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Merritt College

2016-2017 Annual Program Update Template

Final Version: Approved PCCD May 20, 2016

Radiologic Science Program

Jennifer Yates, Ed.D., RT(R)(M)(BD)

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Introduction, Directions and Timeline

The Peralta Community College District has an institutional effectiveness process which consists of the following components: a District-wide

Strategic Plan which is updated every six years; Comprehensive Program Reviews which are completed every three years; and Annual Program

Updates (APUs) which are completed in non-program review years. While there are individualized Program Review Handbooks for Instructional

units, Counseling, CTE, Library Services, Student Services, Administrative units, and District Service Centers, there is one Annual Program Update

template for use by everyone at the colleges which is completed in the Fall semester of non-program review years.

The Annual Program Update is intended to primarily focus upon planning and institutional effectiveness by requesting that everyone report upon the

progress they are making in attaining the goals (outcomes) and program improvement objectives described in the most recent program review

document. The Annual Program Update is therefore a document which reflects continuous quality improvement. Additionally, the Annual Program

Update provides a vehicle in which to identify and request additional resources that support reaching the stated goals (outcomes) and program

improvement objectives in the unit’s program review.

Throughout this document, the term “program” is used to refer to all of these terms: discipline, department, program, administrative unit, or unit.

If you have questions regarding data, please contact Samantha Kessler, Research and Planning Officer skessler@peralta.edu. If you have questions

regarding other material in the APU, please contact your Dean or Manager.

You will need the following items in order to complete the Annual Program Update document at the colleges, many of which are provided for you in

this document:

The most recently completed comprehensive Program Review document.

Any comments or feedback provided during the program review validation process.

College Goals and Peralta District Goals

Institution Set Standards (Institutional Standards that are reported annually to ACCJC)

College Institutional Effectiveness Indicators (reported to the State Chancellor’s Office annually)

College Educational Master Plan

College SSSP plan, Equity and Basic Skills Plans

Data profiles, Taskstream and Curricunet reports

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Background and Contextual Information

PURPOSE: THROUGHOUT THE APU, YOU WILL BE ASKED TO LINK YOUR PROGRAM PLANNING, GOALS, ACTIVITIES AND/OR DATA TO THOSE OF THE

DISTRICT AND COLLEGE. THE INFORMATION IN THIS SECTION WILL PROVIDE AN OVERVIEW TO THE NECESSARY BACKGROUND INFORMATION. YOU

CAN VIEW ADDITIONAL INFORMATION OR COMPLETE PLANS USING THE LINKS PROVIDED.

Merritt College Strategic Goals 2016-2017 The following are the Peralta Community College District’s Strategic Goals and Merritt College Strategic Goals for the Academic Year 2015-2016

which will be evaluated prior to the start of the next academic year.

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Merritt College Institution-Set Standards 2015-2016

Institution-set Standards are used by a college to evaluate student outcomes relative to the College’s Mission. The evaluation of student achievement

performance may include different measures, and program-specific measures. These standards are reported in the ACCJC Annual Report. More information can

be found on the ACCJC website: http://www.accjc.org/wp-

content/uploads/2015/11/Test_Your_Knowledge_ACCJC_News_Fall_2015.pdf.

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Institutional Effectiveness Indicators (Scorecard data – CCCO Datamart) *Note: Most of these measures are cohort measures with different

definitions than the college metric. Please refer to the definitions page for the complete definition, or the website below.

Complete Scorecard data specifications can be found here: http://datamart.cccco.edu/App_Doc/Scorecard_Data_Mart_Specs.pdf

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Merritt College Data Profile: Fall 2015 and Spring 2016

*Note: Headcount is unduplicated number of students per term. Retention and Success is based on Enrollments, which are duplicated.

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2015-2020 Educational Master Plan

The Educational Master Plan (EMP) serves as a key part of the College’s integrated planning process and will be implemented during the next five years through

action-oriented strategic plans. It is the foundation and primary reference for guiding program planning and reviews, managing student learning outcomes, and

coordinating College resources.

http://www.merritt.edu/wp/emp/

Strategic Directions

Student Success

The College will engage in integrated planning related to student success, student equity, distance education, foundation skills, career technical education and

transfer curriculum.

Partnerships

The College will enhance, pursue and increase partnerships with educational, nonprofit and community employers to enhance and create viable and timely

programs.

Non-Credit to Credit Pathways

The College will increase non-credit pathways leading to credit programs for native and nonnative English speakers focused on developing self-advocacy, civic

engagement and self-sufficiency.

Engagement and College Culture

The College will implement strategies to increase student, faculty and staff equity and engagement and will create a culture of inclusiveness that demonstrates

value of diversity across the campus.

Institutional Stability

The College will utilize data driven decision making based on learning assessments in the Integrated Planning and Budgeting Model to advocate for adequate

human, technological, facility and fiscal resources to support successful achievement of the Educational Master Plan strategic initiatives.

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2015-2016 SSSP Plan Goals

The Student Success and Support Program (SSSP) is a state mandated program that provides critical support services to students on the front-end of their

educational experience to increase student success. The 5 Components of SSSP that help ensure educational success are: Admission, Orientation, Assessment,

Counseling and Advisement and Follow-up.

http://www.merritt.edu/wp/studentsuccess/

Access: Increase enrollment of under-represented populations within the College service area, specifically Latino and African American male

students.

Course Success: Increase overall college successful completion rate (students earning grade C or better in the course).

ESL and Basic Skills Completion: Increase course success rates and ensure that students succeed at the same rate as the overall College percentage of

students who successfully complete courses.

Degree and Certificate Completion: Increase the number of students obtaining a degree or certificate, specifically number of degrees earned by

African American and American Indian/Alaskan Native, and number of certificates earned by African American, American Indian/Alaskan Native,

and Hispanic/Latino students.

Transfer: Increase transfers to CSU and UC, specifically African American and Hispanic/Latinos.

2015-2018 Student Equity Plan Goals:

The Student Equity Plan uses campus-based research and data analysis to identify target groups in need of academic performance improvement. The plan

outlines goals and activities to decrease performance gaps for disproportionately impacted student groups.

http://web.peralta.edu/pbi/files/2010/11/Merritt-College-Student-Equity-Plan.pdf

The 2015-16 Student Equity Plan is centered on the main purpose of achieving equity throughout the student body that is reflective of the diversity of

the community served by Merritt College while striving to ensure student access, retention and success across student equity indicators and target

groups. The overall goals of the 2015-16 Student Equity Plan are based on the following principles:

1. Improve student access to college programs and services;

2. Increase and balance student equity and diversity in college programs and services;

3. Improve success by closing the performance gap and mitigating disproportionate impact for identified target groups.

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Overall goals are based on local and state data requirements, institutional data analysis and key findings from 2006 to 2014 and are grounded in

moving the college toward achieving stated goals and activities identified in the Student Equity Plan. The target groups identified for each indicator

in the “Goals and Activities” section are considered a priority. Below is a summary of goals under each indicator:

Access: Improve access of under-represented populations within the college service area to

o Increase the African American population; o Increase the Hispanic/Latino population; o Increase the male student population; o Increase the foster youth population.

Course Completion (Retention): Increase overall college retention rate to

o Improve course completion for African Americans in Mathematics and English;

o Improve Fall to Spring course completion rates, particularly for African American and Hispanic/Latino students; o Improve course completion for Native Hawaiian/Pacific Islander students;

o Improve course completion for foster youth.

ESL and Basic Skills Completion: Increase completion rates and ensure that students succeed at the same rate as the overall percentage of students

who successfully complete courses with a grade of A, B, or C or Credit as follows:

o Improve ESL course completion for Hispanic/Latino, American Indian/Alaska Native, and Foster Youth; o Improve Basic Skills course completion in English;

o Improve Basic Skills course completion in Mathematics.

NOTE: Per the 2014 Basic Skills Initiative (BSI) End-of –the-Year Report, this Equity Report reaffirms pre-established goals to

a. Increase the successful course completion rate for credit Basic Skills and ESL courses by 2% per year (10% over five years);

b. Increase the persistence of Basic Skills and ESL students by 2% per year (10% over five years);

c. Increase the percentage of students who progress from basic skills to transfer level mathematics or English by 2% per year (10% over five

years).

Degree and Certificate Completion: Increase the number of students obtaining a degree or certificate who are below the .85 level:

o Degree: African American, American Indian/Alaskan Native, Foster Youth

o Certificates: African American, American Indian/Alaskan Native, Hispanic/Latino,

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Foster Youth

Transfer: Increase the overall college transfer rate to aim to reach 1.0 level for groups not achieving this level:

o Focus on under-represented populations to CSU and UC:

African American

Hispanic/Latinos

American Indian/Alaska Native

Low income

Basic Skills Plan Goals

The Basic Skills Initiative supports academic achievement and personal development of students who are building their reading, writing, critical thinking and

mathematical skills to succeed in college-level work through excellent academic programs and comprehensive support services.

Basic Skills Initiative: http://www.merritt.edu/wp/basicskillsinitiative/

Increase the placement of students directly in transfer-level English and Mathematics courses through the adoption of placement tests, other

student assessment indicators and related policies that include multiple measures.

Accelerate student completion of transfer-level English and Mathematics courses by shortening course sequences for underprepared students.

Increase student completion of basic skills and gateway transfer-level courses by providing pro-active student support services that are

integrated with instruction.

Accelerate student progression through CTE pathways by contextualizing remedial instruction in foundational skills.

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I. Program Information

Purpose: This section will identify basic information about your program. Program reviews can be found at: http://www.merritt.edu/wp/institutional-

research/program-review/

Program Name: Radiologic Science

Date: 9/15/16

Program Type (circle or highlight one): Instructional Non-Instructional Student Services or Special Programs Administrative Unit

College Mission Statement: The mission of Merritt College is to enhance the quality of life in the communities we serve by helping students to

attain knowledge, master skills, and develop the appreciation, attitudes and values needed to succeed and participate responsibly in a democratic

society and a global economy.

