classes taught in Fall and Spring that are linked to Total number of classes taught in Fall and Spring that are linked to the program. Includes Summer classes if year‐round attendance is the program. Includes Summer classes if year‐round attendance is mandatory.mandatory.

Concurrent and Cross listed classes are only counted once for the Concurrent and Cross listed classes are only counted once for the primary class. primary class.


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CTE Program Scoring Rubric DefinitionsCTE Program Scoring Rubric Definitions

Your program health is determined by 3 separate types of measures: Your program health is determined by 3 separate types of measures: Demand, Efficiency, and Effectiveness. This slide explains why these Demand, Efficiency, and Effectiveness. This slide explains why these measures were chosen to determine program health.measures were chosen to determine program health.

Demand: A seeking or state of being sought after.Demand: A seeking or state of being sought after.

i.e. your programs ability to attract new students every year based on i.e. your programs ability to attract new students every year based on your offering.your offering.

Efficiency: Acting or producing effectively with a minimum of waste, Efficiency: Acting or producing effectively with a minimum of waste, expense, or unnecessary effort.expense, or unnecessary effort.

i.e. your programs ability to use its resources in the best possible way.i.e. your programs ability to use its resources in the best possible way.

Effectiveness: Stresses the actual production of, or the power to produce Effectiveness: Stresses the actual production of, or the power to produce an affect.an affect.

i.e. your programs ability to produce the desired result.i.e. your programs ability to produce the desired result.

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Determination of program’s health based on Determination of program’s health based on demanddemand

This year the system office will calculate and report health calls for all This year the system office will calculate and report health calls for all instructional programs using academic year 2011 data. The following instructional programs using academic year 2011 data. The following instructions illustrate how those calls are made.instructions illustrate how those calls are made.

Program Demand is determined by taking the number of majors (#3) and Program Demand is determined by taking the number of majors (#3) and dividing them by the number of New and Replacement Positions by County dividing them by the number of New and Replacement Positions by County (#2).(#2).

The following benchmarks are used to determine demand health:The following benchmarks are used to determine demand health:

Healthy:Healthy: 1.5 - 4.01.5 - 4.0Cautionary:Cautionary: .5 – 1.49; 4.1 – 5.0.5 – 1.49; 4.1 – 5.0Unhealthy:Unhealthy: <.5; >5.0<.5; >5.0

Finally, an Overall Category Health Score is assigned where:Finally, an Overall Category Health Score is assigned where:

2 = Healthy2 = Healthy1= Cautionary1= Cautionary0= Unhealthy0= Unhealthy

2020

#9#9 Average Class SizeAverage Class Size

Total number of students actively registered in Fall and Spring Total number of students actively registered in Fall and Spring program classes divided by classes taught (#8). Does not include program classes divided by classes taught (#8). Does not include students who have already withdrawn from the class by Census.students who have already withdrawn from the class by Census.

Excludes Directed Studies (99 series). Differs from MAPS as Excludes Directed Studies (99 series). Differs from MAPS as UHCC data. Includes Cooperative Education (93 series) as there is UHCC data. Includes Cooperative Education (93 series) as there is a resource cost to the program.a resource cost to the program.

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#10#10 Fill RateFill Rate

Total active student registrations in program classes Total active student registrations in program classes (number of seats filled) at Fall and Spring census divided (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats offered).by the maximum enrollment (number of seats offered).

Captured at Census and excludes students who have Captured at Census and excludes students who have already withdrawn (W) at this point.already withdrawn (W) at this point.

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#11#11 FTE BOR Appointed FacultyFTE BOR Appointed Faculty

Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty Sum appointments (1.0, 0.5, etc.) of all BOR appointed program faculty (excludes lecturers and other non BOR appointees).(excludes lecturers and other non BOR appointees).

Uses the “hiring status” of the faculty member – not the teaching/work load.Uses the “hiring status” of the faculty member – not the teaching/work load.

Uses the Employing Agency Code (EAC) recorded in the Human Resources Uses the Employing Agency Code (EAC) recorded in the Human Resources (HR) database to determine faculty’s program home.(HR) database to determine faculty’s program home.

