Pine Technical College
Policy and Procedure
Policy No: 210 REV 1 Date: 9/7/98 Revision Date:
3/19/03 by Hamid Eydgahi;
9/28/06 by Mary Jo Mettler
Division/Dept: Academic Affairs Author: Mary Jo Mettler
Subject: Academic Division and Program Review & Improvement Process
Purpose:
In accordance with MnSCU Policy 3.10 Academic Program Review , each college
shall review all academic programs and departments on a regular basis, using
established institutional procedures.
Policy:
Faculty in collaboration with their division chair and the Chief Academic
Officer will:
Gather data, which documents the accomplishments of their
program(s); and
Reflecting on those accomplishments, plan for the future
needs of the program(s).
Each academic division will strive to meet the standards set
on an ongoing basis, with a formal review every five years. Programs with
national or state certifications or accreditations (i.e. NATEF, Board of
Nursing) will be exempted from this policy, but must submit a copy of the
periodic board reviews and their responses to such reviews.
Procedure:
1. Faculty will:
a. Address each of the fifteen criteria. (Appendix A) Some
may be more relevant to a department or program than others. Some relate to the
division as a whole and will require faculty to work in conjunction with their
colleagues in the division to complete them. More emphasis should be given to
those that explain what the department or program is and what it accomplishes.
b. Describe the department or program status or
characteristics in each section first. Provide data to support the description
in the appendix, not within the body of the report.
c. Analyze the data, comparing it with intended outcomes,
with the college mission, or whatever is relevant to understanding the
importance of the department or program to the college and to the community.
Include documentation of any assertions made, and records of major decisions in
the appendix.
d. Evaluate the results and discuss future strategies,
expected outcomes, probable opportunities, etc. that will influence what the
department or program will do in the next three to five years. Include a
strategic plan to implement any major changes foreseen.
e. Summarize the department or program's strengths and
outlook for the future and the challenges or threats to program quality or
viability.
f. Submit the self-study to the Chief Academic Officer30 days
prior to the on-site evaluation.
2. Ninety days prior to the scheduled on-site evaluation, division chairs, with
faculty input, will submit the names and employment vitas of four (4) evaluator
nominees for each department or program to the Chief Academic Officer, who will
rank them and contact them for availability. If reasonably possible, the
evaluator team will consist of no fewer than two evaluators, one from the
profession/occupational area, with a minimum of three (3) years recent full-time
equivalent work experience in the profession/occupation and the other from
education. Departments are to avoid selecting evaluators that would give cause
for concern about a conflict of interest. Programs submitting fewer than four
(4) evaluators must provide a written explanation for this departure from
policy.
3. The on-site evaluators will review the self-study; meet with students and
faculty; and tour the facilities. At the conclusion of the day, they will
complete an evaluator's checklist (Appendix B).
4. Faculty will respond in writing to concerns and issues raised by the
evaluators within 30 days. The report is to be submitted to the Vice President
of Academic Affairs. Program faculty should be prepared to make a presentation
of the evaluators' findings and their response to the Leadership Team.
5. Goals for the four (4) years subsequent to the program review should reflect
the program's response to the findings of their program self-study and the
recommendations of the evaluators.
Responsibility:
It is the responsibility of the Chief Academic Officer to insure an orderly
and timely process of academic division review.
Division chair are responsible for seeing that evaluator nominees are submitted
in a timely manner and that all faculty within the division are participating in
the process.
Faculty have the responsibility of completing the self-study and addressing each
of the standards thoughtfully and completely.
Dissemination:
Each division chair will be responsible for disseminating this information
to the faculty.