Program Mission: The purpose of the Radiologic Science Program at Merritt College is to prepare qualified

practitioners for competency in the art and science of diagnostic medical imaging. The goals of the program are:

1. Students will be clinically competent

2. Students will demonstrate effective communication skills

3. Students will develop critical thinking and problem solving skills

4. Students will demonstrate professionalism

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Date of Last Comprehensive Program Review: 9/19/15

Date of Comprehensive Program Review Validation: 12/2/15

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II. Reporting Progress on Attainment of Program Goals

Purpose: In this section, you will look at your goals stated in the last program review, align the program goals with the District and College Goals, and report on

the progress, revision, or completion of the program goals.

Program Goal

*Copy the Goals Reported from

Program Review Question 10 or

Appendix B, or input the revised goal.

Which institutional goals

will be advanced upon

completion? (PCCD and MC Goal

Mapping)

Progress on Goal

(indicate date next to the

appropriate status for the goal)

Goal Detail

(Describe how the goal was met, or is still being

pursued. If a goal is new or revised, explain the

revision.)

Assessment

Complete SLO and PLO assessment in

Taskstream for the current cycle

(assess every course SLO at least

every three years, assess every PLO

every year).

1. PCCD Goal:__D_____

2. Merritt Goal___D____

Completed: ______________

(date)

Revised: ________________

(date)

Ongoing: 9-15-16

(date)

New Goal __________

(current date)

Our program faculty have made significant

progress in course SLO assessment over the past

year, and are now caught up in assessment. The

Division II SLO coordinator, Heather Casale, has

been an invaluable resource in our achievement of

this goal. We understand the importance of

compliance for course improvement as well as for

both programmatic and college accreditation. We

will continue to work with Heather each Spring and

Fall Semester to assure that we are continuing on

track with our course SLO assessment plan. We

hope that SLO assessment activities will continue

to be supported by the SLO coordinators. Clifton

Coleman has also been an excellent resource. He

helps us identify which SLO’s in which courses are

up for assessment each semester so we may meet

with Heather and stay up to date in our 3-year

cycle.

Curriculum

Update all course outlines in

Curricunet.

1. PCCD Goal:___C____

2. Merritt Goal___C____

Completed: ________________

(date)

Revised: __________________

(date)

Ongoing: ____9-15-16_____

(date)

At our faculty meeting 9-14-16, faculty were

presented with the list of courses needing updating

in Curricunet. Instructors were asked to make an

appointment with Clifton Coleman for support with

Curricunet if needed. Many courses need to be

updated.

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New Goal __________ (current

date)

Instruction

Hire a part-time instructor to replace

the adjunct who left in August 2015.

1. PCCD Goal:___C____

2. Merritt Goal__C_____

Completed: 8-22-16 _

(date)

Revised: __________________

(date)

Ongoing: __________________

(date)

New Goal __________ (current

date)

W. Scott Wilson was hired and began teaching

Positioning I on August 22nd

, 2016.

Student Success and Student Equity

Implement additional preparation

programs to ready students for the

ARRT certification exam.

1. PCCD Goal:___A____

2. Merritt Goal___A____

Completed: ________________

(date)

Revised: __________________

(date)

Ongoing: _____9-15-16______

(date)

New Goal __________ (current

date)

We tried a new program, RadReview Easy, as well

as HESI practice exams and Exit Exam. The two

faculty members who worked with both programs

found RadReview Easy difficult to navigate from

the instructor side. The student side seemed to

work well. The HESI practice exams worked well

and the Exit exam was an accurate predictor of

success for the licensing exam. One student failed

HESI and subsequently failed the licensing exam.

One additional student barely passed the exit exam

and subsequently failed the licensing exam with a

score 2 points lower than the exit exam. This

spring, we will begin to work with the HESI

practice exams earlier (we will seek Perkins

funding for this), and drop the RadReview Easy

instructor controlled exams (students will still be

able to pay for their own subscription to access

those practice exams). Last year we had 100% pass

rate on the ARRT exam, this year we dropped to

88%. We will continue to explore better and earlier

preparation options to get us back up to 100%.

Professional Development,

Institutional and Professional

Engagement, and Partnerships

1. PCCD Goal:__B_____

2. Merritt Goal__B_____

Completed: ________________

(date)

Revised: ___9-15-16___________

(date)

Due to the long wait list for our program, we are

exploring the creation of new clinical partnerships.

Stanford ValleyCare Livermore was mentioned by

clinical faculty as a possible affiliation site. We

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We are exploring adding Stanford

ValleyCare’s Livermore site as a

clinical affiliate.

Ongoing: _________________

(date)

New Goal ____9-15-16______

(current date)

begain this discussion at faculty meeting 9-14-16.

Jerry Hollister, clinical coordinator, will begin the

imaging department survey needed to begin the

approval process with the JRCERT (programmatic

accrediting body) and California Department of

Public Health Radiologic Health Branch.

Other Goals

1. Provide support for new

students by augmenting

instruction with Instructional

Aides and Peer Tutors.

2. Purchase equipment to improve

safety in the Positioning Laboratory,

enhance learning by updating image

receptors to current technology and

purchasing test tools to improve QA

laboratory experience.

1. PCCD Goal:__A_____

2. Merritt Goal__A_____

Completed: ________________

(date)

Revised: __________________

(date)

Ongoing: 9-15-16_____________

(date)

New Goal 9-20-16

We hired 3 Instructional Aides this year who are

recent program graduates. They are an important

part of our Learning Community that includes

students, faculty, Instructional Aides, volunteer

peer tutors, and industry partners. The instructional

aides provide supervised hands-on practice and

serve as role models for student success.

a. Improve safety in Positioning Lab by

purchasing 3 new step stools with high

handles.

b. Purchase CR cassettes to replace obsolete

film screen cassettes.

c. Purchase QA test tools to enhance learning

in the QA Fluoroscopy course laboratory

experience.

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III. Data Trend Analysis

Purpose: In this section, you will report, review and reflect on your program data since the last program review (Fall 2015 and Spring 2016). You

may copy and paste the tables that were provided to you in your data packet via email.

Please review and reflect upon the data for your program that was sent via email. You will be asked to comment on significant changes in

the data and/or achievement gaps. Focus upon the most recent academic year and/or the years since your last comprehensive program

review. *If you have questions or concerns regarding your data, please contact Samantha Kessler, Research and Planning Officer:

skessler@peralta.edu.

Student Enrollment Demographics: (Copy/paste enrollment tables from data file)

1. What changes have occurred in enrollment since 2015-2016 program review?

Because these data include students enrolled in the prerequisite course, RADSC 1A, Survey of Radiologic Technology, they do not reflect

what is happening in the program itself. The class that began in Fall of 2014 and graduated in 2016 had a retention rate of 70% (16/23).

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The class that began in Fall of 2015 (second year students now) have a retention rate so far of 61% (16/26). As a result, we accepted a class

of 31 in Fall of 2016 in order to address likely attrition. So far, this is resulting in some crowded labs and we have a higher number of

students placed in each clinical site than is ideal. During this first semester, clinical is mostly observation, fortunately. We typically lose at

least 4 students due to failure or personal reasons at the end of Fall Semester. We will reassign students at the beginning of Spring Semester

to even out placements and optimize student learning.

These are the demographics of students currently enrolled in program courses:

Program Students Class of 2017 Class of 2018

Female 8 (50%) 17 (57%0

Male 8 (50%) 13 (43%)

Non-native speakers of English 9 (56%) 15 (50%)

African/African American 2 (13%) 7 (23%)

Asian 5 (13%) 13 (43%)

Caucasian 2 (13%) 5 (17%)

Hispanic 2 (13%) 3 (10%)

Pacific Islander 2 (13%) 0 (0%)

Persian 1(6%) 0 (0%)

Two or more races 2 (13%) 1 (3%)

Unknown 0 (0%) 1 (3%)

Course Sections and Productivity: (Copy/paste Fall 15 and Spring 16 tables from data file)

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1. Please comment on changes that have occurred in productivity since the 2015-2016 program review. (e.g. increase, decrease or no

change)

Increases in productivity are likely due to large capacity Survey 1A courses. Students enrolled in the program actually decreased

during that time period due to attrition. We are also limited by the number of clinical spaces we have in any given Fall semester. We

usually have 23-16 spaces available for each new class of students.

Student Success: (copy/paste the course retention and course (successful) completion tables.

1. Describe the course retention and successful course completion rates and any changes since the 2015-2016 program review. (Note:

Course retention is the % of students who finish the course – any grade other than W. Successful course completion is the % of students

earning a grade C or better in the course.

The class that began in Fall of 2015 (second year students now) have a retention rate so far of 61% (16/26). As a result, we accepted a

class of 31 in Fall of 2016 in order to address likely attrition. So far, this is resulting in some crowded labs and we have a higher

number of students placed in each clinical site than is ideal. At this point, clinical is mostly observation. We typically lose at least 4

students due to failure or personal reasons at the end of Fall Semester. We will reassign students at the beginning of Spring Semester

to even out placements and optimize student learning.

Comment [RD1]: Is the cause of this attrition due to reasons explained above—failure or personal reasons? (re-read sentence and consider revising/clarifying—decrease due to attrition sounds a bit redundant: “Students enrolled in the program actually

decreased during that time period due to

attrition.”

Comment [RD2]: 23-26 spaces?

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Student Success in Distance Education/Hybrid classes versus face-to-face classes: (copy/paste the Distance Ed retention and

course completion data here.)

1. Describe any difference in the Retention and Success of face-to-face and distance education courses.

The program does not offer any hybrid or 100% DE courses.

Other program specific data. Other data could include: departmental research via survey or special projects that significantly supports the

goals or future plans for the program.

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IV. Aligning Program Goals, Activities and Planning

Purpose: In this section, you will align your program, department or unit goals with the Educational Master Plan goals. You will also be asked to

comment on how your department, unit or program is helping the College to achieve the targets set by the Equity, SSSP and Basic Skills Plans.