Data as of 10/31/2010Data as of 10/31/2010

Data provided by UH Human Resources Office.Data provided by UH Human Resources Office.

Click here for the count of BOR Appointed Program Faculty in your program:Click here for the count of BOR Appointed Program Faculty in your program:

2011 BOR Appointed Program Faculty

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#12 #12 Majors to FTE BOR Appointed Faculty Majors to FTE BOR Appointed Faculty

Number of majors (#3) divided by sum appointments (#11) (1.0, 0.5, Number of majors (#3) divided by sum appointments (#11) (1.0, 0.5, etc.) of all BOR appointed program faculty. etc.) of all BOR appointed program faculty.

Data show the number of student majors in the program for each Data show the number of student majors in the program for each faculty member (25 majors to 1 faculty shown as “25”)faculty member (25 majors to 1 faculty shown as “25”)

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#13#13 Majors to Analytic FTE FacultyMajors to Analytic FTE Faculty

Number of majors (#3) divided by number of Analytic Number of majors (#3) divided by number of Analytic FTE faculty (13a).FTE faculty (13a).

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#13a#13a Analytical FTE Faculty (Workload)Analytical FTE Faculty (Workload)

Calculated by sum of Semester Hours (not Student Semester Calculated by sum of Semester Hours (not Student Semester Hours) taught in program classes divided by 27.Hours) taught in program classes divided by 27.

Analytic FTE is useful as a comparison to FTE of BOR appointed Analytic FTE is useful as a comparison to FTE of BOR appointed faculty (#11). Used for analysis of program offerings covered by faculty (#11). Used for analysis of program offerings covered by lecturers.lecturers.

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Where can I find my budget numbers?Where can I find my budget numbers?

Again this year we will use the actual expenditures of both B-Again this year we will use the actual expenditures of both B-Budgets and salaries, as part of your overall budget.Budgets and salaries, as part of your overall budget.

The budget numbers you need for your program review are now The budget numbers you need for your program review are now available on the Assessment website at available on the Assessment website at

AY 2011 Instructional Program Review Budget Table

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How do I get the budget numbers into the How do I get the budget numbers into the web submission tool?web submission tool?

Go to theGo to the UHCC Annual Report of Program Data (ARPD) Web Submission Tool UHCC Annual Report of Program Data (ARPD) Web Submission Tool

Click on the 2011 Instructional ARPD(*) link.Click on the 2011 Instructional ARPD(*) link. Click on Web submission link.Click on Web submission link. Log in, using your UH username and password.Log in, using your UH username and password. Select the “Cost per SSH” tab.Select the “Cost per SSH” tab. Click the “Edit” button for your program.Click the “Edit” button for your program. Go to the link on the assessment website for your budget and…Go to the link on the assessment website for your budget and… Enter the value of general funds. (this is b-budget plus salary)Enter the value of general funds. (this is b-budget plus salary) Enter the value of federal funds.Enter the value of federal funds. Enter any other funds that you wish to add.Enter any other funds that you wish to add. Click the “Save Cost per SSH Data” button at bottom of page.Click the “Save Cost per SSH Data” button at bottom of page. Your overall budget allocation (sum of everything you entered) and the Your overall budget allocation (sum of everything you entered) and the

cost per SSH will automatically populate the data table in your review.cost per SSH will automatically populate the data table in your review.

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#14#14 OverallOverall Program Budget AllocationProgram Budget Allocation

The overall program budget allocation = General Funded Budget The overall program budget allocation = General Funded Budget Allocations (14a) + Special/Federal Budget Allocations (14b)Allocations (14a) + Special/Federal Budget Allocations (14b)

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#14a#14a General Funded Budget AllocationGeneral Funded Budget Allocation

The general funded budget allocation = actual personnel costs + b The general funded budget allocation = actual personnel costs + b budget expendituresbudget expenditures

Personnel costs this year include the salaries for : faculty, lecturers, Personnel costs this year include the salaries for : faculty, lecturers, overload, APT, student help, and clerical.overload, APT, student help, and clerical.