Reviewed by Leadership Team: 11-18-02
Reviewed by Faculty Senate and Shared Governance Council: 3-19-03
Reviewed by Academic Affairs and Standards Council: 3-5-03
Revision reviewed by Leadership Team: 6/12/06
Revision reviewed by Faculty Shared Governance: 9/27/06
Approved:
__________________________ 9/27/06
Robert L. Musgrove, President
Approved:____________________________________________ Date:___________________
Robert L. Musgrove, Ph.D., President
Appendix A
Introduction
Academic Division and Program Review & Improvement Process at Pine Technical
College is a process by which faculty assess the effectiveness of their efforts
in meeting the college goals and evaluating student success and to facilitate
continuous improvement. Academic Division and Program Review & Improvement
Process is required of all academic divisions by college policy, MnSCU, and the
Higher Learning Commission.
This process is to be viewed as an opportunity to
Gather data, which documents the accomplishments of their program(s); and
Reflecting on those accomplishments, plan for the future needs of the program(s).
Program faculty, full and part-time, under the direction of the division chair,
will be involved in the review process.
The review is conducted as a self-study which is later evaluated by off-campus
evaluators. The self-study is completed during the academic year and submitted
to the Chief Academic Officer thirty (30) days prior to the on-site evaluation.
The on-site evaluators will review the self-study; meet with students and
faculty; and tour the facilities. At the conclusion of the day they will
complete an evaluator's checklist. Program faculty will respond in writing to
concerns and issues raised by the evaluators within 30 days. This report is to
be submitted to the Chief Academic Officer. Program faculty should be prepared
to make a presentation of the evaluators' findings and their response to the
Leadership Team.
While preparation of the self-study report will require faculty time and
perseverance, the process will be beneficial to faculty, students and the
college in celebrating accomplishments and revitalizing the division's plans for
the future.
Instructions
Each of the following fifteen criteria should be addressed. Some may be more
relevant to your department or program than others. Some relate to the division
as a whole and will require you to work in conjunction with your colleagues in
the division to complete them. Address each section giving more emphasis to
those that explain what your department or program is and what it accomplishes.
In general, describe the department or program status or characteristics in each
section first. Data to support the description should be included in the
appendix, not written within the body of the report.
Analyze the data, comparing it with intended outcomes, with the college mission,
or whatever is relevant to understanding the importance of the department or
program to the college and to the community. Include documentation of any
assertions made, and records of major decisions in the appendix.
Finally, evaluate the results and discuss future strategies, expected outcomes,
probable opportunities, etc. that will influence what the department or program
will do in the next three to five years. Include a strategic plan to implement
any major changes foreseen.
Summarize the department or program's strengths and outlook for the future and
the challenges or threats to program quality or viability.
Vocabulary
Academic Division
A grouping of related departments, i.e., Industrial Technology, Business
Technology, etc.
Assessment
To generate information that can facilitate learning. A form of feedback that
can be used to enlighten both teacher and student about the student's progress
and the effectiveness of teaching.
College Outcomes Statements
Central expectations toward which all curriculum and instruction should be
directed. They do NOT attempt to specify all learning.
Community College
A college that offers two-year transfer curriculum and occupational awards or
degrees. Minnesota technical colleges are included in this definition.
Criteria
Standards used to judge the effectiveness, success, or value of a particular
thing.
Criterion referenced
Students are measured against a standard.
Department
A group of programs having a similar focus within a discipline, i.e.,
Accounting, Occupational Skills, etc.
Evaluation
A process of describing and determining the worth of something.
Formative
Concerned with ongoing improvement.
Indicators
Those factors that provide meaningful feedback about the performance of some
aspect of the educational program.
Learner Outcomes Statements (Program-Specific)
The knowledge, skills, and attitudes that students should be able to demonstrate
upon completion of their programs.
Multiple Measures
Using more than one indicator to determine the level of success and need for
improvement.
Norm referenced
An assessment that compares an individual against others in the group that have
taken the same assessment.
Program
A series of courses culminating in a credential or award.