1. Educational Master Plan Alignment: Please use the following matrix to demonstrate how your program goals align with the 2015-2020

Educational Master Plan Goals.

2015-2020 EMP Goals

Foundations: 1. Assess students’ strengths and needs thoroughly to accelerate completion of certificates, degrees and transfer readiness. 2. Support and develop programs, curriculum and services that increase completion of courses, certificates, degrees and transfer. 3. Establish an organizational structure that promotes coordination, innovation, and accountability, and which embeds basic skills development across the

campus. Career Technical Education:

1. Develop opportunities for CTE students to engage in campus and community experiences that enhance learning and student success (program-level

clubs/enterprises, activities that develop soft skills, etc.) by contextualizing and proactively engaging students. 2. Create a Merritt-wide infrastructure that streamlines and develops employer partnerships, including offering High quality internships, serving on

advisory boards, and engaging in curriculum development. 3. Strengthen Merritt College’s “on ramps” to our CTE pathways by enhancing distance education, dual enrollment, adult education, contract education,

etc., and provide differentiated supports that ensure student success for targeted population. 4. Create proactive strategies to engage faculty, students, and employers to support program success and sustainability that increase student-level

academic and career outcomes.

Transfer:

1. Establish fully functioning transfer center. 2. Acquire more and better data (Higher granularity) on transfer rates. Collect transfer data to include UC, State, and Private institutions. 3. Augment and strengthen specific partnerships with academic departments in CSUs, UCs, and privates to develop transfer pipelines. 4. Augment and strengthen support services for transfer students campus-wide. 5. Augment and strengthen support for transfer students within academic programs.

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Directions: 1) input your program and department goals. 2) Identify which area of the Ed Master Plan this Goal aligns to – Foundations, Transfer

and/or CTE. 3) Identify the goal number in that area the department goals aligns to. (Goal 1-5) 4) Describe the activities your department or

program will complete to meet the goal. 5) What standard or goal do you think the activities will help the college achieve as a measurable outcome

(Completion rate, degree/cert completion, transfer, remedial rates). Place and X in the standard(s) and/or goal(s) your program activity will impact.

Program/ department or unit Goal

Fou

nd

atio

ns

Tran

sfe

r

CTE

How does this goal or the program activities align with the Educational Master Plan Strategic Directions and

Goals?

Measurable Outcomes: Institution Set Standards and IE Goals

Successful Course

Completion Rate

Retention Rate (F to F Persistence)

Degree or Cert.

Completion Transfer

Remedial Rate Math (Basic Skill

Success)

Remedial Rate English (Basic Skills

Success)

Assessment

Complete SLO and PLO

assessment in Taskstream for the

current cycle (assess every course

SLO at least every three years,

assess every PLO every year).

Goal 1

In our assessment process, we are continually assessing and making

changes based on student performance and feedback to ensure

CTE students engagement in experiences that enhance learning and

student success.

X x X

Curriculum

Update all course outlines in

Curricunet.

Goal

4

In our course outline update process, we are continually updating textbooks and content to reflect current technology and trends in medical imaging practices.

X X X

Instruction

Hire a part-time instructor to

replace the adjunct who left in

August 2015.

Goal 4

First-year students are benefitting greatly by the hire of an experienced

and competent instructor for the Positioning I course. This has also

enabled the program director to carry a reasonable load to ensure that she

has time to complete tasks such as the annual program update.

X X X

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Student Success and Student

Equity

Implement additional preparation

programs to ready students for the

ARRT certification exam.

Goal 4

Better prepare students for passing the national licensing examination

X X

Professional Development,

Institutional and Professional

Engagement, and Partnerships

We are exploring adding Stanford

ValleyCare’s Livermore site as a

clinical affiliate.

Goal

2

Adding a clinical affiliate would provide greater capacity for students,

increasing productivity and providing greater access to this very impacted

program (Wait List 1-3 years for 2016 applicants)

X X X

Other Goals

Provide support for new students

by augmenting instruction with

Instructional Aides and Peer

Tutors.

Purchase equipment to improve

safety and enhance learning in the

radiologic science laboratory.

Goal 4

Instructional Aides and Peer Tutors are an important part of our Learning

Community. They provide enhanced supervised hands-on practice and serve as role models for student

success.

X X X

2. Student Equity, Student Success and Support Program (SSSP), and Basic Skills Target Groups: These plans analyzed student success

outcomes and disproportionately impacted student populations. The chart below outlines the results of this analysis, and is a summary of the

student populations and focused outcomes that the College indicated it would like to increase as a result of the Student Equity Plan (E), SSSP

Plan (S), and Basic Skills Plan (B).

a. As a program, department or unit, review your data and describe any activities you are doing to address student equity gaps and

special populations in the table below. Describe the target or focused student population, the problem/observation, the

activity/intervention, and the intended outcome. How does your activity align with the College’s Equity, SSSP and Basic Skills Goals

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(list the target group and indicator in the last box below)? In your description, please note if the activity or intervention was funded by

one of these grants in the past academic year (15-16).

2015-16 Student Equity Plan, Student Success and Support Program Plan (SSSP), and Basic Skills Goal Summary

*S = SSSP, E=EQUITY, B=BASIC SKILLS

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Directions: 1) Describe a challenge, achievement gap or observation you made in your program data. 2) Describe an activity or intervention your

program does to address the data. 3) Note which student populations this activity or intervention targets. 4) describe the intended measurable

outcome of the activity. Think about which indicator, from the summary chart below, this activity will help to impact. 5) Note which Plan and Goal

this activity aligns to (SSSP, Equity, or Basic Skills)

To be completed by the Program, Department or Unit:

Problem,

Achievement Gap

or Observation

Activity/Intervention Target Student Population Outcome (or intended outcome from the

list of indicators above: access, course

completion, retention, BS course

completion, degree, cert. transfers)

Relevant

College

Equity/SSSP/BS

Goal

Attrition for the class graduating in 2016 was 34%. Class was 30% African or African American; 30% Caucasian, 17% Asian, 13% Latino, and 4% East Indian. Of the eight students who left the program, 5 left for personal reasons. One Latino male, one white male, one white female, and one African American Female. Three students left for failing grades, One white male, one white female, African American male. The

Provide peer tutors (second year students) and instructional aides (recent program graduates) to provide extra instruction, hands-on practice sessions, and to serve as role models for student success.

All program students, including African American and Latino students.

Increase retention from first Fall to Spring Semester.

SSSP and Equity Plan – Access for African Americans and Latinos

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program is quite diverse, and we don’t see a pattern of failure or leaving due to personal issues in a particular group. However we would like to provide as much support as possible to students, particularly in the first program semester where we see the highest numbers of attrition.

.

b. Are additional resources required to facilitate the activities or interventions related to this area? If yes, make sure to discuss with your

Dean.

This year, with the help of Dr. Delia, Dr. Cedillo, and Dr. Rosario, we were able to access SSSP and Equity funds to pay our

Instructional Aides. We plan to do this again nest year.

3. Student Equity, Student Success and Support Program (SSSP), and Basic Skills Activities: In addition to identifying focused student

populations and targets for improving student outcomes, these plans outlined activities the College would engage in to improve the indicators

above. Please note if your program has participated in any activities related to each of these plans. If applicable to your program.

29 | P a g e 8/15/2016

To be completed by the Program, Department or Unit: How did you participate in the plan activities outlined above? (Use N/A if not

applicable)

Student Equity

Plan

Worked with Dean Delia, Dr. Cedillo, and Dr. Rosario to identify funds. Recruited top recent graduates, worked with them on

the hiring process, and had them processed and in place for the first day of classes

SSSP Plan Worked with Dean Delia, Dr. Cedillo, and Dr. Rosario to identify funds. Recruited top recent graduates, worked with them on

the hiring process, and had them processed and in place for the first day of classes

Basic Skills Plan

30 | P a g e 8/15/2016

V. Curriculum and Assessment Status

Purpose: In this section, you will review your curriculum changes and improvements and assessment plans and findings. If your Program,

Department or Unit does not have a curriculum component, please put N/A. You should reference the Assessment Completion Report, Curriculum

Update Report, CurricUNET META, and Takstream. If you have questions about curriculum or assessment, please contact Clifton Coleman,

Curriculum and Assessment Specialist, ccoleman@peralta.edu.

1. Use the following table to document the curricular, pedagogical or other changes your department made since the most recent program

review, and the planned changes for the upcoming year. Note, curriculum updates are required every two years for CTE, every three

years for non-CTE. Identify if the changes were based on course or program level assessment, or other data/evidence collected by the

program or other requirements like Title 5, certification or accreditation requirements. Attach evidence (Curriculum Update report, the

assessment report from TaskStream, departmental meeting notes, etc).

Change or Planned Improvement Identify the Data, Assessment results or

Evidence that support the change or plan for

improvement

Status:

Completed or

Ongoing and

Planned date of

completion.

We are planning on having students work with HESI practice exams beginning in early Spring 2017, rather than waiting until the final summer. We are planning to change required practice test because we did not have 100% pass rate for the class of 2016.

ARRT Exam pass rate for the class of 2016 was 88%, trending down from class of 2015 100% pass rate.

Planned date of completion: Summer 2017.

2. Attach the Assessment Completion Report (Clifton provides this report at Flex Day), and the completed Fall Schedule Assessment

Planning Template (due to CDCPD mid-September) Please evaluate your program’s progress on assessment.

31 | P a g e 8/15/2016

32 | P a g e 8/15/2016

3. What meaningful dialogue takes place in both shaping and assessing course and program level outcomes? Where can one find the

evidence of the dialogue? Dialogue primarily takes place at Program Advisory Committee meetings (Fall and Spring). The program is blessed with a very active,

vocal, and participatory group of industry partners, student representatives, and faculty. Sample meeting minutes from Fall 2015 are

included in this APU. Fall 2016 meeting will take place on October 4th

.

33 | P a g e 8/15/2016

VI. Additional Questions for CTE, Counseling, Library and Student Services/Admin Units

Purpose: In this section, certain programs or departments will answer questions specific to the program. Leave the section blank if your program,

department or unit is not CTE, Counseling, Library or Student Services/Administration.