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#14b#14b Special/Federal Budget AllocationSpecial/Federal Budget Allocation

The expenditure of dollars from Federal grantsThe expenditure of dollars from Federal grants

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#15#15 Cost per SSHCost per SSH

Overall Program Budget Allocation (#14) divided by SSH in all Overall Program Budget Allocation (#14) divided by SSH in all program classes (#6)program classes (#6)

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#16#16 Number of Low Enrolled (<10) ClassesNumber of Low Enrolled (<10) Classes

Classes taught (#8) with 9 or fewer active students at Classes taught (#8) with 9 or fewer active students at Census. Census.

Excludes students who have already withdrawn (W) at Excludes students who have already withdrawn (W) at this point.this point.

Excludes Directed Studies (99 series).Excludes Directed Studies (99 series).

Includes Cooperative Education (93 series) as there is a Includes Cooperative Education (93 series) as there is a resource cost to the program.resource cost to the program.

3333

Determination of program’s health based on Determination of program’s health based on efficiencyefficiency

This year the system office will calculate and report health calls for all This year the system office will calculate and report health calls for all instructional programs using AY 2011 data. The following instructions instructional programs using AY 2011 data. The following instructions illustrate how those calls are made.illustrate how those calls are made.

Program Efficiency is calculated using 2 separate measures…Fill rate Program Efficiency is calculated using 2 separate measures…Fill rate (#10), and Majors to FTE BOR Appointed Faculty (#12). (#10), and Majors to FTE BOR Appointed Faculty (#12).

The following benchmarks are used to determine health for Fill Rate:The following benchmarks are used to determine health for Fill Rate:

Healthy:Healthy: 75 – 100%75 – 100%Cautionary:Cautionary: 60 – 74%60 – 74%Unhealthy:Unhealthy: < 60%< 60%

An Overall Category Health Score is assigned where:An Overall Category Health Score is assigned where:

2 = Healthy2 = Healthy1 = Cautionary1 = Cautionary0 = Unhealthy0 = Unhealthy

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Determination of program’s health based on Determination of program’s health based on efficiencyefficiency cont… cont…

The following benchmarks are used to determine health for Majors/FTE BOR Appointed The following benchmarks are used to determine health for Majors/FTE BOR Appointed Faculty :Faculty :

Healthy:Healthy: 15 - 3515 - 35Cautionary:Cautionary: 30 – 60; 7 - 1430 – 60; 7 - 14Unhealthy:Unhealthy: 61 +; 6 or fewer61 +; 6 or fewer



Finally, average the 2 overall health scores for Class fill rate and Majors/FTE BOR Finally, average the 2 overall health scores for Class fill rate and Majors/FTE BOR Appointed Faculty then use the following rubric:Appointed Faculty then use the following rubric:

1.5 - 2 1.5 - 2 = Healthy= Healthy.5 - 1.5 - 1 = Cautionary= Cautionary00 = Unhealthy= Unhealthy

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#17#17 Successful Completion Successful Completion (Equivalent C or higher) (Equivalent C or higher)

Percentage of students actively enrolled in program classes at Fall Percentage of students actively enrolled in program classes at Fall and Spring census who at end of semester have earned a grade and Spring census who at end of semester have earned a grade equivalent to C or higher.equivalent to C or higher.

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#18#18 Withdrawals (grade = W)Withdrawals (grade = W)

Number of students actively enrolled (at this point have not Number of students actively enrolled (at this point have not withdrawn) at Fall and Spring census who at end of semester have withdrawn) at Fall and Spring census who at end of semester have a grade of W.a grade of W.

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#19#19 Persistence Fall to SpringPersistence Fall to Spring

Count of students who are majors in program at fall Count of students who are majors in program at fall census (from Fall semester #3) and at subsequent census (from Fall semester #3) and at subsequent Spring semester census are enrolled and are still majors Spring semester census are enrolled and are still majors in the program. in the program.

Example: Example: 31 majors start in Fall31 majors start in Fall

21 majors of the original 31 persist into Spring21 majors of the original 31 persist into Spring21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

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#20#20 Unduplicated Degrees/Certificates AwardedUnduplicated Degrees/Certificates Awarded

Unduplicated headcount of students in the fiscal year reported to whom a program Unduplicated headcount of students in the fiscal year reported to whom a program degree or any certificate has been conferred. (Sum of 20a, 20b, 20c, and 20d). degree or any certificate has been conferred. (Sum of 20a, 20b, 20c, and 20d).