Stakeholders
Those people who
· care about the program
· plan the program
· fund the program
· support the program
· provide the program
· benefit from the program
·suffer from the program
1. MISSION
Standard
Action
Each Division and Department will demonstrate a relationship between its mission
statement and the mission, values, and strategic plan of the College
Provide a statement of the Division’s and Department’s mission and/or goals and
an explanation of the relationship to the College’s mission. Describe to what
extent the Division and Department goals have been met and what is planned for
the future. This should be part of the Academic Master Plan
2. ENROLLMENT
Standard
Action
Division and Department enrollment trends will reflect a positive growth pattern
and a balance in diversity and gender equity
Establish enrollment goals by Department
Document enrollment levels and trends by semester
Analyze growth or lack there of in the program as related to employment trends,
the market, students profiles, or other
Describe Division expansion plans in relation to program offerings
3. UNIQUENESS/NEED
Standard
Action
Division and Department enrollment trends will reflect a positive growth pattern
and a balance in diversity and gender equity
Demonstrate that there is a current demand for graduates in the workforce and
that the demand will continue into the future
Describe what makes the programs within the Division unique or valued within
public or private sectors
Describe what future influences are anticipated
4. MARKETING
Standard
Action
Department faculty will actively participate in recruiting students and
marketing the program and the College. Marketing will adequately address target
groups who may enroll in the program.
Produce a marketing plan
Evaluate marketing effectiveness
Survey incoming students about how they heard about us, what influenced them to
come, and what their educational goals are
Describe how students are recruited for the programs within the Division
5. EQUIPMENT
Standard
Action
Department equipment, supplies, and support services are sufficient and
appropriate for achieving student outcome goals
Describe how current industry and safety standards and/or college expectations
are met
Describe what has been done and what is needed to adequately achieve up-to-date
educational needs for students in the future
Describe how the Department ensures that adequate technical support services are
provided for students and faculty
6. FACILITIES
Standard
Action
Department space and furnishings are adequate to achieve goals for learning and
teaching
Describe and include a plan for change if existing space or furnishings are
inadequate
7. SUPPORT SERVICES
Standard
Action
College and student support services are appropriate to meet Division and
Department needs and to promote student success in their chosen program
Describe and include a plan for change if existing space or furnishings are
inadequate
Describe how Departments will utilize Media Center and Library resources in
program course work
Describe adequacy of College support services to meet Division and Department
needs, e.g. administration, maintenance, financial services, registration,
financial aid, advising, and counseling
Include recommendations for improving or upgrading services
8. CURRICULUM
Standard
Action
Program curricula are developed, maintained by faculty and are up-to-date,
appropriate to market needs, in compliance with licensing agency requirements,
and effective in achieving student learner outcomes.
Describe recent course and curricular revisions or next scheduled revision,
expected changes, and persons responsible for revising curriculum.
Describe alternative learning opportunities (such as distance learning, learning
communities, off campus experiences, Internet, etc.
Department maintains articulation agreements and partnerships with other
colleges, universities and high schools.
Describe direct or indirect articulations, such as 2+2, Tech Prep, School to
Work, or transfer agreements to 4 – yr institutions.
Program curricula integrate academic and general and critical thinking skills
into program course work.
Describe how well general and critical thinking skills and academic skills are
taught within technical courses.
General education programs will integrate technical program content into
academic courses.
Describe how well developmental and general education courses utilize technical
program content.
Departments make use of national skill standards in program curricula and
courses.
Provide information on use of national skill standards in program curricula and
outcomes.
Programs incorporate current instructional technology in teaching and learning
activities.
Describe how technology is used to enhance student learning in program courses.
Departments collaborate with Customized Training in serving industry needs.
Describe Customized Training courses offered by department faculty.
Program quality and student satisfaction are documented and guide efforts in
continuous improvement.
Describe how program quality is evaluated; for example, awards, accreditation,
recognition, student placement data, student satisfaction, and advisory
committee involvement.
Describe program improvements and achievements that have been made in the past 5
years as a result of evaluation.
Divisions encourage service learning through external projects.
Describe external service learning projects conducted by faculty and students.
Programs establish and document program admissions requirements.
Programs establish and document program admissions requirements.