For CTE:

1. Please describe any recommendations resulting from advisory committee meetings that have occurred since your last program

review.

Policy change regarding rules of student supervision while on outside rotations (1 extra competency required at the new site before

student can perform exam s previously achieved at “home” site. All exams on pediatric patients must be under direct supervision,

regardless of competency status.

34 | P a g e 8/15/2016

Merritt College

Radiologic Science Program

Program Advisory Committee Meeting Minutes

10-6-15 12:00 PM

Present:

Jennifer Yates, Merritt College Program Director

Melissa Ramirez, Merritt College Faculty

Jerry Hollister, Merritt College Clinical Coordinator

Carolyn Rangle, Contra Costa Regional Medical Center

Katie Gilbreth, Sutter Solano Medical Center

Erin Haywood, John Muir Concord

Tosca Bridges, John Muir Walnut Creek

Pat Rafferty, Alta Bates Summit Medical Center, 350 Hawthorne Campus

Ginny Carpenter, Alta Bates Summit Medical Center, Ashby Campus

Mohammed Mojaddedi, Washington Hospital

Graciela Paredes, Valley Care Medical Center

Sabrina Martinez, Sutter Delta Medical Center

Justin Guevarra, Childrens Hospital Oakland

Art Murcia, Eden Castro Valley

Kristina Campomanes, 2nd Year Student Representative

Justin Tarnowski, 2nd Year Student Representative

Jenny Phong, 1st Year Student Representative

Zach Chiaro, 1st Year Student Representative

35 | P a g e 8/15/2016

Attendees received a meeting packet consisting of meeting agenda, 2015 Student Handbook, Clinical Performance Data Analyzed by item and class, Program

Effectiveness Data, 9-17-15 Assessment Plan/Report, Graduate Exit Survey, Alumni Survey, Employer Survey, information about the upcoming CSRT conference,

language from Title 17 regarding student supervision.

Item No. Item

Description

Discussion

1. Open Session

Introductions Yates welcomed CI’s and students to the open session portion

of the meeting.

36 | P a g e 8/15/2016

2. Student Concerns

2nd Year:

Kristina

Campomanes

and Justin

Tarnowski

1st Year: Jenny

Phong and

Zach Chiaro

The 2nd years’ concerns: Campomanes asked when second year

students could begin C-Arm sign-offs. Hollister stated any time

during the second year. He reminded everyone that direct

supervision is required for OR work, even after the student

achieves competency.

Tarnowski asked for clarification on sequencing of first-year

students’ competencies. Yates stated that students must first

have instruction and practical examination at the school before

they may attempt a competency at the clinical site. She will send

out the Positioning I syllabus, Hollister to send the Positioning II

syllabus to CI’s.

First year students did not have any questions or concerns.

3. First Year

Student Hospital

Orientation

Hollister Hollister inquired as to hospital practices for new student

orientation.

Sutter Delta: takes place first clinical day

St. Rose: takes place prior to start

Washington: Orientation must be completed prior to clinical start

date.

John Muir Concord: Done on paper each day until complete

37 | P a g e 8/15/2016

(information and quizzes).

Sutter Castro Valley: Orientation is a self-directed activity

CCRMC: an 8-hour orientation set up for next week

Summit: Open book test, 2-3 months for hospital orientation

Alta Bates: orientation offered 2 X per month. Employees and

students attend at Sutter Castro Valley.

Sutter Solano: Hospital Orientation takes place in Sacramento.

Students do not attend but are orientated by the CI (reading a

packet and taking a test).

JM Walnut Creek: Intranet Learning Points, Epic Training, ½ day

orientation.

Hollister added that students still must complete the 12 week

imaging department orientation documentation on Trajecsys.

They do not have to do them in order, can jump around but must

have them all complete by the end of Fall 2015 Semester.

38 | P a g e 8/15/2016

4. Second Year

Student

Rotations

Hollister In response to an item brought up at the last meeting by the

(then) second year student rep, Hollister asked what people

thought about longer rotations, up to an entire semester. Pros

and cons were discussed. Current second year students thought 2

months sounded about right, so a greater number of rotations

could be scheduled for each student. Hollister stated that he

would individually evaluate each student’s request and work with

the CI’s to determine the best length of time for rotations.

Bridges (JMW) stated that having to directly supervise rotation

students for all exams created a burden on the CI’s. Gilbreth

(Sutter Solano) and Ramirez (Merritt) asked if students could

perform a “4th sign-off” at the rotation site, after which they could

perform the exam under indirect supervision at the rotation site.

Members voted unanimously to accept this change, so Yates will

revise the policy to reflect this, effective January 2016.

Campomanes also asked when rotations would begin for second-

year students (Fall Semester). Hollister stated that he schedules

rotations based on competency status of students.

5. Student

Handbook

Revisions

Yates Yates pointed out changes in the 2015 version of the Radiologic

Science Program Student Handbook:

pp. 1-2 revised the Program Learning Outcomes as advised by

JRCERT staff to improve our ability to assess them effectively.

p. 2 added information about how students can make a complaint

to JRCERT, also added the current “Standards” to the appendix of

the handbook, so students can know what is expected of the

39 | P a g e 8/15/2016

school.

p. 11 added FERPA overview, explaining privacy laws pertaining to

student records

p. 20 Dean Mansur has left the position of Dean for our division.

Interim Dean is Dr. Rosemary Delia. The Vice President of

Instruction position is currently open.

pp. 39-44 some changes in the Radiation Safety Policy, Radiation

Safety Officer is identified (Hollister), minor updates in Radiation

Monitoring Policy, pregnancy policy has added “undeclaration” of

pregnancy must be in writing (new form in appendix).

p. 47 new procedure for non-emergency student injury

6. Review

Mission

Statement, Goals,

Proram Learning

Outcomes

Yates All members reviewed the program’s Mission Statement, Goals,

and Program Learning Outcomes. Unanimous approval to keep

the current set.

7. Program

Assessment

Yates Group members reviewed the current Program Assessment

Plan/Report. All were in favor of accepting the plan in its current

incarnation. Group reviewed the individual sets of analyzed data

including Clinical Performance Trends by class and item, Clinical

40 | P a g e 8/15/2016

Competency Evaluation Summaries by class, Program

Effectiveness Data, Alumni Survey, Graduate Exit Survey,

Employer Survey (these items were emailed ahead of the meeting

and provided in printed form at the meeting). Benchmarks are

being met for all program goals and outcomes.

Clinical Performance Trends by class and item met benchmarks,

but demonstrated a slight downward trend on almost all items for

both classes. Faculty and Advisory Committee Members

discussed the reason for this. One possible reason is that College

Instructor evaluations are now being included in these data (a

change since last year). Faculty may be grading harder or more

realistically than hospital staff??? We will monitor trends during

our assessment period next Spring 2016, when data will be

comparable to Spring 2015.

Program Satisfaction: We discussed some of the comments that

showed up on the Alumni Survey (Class of 2014). Equipment,

computers, updated facilities have taken place since this group

graduated. We have moved to the new Science Building and the

renovated Library and Learning Center are now open. We have

updated Fluoro curriculum to follow the ARRT CA Fluoroscopy

Examination outline. Communication between faculty and

Classroom preparedness (for instructors) continue to show up on

the Survey. Custard stated that students don’t realize that

instructors are often on campus on alternate days and are rarely

on campus all at the same time. We will try to increase

communications via email regarding issues that affect specific

students and the program in general. Faculty are asked to plan

ahead for classes with lectures and handouts ready at class start

41 | P a g e 8/15/2016

time.

Program Effectiveness Data demonstrates an improvement in

ARRT exam pass rates, attributable to the use of new resources

and earlier preparation by program faculty (Spring Semester).

Employment continues to be at 100%. Program completion rate is

down to 61% for Class of 2015. Students left the program for a

variety of reasons: personal, financial, failing a class, etc. We will

continue to provide support for our students with peer tutors, as

well as hiring recent graduates as Instructional Aides.

8. Clinical

Instructor

Evaluations

Yates Yates stated that clinical instructor evaluations were completed in

November 2014. Individual summaries were sent to each CI in

January. We will do this annually as now required by JRCERT.

Both first and second year students fill out evaluations online via

SurveyMonkey for the CI at their site.

9. Student

Supervision on

Repeats -

Signatures

Hollister Hollister reminded CI’s that students need to log repeats and

obtain signatures of techs supervising students on repeats.

Students are not logging the techs’ repeats, only their own.

10. Equipment

Sign-offs

Yates Yates reminded everyone that at the last meeting we agreed to

have students complete equipment sign offs in Fall of the first

year, then repeat in Spring after students return from the winter

break. Equipment sign-offs for second year students are only

required for students rotating to a new site. Yates confirmed that

duplicate equipment did not need to be separately signed-off.

42 | P a g e 8/15/2016

11. Clinical

Portfolios

Hollister Hollister stated that only a few hard copy documents are being

used in the Clinical Portfolio: Repeat log and patient exam logs.

The third sign-off was being kept as well, but the student’s privacy

could be compromised if they are not kept locked up. The

program will no longer require a hard copy of the third sign-off to

be kept. However, if individual CI’s wish to retain hard copies,

they must be kept in a secure (locked) location.

Gilbreth and Rangel asked that student reflections (on Clinical

Performance Evaluations) be made visible to CI’s on Trajecsys.

Campomanes echoed that CI’s want to be able to read this before

completing the evaluation. Hollister to arrange for this with

Trajecsys.

43 | P a g e 8/15/2016

Merritt College Radiologic Science Program

Program Assessment Plan/Report for Fall 2015: Student Learning Outcomes

Revision Date: 9-17-15

Mission Statement

The purpose of the Radiologic Science Program at Merritt College is to prepare qualified practitioners for

competency in the art and science of diagnostic medical imaging. The goals of the program are:

1. Students will be clinically competent.

2. Students will demonstrate effective communication skills.

3. Students will develop critical thinking and problem solving skills.

4. Students will demonstrate professionalism.

44 | P a g e 8/15/2016

Goal 1: Students will be clinically competent.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

1.Produce diagnostic quality

medical images in a competent,

safe, and compassionate manner

for all basic radiography

examinations in a hospital work

environment.

a. Students will

competently position

patients.

b. Students will select

appropriate technical

factors.

c. Students will practice

good patient care.