Uses most recent available freeze of fiscal year data.Uses most recent available freeze of fiscal year data.

For ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY For ARPD year 2009, the most recent fiscal data on August 15, 2009, was from FY 2008. 2008.

For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY For ARPD year 2010, the most recent fiscal data on August 15, 2010, was from FY 2010. 2010.

For ARPD year 2011, the most recent fiscal data on August 15, 2011, was from FY For ARPD year 2011, the most recent fiscal data on August 15, 2011, was from FY 2011.2011.

3939

#20a#20a Number of Degrees AwardedNumber of Degrees Awarded

Degrees conferred in the FISCAL_YEAR_IRO.Degrees conferred in the FISCAL_YEAR_IRO.

The count is of degrees and may show duplicate degrees received in the The count is of degrees and may show duplicate degrees received in the program by the same student if the program offers more than one degree.program by the same student if the program offers more than one degree.

Uses most recent available freeze of fiscal year data. Uses most recent available freeze of fiscal year data.

FISCAL_YEAR_IRO:FISCAL_YEAR_IRO:

“ “Fiscal year, where the value indicates the ending of the fiscal year. For Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…”2004, and Spring 2005 semesters…”

4040

#20b#20b Certificates of Achievement AwardedCertificates of Achievement Awarded

Certificates of achievement conferred in the FISCAL_YEAR_IRO.Certificates of achievement conferred in the FISCAL_YEAR_IRO.

The count is of program certificates of achievement and may show multiple The count is of program certificates of achievement and may show multiple certificates of achievement in the same program received by the same certificates of achievement in the same program received by the same student.student.

Uses most recent available freeze of fiscal year data.Uses most recent available freeze of fiscal year data.

FISCAL_YEAR_IRO:FISCAL_YEAR_IRO:

“ “Fiscal year, where the value indicates the ending of the fiscal year. For Fiscal year, where the value indicates the ending of the fiscal year. For example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐example, a FISCAL_YR_IRO value of 2005 indicates the fiscal year 2004‐2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2005 (July 1, 2004 to June 30, 2005) which includes Summer 2004, Fall 2004, and Spring 2005 semesters…”2004, and Spring 2005 semesters…”

4141

#20c#20c Academic Subject Certificates AwardedAcademic Subject Certificates Awarded

The count is of program Academic Subject Certificates and may show The count is of program Academic Subject Certificates and may show multiple Academic Subject Certificates in the same program received by the multiple Academic Subject Certificates in the same program received by the student.student.


4242

#20d#20d OtherOther Certificates AwardedCertificates Awarded

The count is of other program certificates (such as APC) and will show The count is of other program certificates (such as APC) and will show multiples received by the same student.multiples received by the same student.


4343

#21#21 Transfers to UH 4-yr programsTransfers to UH 4-yr programs

Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the Students with home campus UH Manoa, UH Hilo, or UH West Oahu for the first time Fall 2010 who prior to Fall 2010 had UH community college as first time Fall 2010 who prior to Fall 2010 had UH community college as home campus. home campus.

Also includes students who for the first time in Fall 2010 show Maui CC, Also includes students who for the first time in Fall 2010 show Maui CC, Applied Business Information Technology as home campus and major.Applied Business Information Technology as home campus and major.

This is a program measure. A student is included in the count of program This is a program measure. A student is included in the count of program transfers in as many programs in which they have been a major at the transfers in as many programs in which they have been a major at the college.college.

4444

#21a#21a Transfers with credential from programTransfers with credential from program

Students included in #21 who have received a degree from the Students included in #21 who have received a degree from the community college program prior to transfer. Does not include any community college program prior to transfer. Does not include any certificates. certificates.

4545

#21b#21b Transfers without credential from programTransfers without credential from program

Students included in #21 who did not receive a degree from the Students included in #21 who did not receive a degree from the community college program prior to transfer.community college program prior to transfer.

4646

Determination of program’s health based on Determination of program’s health based on effectivenesseffectiveness

This year the system office will calculate and report health calls for all instructional This year the system office will calculate and report health calls for all instructional programs using academic year 2011 data. The following instructions illustrate how programs using academic year 2011 data. The following instructions illustrate how those calls are made.those calls are made.