1.Clinical

Performance

Evaluation

1.Students will pass Clinical Performance

Evaluation with an overall average score

of 1.75 for first-year students, and 1.85 for

second-year students on a scale of 0-2

(0=Unsatisfactory, 1=Needs

Improvement, 2=Satisfactory)

Each item on the evaluation will also be

averaged separately, to get a “snapshot” of

class scores for each to determine problem

areas that need to be addressed. For

example, Item #3 addresses Positioning,

Item # 5 addresses technique factors, Item

# 8 addresses Patient Care.

1. Clinical Performance

Evaluation Data for each

class will be entered and

analyzed using

Trajecsys at the end of

Spring Semester.

1.Clinical

Coordinator and

Program

Director.

Data collected

Spring 2015

1st Year

Students:

Avg. overall score = 1.98

Range = 1.93-2.0

Positioning Score: 1.94

Technical Factors: 1.93

Patient Care: 1.99

2nd Year

Students: Avg. overall

score = 1.99

Range: 1.96-

2.0

Positioning

Score: 1.97

Technical

Factors: 1.96

Patient Care:

2.0

Benchmark met for each item

for both classes

45 | P a g e 8/15/2016

Goal 1: Students will be clinically competent.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

1.Produce diagnostic quality medical images

in a competent, safe, and compassionate

manner for all basic radiography examinations

in a hospital work environment.

a. Students will competently position

patients.

b. Students will select appropriate

technical factors.

c. Students will practice good patient

care.

2.Clinical

Competency

Evaluation

2.Average overall score

of 80% (out of 100%) or

higher for each class.

2. Evaluations for each

class will be averaged at

the end of Spring

Semester.

Clinical

Coordinator and

Program Director

Data collected

Spring 2015

First Year

Students Avg.: 98.01

Second Year Students Avg.:

99.49

Benchmark met

for each class

46 | P a g e 8/15/2016

Goal 2: Students will demonstrate effective communication skills.

Outcome Assessment Tools Benchmark Timeframe Person

Responsible

Results

2.Communicate effectively

with patients and family

members by taking

appropriate histories, giving

clear instructions, and

providing information as

needed.

1.Clinical

Performance

Evaluation-Patient

Communication Item

#1

2. Communications

Practicals for Radsci

1B course

1. Average score of 1.75 for first-

year students, 1.85 for second-

year students, on a scale of 0-2

for this item. (0=Unsatisfactory,

1=Needs Improvement,

2=Satisfactory)

2. Average score of at least 75%

on both Communications

Practical Exams

Clinical Performance

Evaluation Data for each

class will be entered and

analyzed using Trajecsys at

the end of Spring Semester.

2. Communications practicals

take place at the end of the

Radsci 1B course

(September) prior to students

moving to the clinical phase

of the program.

1.Clinical

Coordinator and

Program Director

Data collected

Spring 2015

2. Instructor for

the Radsc 1B

course

Data to be

collected end of

Sept. 2015

1. First Year

Students Avg. Score on this

item: 1.97

Second Year

Students Avg.

Score on this item: 1.99

Benchmark met

for both classes,

2. Fall 2014 students passed

47/48

practicals.

3.Communicate in a

professional manner with

hospital staff, instructors, and

peers.

1. Clinical

Performance

Evaluation-Staff and

Peer Communication

Item # 2

2. Image Evaluation

Oral Presentation and

Written Assignment

1. Average score of 1.75 for first-

year students, and 1.85 for

second-year students, on a scale

of 0-2 for this item.

(0=Unsatisfactory, 1=Needs

Improvement, 2=Satisfactory)

2.Average score of 80% for first

and second year students on both

Oral Presentation and Written

Assignment.

1. Clinical Performance

Evaluation Data for each

class will be entered and

analyzed using Trajecsys at

the end of Spring Semester.

2. Evaluations for each class

will be averaged at the end of

Spring Semester.

1.Clinical

Coordinator and

Program Director

Data Collected

Spring 2015

2. Clinical

Coordinator and

Program Director

Spring 2015

First Years

Students Avg. Score on this

item: 1.98

Second Years

Students Avg.

Score on this item: 1.99

Benchmark met for both classes

First-year:

Oral: 98.66

Written: 88.25 Second-year:

Oral: 97.71

Written: 88.51

47 | P a g e 8/15/2016

Goal 3: Students will develop critical thinking and problem solving skills.

Outcome Assessment Tools Benchmark Timeframe Person

Responsible

Results

4.Exercise critical thinking

and problem solving skills

by adapting radiographic

examinations to individual

patient needs and

conditions.

1.Clinical

Performance

Evaluation-Critical

Thinking Skills

(Section C, Items 15-

18)

2. Employer Survey,

Critical Thinking

Skills Section (Items

6-13)

Average score of 1.75 for first-year

students, and 1.85 for second-year

students, on a scale of 0-2 for each

item in this section.

(0=Unsatisfactory, 1=Needs

Improvement, 2=Satisfactory)

2. 80% of respondents will indicate a

4 or 5 for these items on a 5-point

Likert Scale. 4 is “usually” and 5 is

“Always”

1. Clinical Performance

Evaluation Data for each

class will be entered and

analyzed using Trajecsys at

the end of Spring Semester.

2. Survey will be

administered and analyzed

via Trajecsys in August

each year for the class

having graduated in August

of the previous year.

1.Clinical

Coordinator and

Program Director

Data Collected

Spring 2015

2.Program

Director

Data collected

August 2015

First Year

Students Average

Scores:

15: 1.97 16: 1.99

17: 2.0

18: 1.99

Second Year

Students Average

Scores:

15: 1.97 16: 1.99

17: 2.0

18: 1.99 Benchmark met

for both classes

Q6: 4 = 33%%

5 = 67% Q7: 4 = 33%

5 = 67%

Q8: 4 = 33% 5 = 67%

Q9: 5 = 100%

Q10: 4 = 33% 5 = 67%

Q11: 4 = 33%

5 = 67% Q12: 4 = 33%

5 = 67%

Q13: 4 = 33% 5 = 67%

Benchmark met

48 | P a g e 8/15/2016

Goal 3: Students will develop critical thinking and problem solving skills.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

4a.Critique images and

take corrective action

when images are not of

diagnostic quality.

1. Image Evaluation

Oral Presentation

and Written

Assignment

1.Average score of 80% for

first and second year

students on both the Oral

Presentation and Written

Assignment.

1.Evaluations for first and

second year students will

be averaged at the end of

Spring Semester. Data

will be entered into

Trajecsys for analysis.

1.Clinical

Coordinator and

Program

Director

Data collected

Spring 2015

First-year:

Oral: 98.66 Written: 88.25

Second-year: Oral: 97.71

Written: 88.51

Benchmark met

for both classes

49 | P a g e 8/15/2016

Goal 4: Students will demonstrate professionalism.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

5.Establish and maintain

satisfactory professional

relationships with other

members of the health

care team.

1.Clinical

Performance

Evaluation-

Professionalism and

Teamwork

(Section B, Items

10-14)

2. Employer Survey,

Questions 16-17

(Professional

Communications,

Conflict Resolution)

1. Average score of 1.75 for

first-year students, and 1.85

for second-year students on

a scale of 0-2 for each item

in this section

(0=Unsatisfactory, 1=Needs

Improvement,

2=Satisfactory)

2. 80% of respondents will

indicate a 4 or 5 for these

items on a 5-point Likert

Scale. 4 is “usually” and 5

is “Always”

1. Clinical Performance

Evaluation Data for each

class will be entered and

analyzed using Trajecsys

at the end of Spring

Semester.

2. Survey will be

administered and analyzed

via Survey Monkey in

August each year for the

class having graduated in

August of the previous

year.

1.Clinical

Coordinator and

Program

Director

Data collected

Spring 2015

2. Program

Director

Data collected

August 2015

First Year

Students: Q10: 2.0

Q11: 1.98

Q12: 1.97 Q13: 1.98

Q14: 2.0

Second Year

Students:

Q10: 2.0 Q11: 1.99

Q12: 2.0

Q13: 1.98 Q14: 2.0

Benchmark met for both classes

Q16: 4 = 33%

5 = 67% Q17: 4 = 33%

5 = 67%

Benchmark met

50 | P a g e 8/15/2016

Goal 4: Students will demonstrate professionalism.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

6.Function as an effective

health care team member

by providing services in a

manner that complements

those performed by other

team members.

1.Clinical

Performance

Evaluation-

Professionalism and

Teamwork

(Section B, items

10-13)

2. Employer Survey,

Question 19

(Healthcare Team

Member)

1. Average score of 1.75 for

first-year students, and 1.85

for second-year students on

a scale of 0-2 for these

items (0=Unsatisfactory,

1=Needs Improvement,

2=Satisfactory)

2. 80% of respondents will

indicate a 4 or 5 for this

item on a 5-point Likert

Scale. 4 is “usually” and 5

is “Always”

1.Clinical performance

evaluations for first and

second year students will

be averaged at the end of

Spring Semester.

2. Survey will be

administered and analyzed

via Survey Monkey in

August each year for the

class having graduated in

August of the previous

year.

1.Clinical

Coordinator and

Program

Director

Data collected

Spring 2015

2. Program

Director

Data Collected

August 2015

First Year

Students: Q10: 2.0

Q11: 1.98

Q12: 1.97 Q13: 1.98

Second Year Students:

Q10: 2.0

Q11: 1.99 Q12: 2.0

Q13: 1.98

Benchmark met

for both classes

Q19: 4 = 67% 5 = 33%

Benchmark met

51 | P a g e 8/15/2016

Goal 4: Students will demonstrate professionalism.