Program Effectiveness is calculated using 3 separate measures: Unduplicated Program Effectiveness is calculated using 3 separate measures: Unduplicated Degrees/Certificates Awarded (#20) / Majors (#3), Unduplicated Degrees/Certificates Degrees/Certificates Awarded (#20) / Majors (#3), Unduplicated Degrees/Certificates Awarded (#20) / Annual new and replacement positions (County prorated) (#2), and Awarded (#20) / Annual new and replacement positions (County prorated) (#2), and Persistence Fall to Spring (#19).Persistence Fall to Spring (#19).The following benchmarks are used to determine health for Unduplicated The following benchmarks are used to determine health for Unduplicated Degrees/Certificates Awarded per major:Degrees/Certificates Awarded per major:

Healthy:Healthy: > 20%> 20%Cautionary:Cautionary: 15 - 20%15 - 20%Unhealthy:Unhealthy: < 15%< 15%


2 = Healthy2 = Healthy1= Cautionary1= Cautionary0= Unhealthy0= Unhealthy

4747

Determination of program’s health based on Determination of program’s health based on effectivenesseffectiveness cont… cont…

The second measure used to determine health is Unduplicated Degrees/Certificates The second measure used to determine health is Unduplicated Degrees/Certificates Awarded (#20) / Annual new and replacement positions (County prorated) (#2).Awarded (#20) / Annual new and replacement positions (County prorated) (#2).

The following benchmarks are used to for this measure:The following benchmarks are used to for this measure:

Healthy:Healthy: .75 – 1.5.75 – 1.5Cautionary:Cautionary: .25 - .75 and 1.5 – 3.0.25 - .75 and 1.5 – 3.0Unhealthy:Unhealthy: < .25 and >3.0< .25 and >3.0



4848


The third measure used to determine health is Persistence (Fall to Spring) (#19).The third measure used to determine health is Persistence (Fall to Spring) (#19).

The following benchmarks are used for this measure:The following benchmarks are used for this measure:

Healthy:Healthy: 75 - 100%75 - 100%Cautionary:Cautionary: 60 - 74%60 - 74%Unhealthy:Unhealthy: < 60%< 60%



4949


You should now have a value of zero, one, or two for each of the 3 effectiveness You should now have a value of zero, one, or two for each of the 3 effectiveness measures. The process of determining the Effectiveness health call score contains the measures. The process of determining the Effectiveness health call score contains the following 3 steps:following 3 steps:

Step #1: Add up all 3 Overall Category Health scores for the effectiveness measures. Step #1: Add up all 3 Overall Category Health scores for the effectiveness measures. (the zero’s, one’s and two's you assigned earlier)(the zero’s, one’s and two's you assigned earlier)

Step #2: Determine the effectiveness category health call range where:Step #2: Determine the effectiveness category health call range where:

5 - 6 5 - 6 = Healthy= Healthy2 - 4 2 - 4 = Cautionary= Cautionary0 - 1 0 - 1 = Unhealthy= Unhealthy

Step #3: Now use the scoring rubric below to determine the effectiveness health call Step #3: Now use the scoring rubric below to determine the effectiveness health call score: (for example: you had a healthy 5 in the previous step you would assign it a score: (for example: you had a healthy 5 in the previous step you would assign it a healthy 2 here)healthy 2 here)

2 2 = Healthy= Healthy1 1 = Cautionary= Cautionary0 0 = Unhealthy= Unhealthy

5050

Determination of program’s Determination of program’s overalloverall health health

You should now have a value of zero, one, or two for each of the 3 program health You should now have a value of zero, one, or two for each of the 3 program health calls; Demand, Efficiency, and Effectiveness. Simply add those 3 values together calls; Demand, Efficiency, and Effectiveness. Simply add those 3 values together and use the Scoring Range Rubric below to determine the overall health of your and use the Scoring Range Rubric below to determine the overall health of your program.program.