Outcome Assessment

Tools

Benchmark Timeframe Person

Responsible

Results

7. Demonstrate a

commitment to

professional

development.

1. Professional

Society meeting

reflection papers

2. Four-Year

Plans

1. All students will attend at least

one professional society meeting

during the two year program, and

submit a reflection paper describing

their experiences.

Papers will be scored utilizing a

rubric, students must achieve a

score of at least 80%.

2. All students will identify a career

path and goals for the four years

following graduation. 4-year plans

will be scored utilizing a rubric,

students must achieve a score of at

least 80%.

1. Students are required to attend a

professional society meeting at least once

during the program and submit a

reflection paper describing sessions and

experiences. These papers will be

evaluated in August at the end of each

academic year.

2. Advanced Imaging Course Radsci 7,

5th

Semester.

1.Clinical

Coordinator and

Program Director

Current data

collected

November 2014

2. Course

Instructor

Data collected

May 2015

Students will

attend the CSRT

conference in

November, 2015. Scoring

rubric will be

used to assess successful

completion.

100% of

students in Radsci 7 course

completed the

final exam assignment

satisfactorily.

Scores ranged from 87% -

100%.

52 | P a g e 8/15/2016

Student Learning Outcomes Action/Analysis

Clinical Performance Evaluations 2014 and 2015 Comparison Item-by- Item Summaries by Class

Pertains to Goals 1-4: At the last faculty meeting on 9-9-15, faculty examined trends in individual item scores, which are

generally trending downward or holding steady as compared to the previous year’s analyzed data. However, for all items in

both classes the benchmark was met. Faculty believe that the addition of college faculty initiated Clinical Performance

Evaluations entered into Trajecsys were graded a little harder than the CI’s evaluations. We will discuss at the 10-6-15 PAC

meeting to get input from hospital representatives. We will continue to monitor trends as we move forward.

One item trending up was Communications skills for First-Year students. Last year we identified this as area of concern as the

score was significantly lower than all other items. Faculty believe that the Intro 1B Course communications practical is at least

partly responsible for improving the outcome for Goal 2 #2.

53 | P a g e 8/15/2016

Merritt College Radiologic Science Program

Program Assessment Plan/Report: Program Effectiveness

Revision Date: 9-16-15

Item Assessment Tools Benchmark Timeframe Person Responsible Results ARRT Examination Pass

Rate

ARRT Exam Score

Report

At least 80% of program

graduates will pass the

ARRT credentialing exam

on the first attempt within 6

months of graduation

Annually in

January

Program Director 2011-100%

2012-81.3%

2013-82%

2014-89%

2015-100%

Five Year

Average:

90.6%

Benchmark

met for yr and

5-yr avg.

California Fluoroscopy

Examination

RHB Exam Score Report At least 80% of program

graduates will pass the

California Fluoroscopy

Examination on the first

attempt

Annually in

March

Program Director 2014-93%

Benchmark

met.

54 | P a g e 8/15/2016

Item Assessment Tools Benchmark Timeframe Person Responsible Graduate Employment

Rate

Alumni Survey followed

up by individual e-mails

At least 75% of surveys

returned by alumni will

indicate that they were

employed within 12

months of graduating from

the program.

12 months

after

graduation, in

August

Program Director

(Administered via Survey

Monkey, followed up with

individual e-mails)

2010-65%

2011-100%

2012-100%

2013-100%

2014-100%

Five Year

Average: 93%

Benchmark

met for yr and

5-yr avg.

Item Assessment Tools Benchmark Timeframe Person Responsible Results Program Completion. Class rosters for first and

last program semesters are

compared for each class.

Completion rate

calculated based on

difference in class size.

At least 70% of students

who begin the program

successfully complete it.

Annually in

August

Program Director 2011-82%

2012-72%

2013-92%

2014-76%

2015-61%

Five year Avg. =

76.6%

Benchmark not

met for CO

2015, but 5-year

avg. is above

benchmark.

55 | P a g e 8/15/2016

Item Assessment

Tools

Benchmark Timeframe Person Responsible

Graduate Satisfaction Alumni Survey

Graduate Exit

Survey

Of surveys returned by

alumni, at least 80% of

respondents will select

5 (“Satisfied”) or 6

(“Very Satisfied”) on

item #11 “Overall

satisfaction with the

Merritt College

Radiologic Science

Program”

Of surveys returned by

graduates, at least 80%

of respondents will

select 4 (“Satisfied”)

or 5 (“Very

Satisfied”) on item #30

“Overall satisfaction

with the Merritt

College Radiologic

Science Program”

Annually in

August.

Annually in

August

Program Director

(Administered via Survey

Monkey)

Program Director

(Administered via Survey

Monkey)

Class of

2014 Q11: 2 = 7.14% 5 = 28.57%

6 = 64.29%

Benchmark met,

92.86% of

respondents selected 5

(“Satisfied”) or 6

(“Very Satisfied”). This

is an

improvement over last year, but

one person is

NOT SATISFIED.

Class of

2015 Q30: 2= 22.22%

4 = 22.22%

5 = 55.56%

Benchmark NOT

met, 77.78% of respondents

selected 4

(“Satisfied”) or 5 (“Very satisfied”)

56 | P a g e 8/15/2016

Item Assessment

Tools

Benchmark Timeframe Person Responsible

Employer Satisfaction Employer Survey Of returned Employer

Surveys, at least 80%

of respondents will

select a 4 or 5 (on a

scale of 0-5) on item

#21, “Overall

satisfaction with

graduates of the

Merritt College

Radiologic Science

Program”

Annually in

August

Program Director

(administered via Survey

Monkey)

2014

60% of

respondents

indicated a

“4.”

40% of

respondents

indicated a

“5.”

Benchmark

met

2015

33% of

respondents

indicated a

“4.

67% of

respondents

indicated a

“5”

Improvement

over last

year.

57 | P a g e 8/15/2016

Program Effectiveness Action/Analysis

ARRT Exam Pass Rate: Benchmark consistently met for the past 5 years. 100% pass rate for the Class of 2015 (first time in 4

years)! We attribute this to prepping students beginning in the Spring of 2015 to take the HESI exit exam and the ARRT exam.

We also used additional test prep products this year (RadReview Easy, added an additional set of HESI practice exam

materials). We will continue to explore new test prep materials, and will continue to prep students beginning in Spring

Semester of the second year.

Graduate Employment Rate: The benchmark was met in 4 of the past 5 years, trending upward as we continue to come out of

the recession. The Program Advisory Committee will continue to monitor patient load and employment trends, to adjust class

size as appropriate in the changing economic climate.

Program Completion: Completion rates have been very inconsistent over the past 5 years, ranging from a low of 61% this

year (2015 graduates), to a high of 92% in 2013. The benchmark was met in 4 of the past 5 years, with a 5-Year Average of

76.6%. The benchmark was not met for the current year, but the 5-year average is above the benchmark. We will continue to

provide support services for students including peer tutoring, scheduled practice sessions for Positioning outside of class hours,

and extra help from instructional aides and instructors. We will continue to maintain high standards for the program by

removing students who do not meet academic or performance standards; or who display behavior that is not acceptable in a

professional setting.

58 | P a g e 8/15/2016

Graduate Satisfaction:

Alumni Surveys -

Benchmark met, 92.86% of respondents selected 5 (“Very Satisfied”) or 6 (“Satisfied”). This represents an improvement

over last year, but one person is NOT SATISFIED. However, 100% of respondents said they would recommend the

program to a friend or relative. Sample of comments made on the Survey (areas that need strengthening):

1. “Equipment in class”

2. “Focus more on lectures rather than group/individual presentations. Students should learn from the instructor,

not learning on their own.”

3. “Computer lab and updated classroom facilities.”

4. “More clinical rotations.”

5. “Didactic fluoro instruction needs to be more in line with state exam.”

6. “Communication between faculty. Classroom preparedness (lecture)” (This is a repeat from last year’s

Alumni).

Faculty addressed these items in their discussion at the 9-9-15 meeting. Since the Class of 2014 graduated, the renovated

Library, Learning Center, and Computer Labs have opened, affording students upgraded study spaces and computers.

The move to the new Science Building and equipment upgrades address #1 and #3. #2 request does not reflect current

pedagogical thinking, and we will continue to encourage students to become independent thinkers and learners with

support and assistance from faculty. #4 Hollister began offering clinical rotations in the Fall of 2014 for the first time,

allowing for rotations the entire 3 semesters of the second year. This change was in response to student feedback

presented at the Spring 2014 PAC meeting. #5 Yates redesigned the Fluoro Curriculum taught in the Advanced Imaging

Course to reflect the outline from the CA Fluoroscopy Examination Handbook. #6 Custard stated that students do not

realize that instructors are not on campus at the same time, inhibiting communication. All will try to increase

communication via e-mail regarding issues that affect specific students and the program in general.

59 | P a g e 8/15/2016

Graduate Exit Surveys – Benchmark was NOT met. Only 77.78% of respondents selected 4 (Satisfied) or 5 (Very Satisfied).

This represents a decline from last year, when benchmark WAS met- 92.3% of respondents selected 4 (“Satisfied”) or 5 (“Very

satisfied”). Some comments:

1. “Not saying it has to be lovey-dovey, but more support for the student and less threatening to kick them out of

the program.”

2. “Longer rotations to 1 other site (full semester).”

3. “Instructors who actually care about what it is that they do.”

Faculty discussed these items. #1 We will consider ways in which to support students while informing them that they must

follow all policies and perform according to our standards or there is a risk of being dismissed from the program. #2 Hollister is

exploring the possibility of longer rotations. We will place this item on the agenda for the upcoming PAC meeting 10/6/15. #3

All faculty to consider why a student would say this, and what we can do to avoid this perception in the future.

Employer Satisfaction

Benchmark met, all respondents indicated that they were “satisfied” or “very satisfied” with program graduates in all areas. All

respondents stated that they would recommend the program to a friend or relative. There were no suggestions for improvement.