5 - 6 5 - 6 = Healthy= Healthy2 - 4 2 - 4 = Cautionary= Cautionary0 - 1 0 - 1 = Unhealthy= Unhealthy

5151

#22#22 Number of Distance Education Classes TaughtNumber of Distance Education Classes Taught

Measures the number of classes taught with the mode of delivery as Measures the number of classes taught with the mode of delivery as “Distance Completely Online.”“Distance Completely Online.”

In setting up the class, the college indicates the method of In setting up the class, the college indicates the method of instruction used by the instructor in conducting the class. instruction used by the instructor in conducting the class.

If the method is Distance Education, and the college indicates the If the method is Distance Education, and the college indicates the “mode” of distance delivery as “Distance Completely Online” the “mode” of distance delivery as “Distance Completely Online” the class will be included in this count.class will be included in this count.

5252

#23#23 Enrollment Distance Education ClassesEnrollment Distance Education Classes

At the Fall and Spring census, the number of students actively At the Fall and Spring census, the number of students actively enrolled in all classes owned by the program and identified as enrolled in all classes owned by the program and identified as Distance Completely On‐Line (#22).Distance Completely On‐Line (#22).

Does not include students who at Census have already withdrawn Does not include students who at Census have already withdrawn from the class.from the class.

5353

#24#24 (DE) Fill Rate(DE) Fill Rate

Total active student registrations in program distance education Total active student registrations in program distance education classes (#23) classes (number of seats filled) at Fall and Spring classes (#23) classes (number of seats filled) at Fall and Spring census divided by the maximum enrollment (number of seats census divided by the maximum enrollment (number of seats offered). offered).

Does not include students who at Census have already withdrawn Does not include students who at Census have already withdrawn from the class.from the class.

5454

#25#25 (DE) Successful Completion (Equivalent C or (DE) Successful Completion (Equivalent C or higher)higher)

Percentage of students enrolled in program Distance Education Percentage of students enrolled in program Distance Education classes (#23) at Fall and Spring census who at end of semester classes (#23) at Fall and Spring census who at end of semester have earned a grade equivalent to C or higher.have earned a grade equivalent to C or higher.

5555

#26#26 (DE) Withdrawals (Grade=W) (DE) Withdrawals (Grade=W)

Number of students actively enrolled in program Distance Education Number of students actively enrolled in program Distance Education classes (#23) at Fall and Spring census who at end of semester classes (#23) at Fall and Spring census who at end of semester have a grade of W.have a grade of W.

5656

#27#27 (DE) Persistence (Fall to Spring not limited to Distance Ed) (DE) Persistence (Fall to Spring not limited to Distance Ed)

Students enrolled in program distance education classes at Fall census who Students enrolled in program distance education classes at Fall census who at subsequent Spring semester census are enrolled in the college.at subsequent Spring semester census are enrolled in the college.

Not limited to students continuing to take program distance education Not limited to students continuing to take program distance education classes.classes.

Example: Example: 31 majors enrolled in DE classes in Fall31 majors enrolled in DE classes in Fall

21 majors of the original 31 majors persist into any Spring class21 majors of the original 31 majors persist into any Spring class21/31 = .6774 or 67.74%21/31 = .6774 or 67.74%

5757

#28#28 Perkins Core Indicator: Technical Skills Perkins Core Indicator: Technical Skills Attainment (1P1)Attainment (1P1)

Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and action All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year.who has completed 12 or more credits by the end of the Perkins year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.College actual.

Technical Skills Attainment is calculated by:Technical Skills Attainment is calculated by:

Number of concentrators who have a cumulative GPA> or =Number of concentrators who have a cumulative GPA> or = 2.00 in Career and Technical Education courses and who have stopped program 2.00 in Career and Technical Education courses and who have stopped program participation in the year reported.participation in the year reported.

Number of concentrators who have stopped program participation in the year reported.Number of concentrators who have stopped program participation in the year reported.

5858

#29#29 Perkins Core Indicator: Completion (2P1)Perkins Core Indicator: Completion (2P1)

Perkins Core Indicators are used in the development of the HawCC Program Health Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. in your program review is for the 2011 academic year. All Perkins Core Indicator All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.goals not met must be addressed in the narrative and action plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins a CTE program, and who has completed 12 or more credits by the end of the Perkins year.year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.show State goal and College actual.