Compared to last year, we improved on critical thinking in regards to equipment set-up. Faculty attribute the improvement to

the institution of equipment competencies for each x-ray machine. PAC decided to conduct equipment sign-offs in both Fall

and Spring Semesters of the first year, and again when second-year students rotate to a new site. We believe this will help us

continue to improve in this area.

60 | P a g e 8/15/2016

2. Did your program work with a Deputy Sector Navigator and if so, how did this lead to program changes or improvements?

No

3. Is your discipline/department/program currently participating in any grants specific to the program? Please discuss your progress

in meeting the stated goals in the grant.

No

For Counseling:

1. What has the counseling department done to improve course completion and retention rates? What is planned for the future?

2. What has the counseling department done to improve SSSP counseling services? Please discuss your progress in improving SSSP

counseling services.

For Library Services:

1. Please describe any changes in the library collections, circulation transactions, or library programs.

2. What has the library done to improve course completion and retention rates?

For Student Services and/or Administrative Units:

1. 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 unit. How has this information informed unit planning and goal setting?

61 | P a g e 8/15/2016

2. Briefly describe any changes that have impacted the work of your unit.

62 | P a g e 8/15/2016

VII. New Resource Needs Not Covered by Current Budget

Purpose: In this section, programs will documents new and repeat resource requests, and document the support of the request with data or evidence.

Human Resources: If you are requesting new or additional positions, in any job classification, please explain how new positions will contribute

to increased student success.

Human Resource

Request(s)

Already

Requested in

Recent

Program

Review?

(yes/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course

and SLO or PLO

and Academic

Year)

Does other data support

your resource requests?

If so, explain the metric

and trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment with

PCCD Goal

(List Goal A-E)

*New faculty requests must be listed here.

63 | P a g e 8/15/2016

Technology and Equipment: How will the new technology or equipment contribute to student success?

Technology and

Equipment

Already

Requested in

Recent

Program

Review?

(yes/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course

and SLO or PLO

and Academic

Year)

Does other data support

your resource requests?

If so, explain the metric

and trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

Footstools with high

handles

QA Equipment

CR Cassettes

No

No

No

No

No

No

No

No

No

Footstools are a safety need.

Stools we now have are old,

broken, and do not have a

high handle. Students

practice positioning by

positioning each other, we

need to get them safely on

and off the table.

QA test tool equipment will

be in the next curriculum

update for the RADSC 6,

Quality Assurance and

Fluoroscopy course. It will

be used in the laboratory

portion of the course.

CR cassettes will replace

obsolete technology.

Students need to practice

with equipment they will

use in the hospital.

A and E A and E

64 | P a g e 8/15/2016

Facilities: Has facilities maintenance and repair affected your program in the past year? How will this facilities request contribute to student

success? None

Facilities Already

Requested in

Recent

Program

Review?

(yes/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course

and SLO or PLO

and Academic

Year)

Does other data support

your resource requests?

If so, explain the metric

and trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

Professional Development or Other Requests: How will the professional develop activity contribute to student success? What

professional development opportunities and contributions make to the college in the future? None

Professional

Development

Already

Requested in

Recent

Program

Review?

(yes/no)

Program Goal

(cut and paste

from program

review)

Connected to

Assessment Results

and Plans?

(List the course and

SLO or PLO and

Academic Year)

Does other data support

your resource requests? If

so, explain the metric and

trend or result. (1-3

sentences)

How will this resource

contribute to student

success? (1-3 sentences)

Alignment

with College

(List Goal

A-E)

Alignment

with PCCD

Goal (List

Goal A-E)

Endorsed by the District Academic Senate May 17, 2016

65 | P a g e 8/15/2016

Glossary: Definitions

The following are only some common terms and definitions. If you have additional questions about data, terms or definitions found in this APU, please contact

Samantha Kessler, Research and Planning Officer skessler@peralta.edu.

Term Definition ACCJC Accrediting Commission for Community and Junior Colleges

Annual Unit Planning (APU) A report documenting reflecting continuous quality improvement containing progress on goals, assessment results, and program changes and improvements, as well as requests for new resources.

Assessment An ongoing process aimed at understanding and improving student learning. At Merritt, Assessment data is housed in Task Stream.

CCCO California Community College Chancellor's Office Certificate Completion (PCCD definition) Number of Students earning a Certificate Completion Rate (CCCO - Scorecard definition)

Cohort measure of the percentage of first time students and achieved an outcome of Degree, Certificate, transfer or 'transfer-prepared' within six years of entry.

Completion Rate (Course-level) (PCCD and state definition) The measure of students earning a grade of C or better in a course. Also called success rate, or Successful Course Completion.

CTE Rate (CCCO - Scorecard definition) Cohort measure of the percentage of student who attempted a CTE course for the first-time and completed more than 8 units in the subsequent 3 years in a single discipline and achieved a Degree, Certificate, Transfer or 'transfer-prepared' within 6 years of entry.

CurricUNET Software for Curriculum information changes and updates. Degree Completion (PCCD definition) Student earning a Degree

Enrollment A student enrolled in a class is counted once. Enrollment for a department, division and college is 'duplicated' in the sense that all class enrollments are counted, including students taking multiple courses.

FTEF Full-time Equivalent Faculty 1FTEF = 1 instructor teaching 15 equated hours per week for 1 semester.

FTES Major student workload measure. It is the equivalent of 525 hours of student instruction per FTES, or one student enrolled in courses for 3 hours a day, 5 days a week, for an academic year of 35 weeks.

Goals Broad learning outcomes and concepts as a vision for the program and expressed in general terms.

66 | P a g e 8/15/2016

Headcount Unduplicated count of students. Students are counted once per academic year. If the headcount is by term, the student is counted once per term.

Institutional Effectiveness Indicators System of indicators and goals that are intended to encourage improvement in institutional effectiveness at California Community Colleges.

Institution-set Standards Measures of evaluating student achievement performance of an institution and/or program required by ACCJC.

Learning Outcomes The skills and/or knowledge that a student can expect to have upon completion of a specific education task (course, program, degree, etc.)

Mission Statement A brief statement of the general values and principles which guide the program curriculum and/or department goals.

Productivity FTES/FTEF. A measure of the productivity of a class or group of classes. Number of full time students per full time faculty member.

Program Review (PR) Comprehensive reporting documents completed every three years, containing progress on goals, assessment results, and program changes and improvements, as well as requests for new resources.

Remedial Rate (CCCO - Scorecard definition) Cohort measure of the percentage of credit students who attempted for the first time a course designated at 'levels below transfer' and then successfully completed a college-level course within 6 years.

Retention (Course-level) (PCCD definition) The measure of students retained in a class, or earning a grade other than W.

Retention (Institution-level) A measure tracking students who enroll in consecutive terms at the college. Sometimes this term is interchanged with persistence. Can be tracked Fall to Spring, or Fall to Fall.

Student Success Scorecard California Community College Chancellor's Office performance measurement system that tracks student success at the college.

Taskstream Merritt's assessment tool and assessment data tracking system.

Transfer (as a metric) Number of Students enrolling in a 4-year College or University after attending Merritt College

SLO Three-year Cycle Report

Fall 2013-Summer 2016

Tuesday, September 06, 2016

5:53:03 PM

Disc # Course Title # of

SLOs

SLO NotesSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9

RADSC 001A RADSC 001A SURVEY OF

RADIOLOGIC SCIENCE

3 15-16 15-16

RADSC 001B RADSC 001B INTRODUCTION

TO MEDICAL IMAGING

5 15-16 15-16 15-16 15-16

RADSC 001C RADSC 001C

INTRODUCTION TO MEDICAL

IMAGING CLINIC

4 15-16 15-16 15-16 15-16

RADSC 002A RADSC 002A

RADIOGRAPHIC PHYSICS I

2 15-16 15-16

RADSC 002B RADSC 002B RADIOGRAPHIC

PHYSICS II

2 13-14 13-14

RADSC 002C RADSC 002C DIGITAL

APPLICATIONS IN MEDICAL

IMAGING

4 14-15 14-15

RADSC 003A RADSC 003A POSITIONING I 3 14-15 14-15 14-15

RADSC 003B RADSC 003B POSITIONING II 4

RADSC 004A RADSC 004A RADIATION

PROTECTION

3 15-

16

RADSC 004B RADSC 004B RADIOBIOLOGY 4

RADSC 005A RADSC 005A PATIENT CARE I 6 13-14 13-14 15-16

RADSC 005B RADSC 005B PATIENT CARE II 6 15-16 15-16 15-16 15-16 15-16 15-16

Page 1 of 2

Disc # Course Title # of

SLOs

SLO NotesSLO 1 SLO 2 SLO 3 SLO 4 SLO 5 SLO 6 SLO 7 SLO 8 SLO 9

RADSC 006 RADSC 006 QUALITY

MANAGEMENT/FLUOROSCO

PY

5 15-

16

RADSC 007 RADSC 007 ADVANCED

IMAGING PROCEDURES

2 14-15 14-15

RADSC 008 RADSC 008 SECTIONAL

ANATOMY AND

RADIOGRAPHIC PATHOLOGY

4 15-16

RADSC 009A RADSC 009A CLINICAL

EXPERIENCE I

6

RADSC 009B RADSC 009B CLINICAL

EXPERIENCE II

6

RADSC 009C RADSC 009C CLINICAL

EXPERIENCE III

6 15-16 15-16 15-16 15-16 15-16 15-16

RADSC 009D RADSC 009D CLINICAL

EXPERIENCE IV

4

RADSC 009E RADSC 009E CLINICAL

EXPERIENCE V

4

RADSC 010A RADSC 010A SEMINAR 5 15-16

RADSC 010B RADSC 010B SEMINAR 3 15-16

Page 2 of 2

Last updated date should be on or after:CTE: 9/1/2014Non-CTE: 9/1/2013

Curriculum Update Report

Course Title Last Updated Notes

COPED 470C Occupational Work Experience in 

Radiologic Science

2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. Note: Missing state control number. Cannot approve 

until we receive clarity as to whether COPED courses can contain 

RADSC 001A Survey of Radiologic Science 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET.