Completion is calculated by:Completion is calculated by:

Number of concentrators who received a degree or certificate in a Career and Technical Education program and who Number of concentrators who received a degree or certificate in a Career and Technical Education program and who have stopped program participation in the year reported.have stopped program participation in the year reported.

Number of concentrators who have stopped program participation in the year reported.Number of concentrators who have stopped program participation in the year reported.

5959

#30#30 Perkins Core Indicator: Student Retention or Perkins Core Indicator: Student Retention or Transfer (3P1)Transfer (3P1)

Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the narrative and All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.action plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year.and who has completed 12 or more credits by the end of the Perkins year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.College actual.

Student Retention or Transfer is calculated by:Student Retention or Transfer is calculated by:

Number of concentrators in the year reported who have not completed a program and who continue postsecondary enrollment or who have Number of concentrators in the year reported who have not completed a program and who continue postsecondary enrollment or who have transferred to a baccalaureate degree program.transferred to a baccalaureate degree program.

Number of concentrators in the year reported who have not completed a program.Number of concentrators in the year reported who have not completed a program.

6060

#31#31 Perkins Core Indicator: Student Placement Perkins Core Indicator: Student Placement (4P1)(4P1)

Perkins Core Indicators are used in the development of the HawCC Program Health Indicator Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. review is for the 2011 academic year. All Perkins Core Indicator goals not met must be All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.addressed in the narrative and action plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for a CTE A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year.program, and who has completed 12 or more credits by the end of the Perkins year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.goal and College actual.

Student Placement is calculated by:Student Placement is calculated by:

Number of concentrators in the year reported (previous Perkins year) who have stopped program participation and who are placed or Number of concentrators in the year reported (previous Perkins year) who have stopped program participation and who are placed or retained in employment, military service, or an apprenticeship program within retained in employment, military service, or an apprenticeship program within

unemployment insurance quarter following program completion.unemployment insurance quarter following program completion.

Number of concentrators in the year reported (previous Perkins year) who have stopped program participationNumber of concentrators in the year reported (previous Perkins year) who have stopped program participation

6161

#32#32 Perkins Core Indicator: Nontraditional Perkins Core Indicator: Nontraditional Participation (5P1)Participation (5P1)

Perkins Core Indicators are used in the development of the HawCC Program Health Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. your program review is for the 2011 academic year. All Perkins Core Indicator goals not All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.met must be addressed in the narrative and action plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for a A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year.CTE program, and who has completed 12 or more credits by the end of the Perkins year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.State goal and College actual.

Nontraditional Participation is calculated by:Nontraditional Participation is calculated by:

Number of participants from underrepresented groups who participated in a program that leads to employment in nontraditional Number of participants from underrepresented groups who participated in a program that leads to employment in nontraditional fields.fields.

Number of participants who participated in a program that leads to employment in nontraditional fields.Number of participants who participated in a program that leads to employment in nontraditional fields.

6262

#33#33 Perkins Core Indicator: Non-Traditional Perkins Core Indicator: Non-Traditional Completion (5P2)Completion (5P2)

Perkins Core Indicators are used in the development of the HawCC Program Health Indicator Perkins Core Indicators are used in the development of the HawCC Program Health Indicator (PHI) reports completed annually for CTE programs. The data that you see in your program review (PHI) reports completed annually for CTE programs. The data that you see in your program review is for the 2011 academic year. is for the 2011 academic year. All Perkins Core Indicator goals not met must be addressed in the All Perkins Core Indicator goals not met must be addressed in the narrative and action plan in your review.narrative and action plan in your review.

A concentrator is a student who has a major (taken from the major field in Banner) for a CTE A concentrator is a student who has a major (taken from the major field in Banner) for a CTE program, and who has completed 12 or more credits by the end of the Perkins year.program, and who has completed 12 or more credits by the end of the Perkins year.

Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State Uses Perkins data from prior year Perkins Consolidated Annual Report (CAR). Data show State goal and College actual.goal and College actual.

Non-Traditional Completion is calculated by:Non-Traditional Completion is calculated by:

Number of concentrators from underrepresented gender groups who received a degree or certificate in a program that leads to Number of concentrators from underrepresented gender groups who received a degree or certificate in a program that leads to employment in nontraditional fields. employment in nontraditional fields.

Number of concentrators who received a degree or certificate in a program that leads to employment in nontraditional fields.Number of concentrators who received a degree or certificate in a program that leads to employment in nontraditional fields.

6363

Comprehensive & Annual Program Review TimelineComprehensive & Annual Program Review Timeline

Develop training materials for all LA, Instruction, and Units

Provide Annual Program Review Training to Campus

Package and Delivery of all Program & Unit Reviews to System Office

Publish all Program & Unit Reviews to Assessment Website

All program and unit reviews (Comprehensive and Annual) due to Interim VCAA or UHCC ARPD website by EOB Friday November 18th.

Collect and deliver needed data to Student Support Services

Build out 2011 program review page on the assessment website and publish all updated materials

Plan this year’s program review based on suggested improvements from last year’s review

Review and edit all PR (not CERC) documentation

Develop and administer PR Process Improvement Sessions (questionnaire, schedule meetings, collect feedback)

Work with AC and Interim VCAA to determine what feedback needs to be taken back to UHCC IPRC

Schedule Training for all LA, Instruction, and Units

Sept 22nd

Dec 15th

Oct

Sept-OctJan 27th

Dec 20th

Jan 25th

Sept Sept - Oct

Sept Nov 18Oct

6464

Collect and deliver needed data to Academic Support Services

Oct

Summarize PR Process Improvement Feedback, communicate results to groups, publish to web.

Jan 5th

AY 2011 Comprehensive & Annual Program Review ProcessAY 2011 Comprehensive & Annual Program Review Process

Step 1Step 1 Write your program review using the appropriate template or Write your program review using the appropriate template or online submission tool.online submission tool.

Step 2Step 2 Send yourSend your documents documents (one Word document per review) (one Word document per review) to to Interim VCAA Joni Onishi by email no later than end of Interim VCAA Joni Onishi by email no later than end of business, Friday November 18th, 2011. business, Friday November 18th, 2011.

Step 3Step 3 Interim VCAA will ensure that all required documents Interim VCAA will ensure that all required documents have been received and that they are adequate.have been received and that they are adequate.

Step 4Step 4 Interim VCAA will forward all approved reviews to the Interim VCAA will forward all approved reviews to the Institutional Research Office for further processing.Institutional Research Office for further processing.

Step 5Step 5 The Annual reviews will be sent to the System Office for review The Annual reviews will be sent to the System Office for review by the UH Board of Regents. Comprehensive reviews will be by the UH Board of Regents. Comprehensive reviews will be forwarded along as appropriate following CERC guidelines.forwarded along as appropriate following CERC guidelines.

Step 6Step 6 All reviews will finally be converted to PDF and posted All reviews will finally be converted to PDF and posted to the Assessment Web Site.to the Assessment Web Site.

6565

Questions?Questions?The intention of this presentation was to provide a single source for all of the The intention of this presentation was to provide a single source for all of the documentation related to the Comprehensive & Annual Program Review documentation related to the Comprehensive & Annual Program Review process. I have linked all of the documents you should need directly into process. I have linked all of the documents you should need directly into this presentation.this presentation.

If you need more information on this process please feel free to contact me:If you need more information on this process please feel free to contact me:

Shawn FloodShawn Flood 934-2648934-2648

Mahalo!Mahalo!

6666

CERC Comprehensive Program CERC Comprehensive Program Review Template & ProcessReview Template & Process

Mary will now discuss the comprehensive unit review template, and briefly cover the Mary will now discuss the comprehensive unit review template, and briefly cover the current CERC process.current CERC process.

Comprehensive Instruction Program Review Template

If you need assistance contact me:If you need assistance contact me:

Mary Goya, ProfessorMary Goya, ProfessorEarly Childhood EducationEarly Childhood EducationAssessment Coordinator (part time)Assessment Coordinator (part time)

Email: [email protected] (Email is best)Email: [email protected] (Email is best)

Phone: 934-2629Phone: 934-2629Mahalo!Mahalo!

6767

Documents

AY 2011 CTE Instructional Program Review Process Data Description Process – Timeline Rev. 10-18-11