RADSC 001B Introduction to Medical Imaging 2005‐2008 Not updated since original CNET implemented. Update proposed 

in 2013 but required SLO revision.

RADSC 001C Introduction to Medical Imaging 

Clinic

2005‐2008 Not updated since original CNET implemented. It looks like 

update was started in 2013 but got stuck in Originator Approver 

step. Please contact Arja and Clifton if you wish to pursue. Given 

RADSC 002A Radiographic Physics I 2005‐2008 Not updated since original CNET implemented. It looks like 

update was started in 2013 but got stuck in Originator Approver 

step. Please contact Arja and Clifton if you wish to pursue. Given 

RADSC 002B Radiographic Physics II 10/14/2010

RADSC 002C Digital Applications in Medical 

Imaging

10/24/2013

RADSC 003A Positioning I 11/21/2013

RADSC 003B Positioning II 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 004A Radiation Protection 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET.

RADSC 004B Radiobiology 10/29/2013

RADSC 005A Patient Care I 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 005B Patient Care II 10/29/2013

RADSC 006 Quality Management/Fluoroscopy 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET.

RADSC 007 Advanced Imaging Procedures 11/21/2013

RADSC 008 Sectional Anatomy and 

Radiographic Pathology

2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 009A Clinical Experience I 11/21/2013

RADSC 009B Clinical Experience II 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 009C Clinical Experience III 11/21/2013

Last Updated: 9/1/2016

Last updated date should be on or after:CTE: 9/1/2014Non-CTE: 9/1/2013

Curriculum Update Report

Course Title Last Updated Notes

RADSC 009D Clinical Experience IV 2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 009E Clinical Experience V 2/28/2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. It looks like update was started in 2013 but got stuck in 

Originator Approver step. Please contact Arja and Clifton if you 

RADSC 010A Seminar 10/24/2013

RADSC 010B Seminar 10/24/2013

RADSC 251 Clinical Experience for the 

Returning Student (First Year

2005‐2008 Not updated since original CNET implemented; no approved SLOs 

in CNET. 

RADSC 252 Clinical Experience for the 

Returning Student (Second Year)

10/29/2013

Last Updated: 9/1/2016

Q1: Program Name RADSC

Q2: Reviewer Name: Rosemary Delia

Q3: Are the program name and type present? Yes

Q4: Is the program mission statement clear and well-defined?

Satisfactory,

Comments:The mission statement is very good--it also includes aset of program goals which could be incorporated intothe mission statement.

Q5: Dates of last program review and validation arelisted.

Yes

Q6: Select the category of goal: Assessment Goal

Q7: Is the goal clear and measurable? Clear, measurable and well-defined.

Q8: Is the goal aligned to PCCD and Merritt goals? yes

Q9: Does the detail explain the completion or revision ofthe goal, or does the detail explain why the new goal waschosen?

Detail is clear and comprehensive.

Q10: Select the category of goal: Curriculum Goal

Q11: Is the goal clear and measurable? Clear, measurable and well-defined.

Q12: Is the goal aligned to PCCD and Merritt goals? yes

Q13: Does the detail explain the completion or revisionof the goal, or does the detail explain why the new goalwas chosen?

Detail is clear and comprehensive. ,

Comments:How many course outlines need updating and what isthe timeline of completing them?

Q14: Select the category of goal: Instruction Goal

COMPLETECOMPLETECollector:Collector: Web Link 1 Web Link 1 (Web Link)(Web Link)Started:Started: Monday, October 10, 2016 12:26:02 PMMonday, October 10, 2016 12:26:02 PMLast Modified:Last Modified: Saturday, October 22, 2016 7:33:18 AMSaturday, October 22, 2016 7:33:18 AMTime Spent:Time Spent: Over a weekOver a week

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APU 2016-2017 Validation

Q15: Is the goal clear and measurable? Clear, measurable and well-defined.

Q16: Is the goal aligned to PCCD and Merritt goals? yes

Q17: Does the detail explain the completion or revisionof the goal, or does the detail explain why the new goalwas chosen?

Detail is clear and comprehensive.

Q18: Select the category of goal: Professional Development, Professional Engagementand Partnerships Goal

Q19: Is the goal clear and measurable? Clear, measurable and well-defined.

Q20: Is the goal aligned to PCCD and Merritt goals? yes

Q21: Does the detail explain the completion or revisionof the goal, or does the detail explain why the new goalwas chosen?

Detail is clear and comprehensive.

Q22: Select the category of goal: Other Goals

Q23: Is the goal clear and measurable? Clear, measurable and well-defined.

Q24: Is the goal aligned to PCCD and Merritt goals? yes

Q25: Does the detail explain the completion or revisionof the goal, or does the detail explain why the new goalwas chosen?

Detail is clear and comprehensive. ,

Comments:Both goals (instructional aides and equipmentpurchase) are explained in the detail

Q26: Additional comments regarding Program Goals: Respondent skipped thisquestion

Q27: Is enrollment data present? Yes,

Comments:Enrollment data provided by Samantha issupplemented by department's own enrollment datathat details information on the individual cohorts thatenter annually. Can our college's "official" datacollection be reflective of each cohort?

Q28: Is the narrative about enrollment clearly linked tothe data?

Narrative is clear with analysis and reflection ofdemographic and enrollment changes.

Q29: Is course sections and productivity datapresent? Yes

Q30: Is the narrative about course sections andproductivitylinked to the data?

Narrative is clear with analysis and reflection ofdemographic and enrollment changes.

Q31: Is student retention and successdata present? Yes

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APU 2016-2017 Validation

Q32: Is the narrative about student retention andsuccess linked to the data?

Narrative is clear with analysis and reflection ofdemographic and enrollment changes.

Q33: Is distance ed and hybrid coursedata present? Respondent skipped thisquestion

Q34: Is the narrative about distance ed and hybridcourseslinked to the data?

Comments: n/a

Q35: Additional comments about data trend analysis:

department conducts its own data collection--can our IR assist?

Q36: Are the program's goals present (the goals for thecurrent year, Section II)?

Yes

Q37: Are the goals mapped to the Educational MasterPlan Goals?

Yes

Q38: Does the detail listed support alignment with theEducational Master Plan?

Detail supports clear and logical mapping to theEducational Master Plan.

Q39: Is the goal mapped to at least one Institution-setstandard or Institutional Effectiveness Goal?

Yes

Q40: Is at least one problem, achievement gap orobservation listed?

yes

Q41: Is the activity or intervention clear? Activities are clear and detailed.

Q42: Is there a target population identified? Yes

Q43: Is the outcome or intended outcome clear andmeasurable?

Detail about the outcome is clear and measurable.

Q44: Is the activity aligned with one or more of theplans: SSSP, Equity or Basic Skills?

Yes

Q45: Did the department or program receive fundingfrom any of these grants in 2015-2016? If so, did thedepartment discuss the use and impact of these funds?

Clear and detailed discussion of the use and impact ofthese funds.

Q46: Did the program discuss any changes or plans forimprovement?

Yes

Q47: Are the changes/plans discussed based on data orother evidence?

Evidence listed and clearly explained and linked tochanges/plans.

Q48: Is a statuslisted for the changes or plans? Yes

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APU 2016-2017 Validation

Q49: Is theAssessment Completion report attached? yes

Q50: Isthe Fall schedule assessment planning templateattached?

No

Q51: Does the department conduct meaningful dialogueto shape course and program level outcomes? Did thedepartment note where to find evidence of the dialogue?

Question answered thoroughly.

Q52: Additional comments about the Curriculum and Assessment status section:

Note: check the attached fall schedule assessment planning template.

Q53: If applicable, did the program answer the additionalquestions?

Yes

Q54: What category of resource request are youcommenting on?

Technology and Equipment

Q55: Is there a cost listed for the resource? No

Q56: Is the resource connected to a program goal (listedin Section II) and aligned to PCCD and Merritt Collegegoals?

yes

Q57: Is the resource linked to evidence (assessmentdata or other data)?

Evidence and link to assessment or data is clear.

Q58: Is detail provided about the impact on studentsuccess?

Link to student success is clear and detailed.

Q59: What category of resource request are youcommenting on?

Respondent skipped thisquestion

Q60: Is there a cost listed for the resource? Respondent skipped thisquestion

Q61: Is the resource connected to a program goal (listedin Section II) and aligned to PCCD and Merritt Collegegoals?

Respondent skipped thisquestion

Q62: Is the resource linked to evidence (assessmentdata or other data)?

Respondent skipped thisquestion

Q63: Is detail provided about the impact on studentsuccess?

Respondent skipped thisquestion

Q64: What category of resource request are youcommenting on?

Respondent skipped thisquestion

Q65: Is there a cost listed for the resource? Respondent skipped thisquestion

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Q66: Is the resource connected to a program goal (listedin Section II) and aligned to PCCD and Merritt Collegegoals?

Respondent skipped thisquestion

Q67: Is the resource linked to evidence (assessmentdata or other data)?

Respondent skipped thisquestion

Q68: Is detail provided about the impact on studentsuccess?

Respondent skipped thisquestion

Q69: What category of resource request are youcommenting on?

Respondent skipped thisquestion

Q70: Is there a cost listed for the resource? Respondent skipped thisquestion

Q71: Is the resource connected to a program goal (listedin Section II) and aligned to PCCD and Merritt Collegegoals?

Respondent skipped thisquestion

Q72: Is the resource linked to evidence (assessmentdata or other data)?

Respondent skipped thisquestion

Q73: Is detail provided about the impact on studentsuccess?

Respondent skipped thisquestion

Q74: Additional comments about resource requests.

Only 3 Technology/Equipment requests given: footstools, QA equipment, and CR cassettes.

I recommend re-assessing resource requests in all other areas. Professional Development needs? Other large equipment needs?

Q75: Please mark the APU as "submitted"or"needsrevisions."

needs revisions

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