9. PROFESSIONAL DEVELOPMENT
Standard
Action
Program curricula are developed and maintained by faculty and are up-to-date,
appropriate to market needs, in compliance with licensing agency requirements,
and effective in achieving student learner outcomes.
Describe faculty's special achievements, recognitions, awards, continuing
education and professional development efforts, leadership and mentoring or
support for others. Include a copy of the faculty’s most current faculty
professional development plan.
Faculty will possess appropriate education credentials and occupational
experience.
Document faculty credentials and related occupational experience.
10. LEARNER OUTCOMES
Standard
Action
Student learner outcome measures are used in program improvement.
Provide an analysis of student achievement data.
Include information on the achievement of general education goals, critical
thinking, cultural awareness, basic academic skills, personal development and
technology skills as they apply to your program.
Provide examples of recent program changes, which have been implemented as a
result of student learning outcome assessment.
Multiple measures will be used for assessing student achievement.
Include the department plans for measuring learner outcomes. Provide recent data
which has been obtained from assessing student learner outcomes, for example:
completion rates, results of competency-based assessment, national tests or
licensing results, portfolio or content of student papers showing achievement of
outcomes, pre and post test results and completion of capstone courses or
projects.
11. STUDENT ACHIEVEMENT
Standard
Action
Students achieve their individual goals for learning in the program.
Include completion data within each program area.
Discuss those factors which might have a negative impact on retention in your
program (e.g. job market, program competition, inadequate career guidance,
entrance assessment, program orientation, etc.)
Describe current efforts to retain students and strategies to improve retention
in the future.
Document scholarships and grants by program.
12. STUDENT SATISFACTION
Standard
Action
Students express satisfaction with the program.
Include data and analysis of student and graduate satisfaction with the program,
teaching, learning and placement.
Describe how program elements have been changed to improve student satisfaction.
Include data on departing students regarding educational goals and recommend
changes. Who gathers the data and how?
13. OPERATIONAL BUDGET
Standard
Action
Financial resources are sufficient to maintain program quality.
Discuss adequacy of operational budget and other resources (special funding,
outside resources, grants or partnerships) to achieve the goals and learner
outcomes of the program. If funding is inadequate, describe methods used to
compensate.
Division faculty demonstrate fiscal responsibility and environmental sensitivity
in their use of college resources.
Describe efforts that demonstrate a responsible use of college resources (e.g.
two-sided copies, recycling, shared resources, etc.)
Department revenues will equal or exceed department expenditures.
Document program expenses.
Compare program unit costs and revenues to national and state averages.
14. CAPITAL BUDGET
Standard
Action
Capital funding is sufficient to support facility, equipment, or special
furnishings for department quality.
List recent capital purchases.
Describe extent to which capital funding is sufficient, and if not, what are the
effects on department quality.
Describe strategies to maintain the quality of the department if sufficient
capital is not available.
List anticipated capital needs to maintain department at current levels or to
keep pace with industry standards.
15. COMMUNITY AND INDUSTRY INTERACTION
Standard
Action
Department will interact with community and industry.
Describe community and industry interaction.
Program will maintain active advisory committees.
Document guidelines for advisory board membership.
Develop list of required agenda items to appear on program advisory board
agendas.
Document review of all syllabi by advisory committee.
Furnish copies of Advisory Committee minutes for the past 3 years.
Timelines:
One academic division will be reviewed each year, following a five (5) year
cycle. Year 1: Industrial Technology; Year 2: Business Technology; Year 3:
Allied Health and Human Services.
Reviewers:
There will be a minimum of two evaluators assigned to each department or
program. There should be one evaluator from the profession/occupational area,
with a minimum of three (3) years recent full-time equivalent work experience in
the profession/occupation and one from education, if reasonably possible.
Departments are to avoid selecting evaluators that would give cause for concern
about a conflict of interest. Programs submitting fewer than four (4) evaluators
must provide a written explanation for this departure from policy.
Each evaluator will be provided a $200 stipend to cover expenses. In addition to
reviewing the self-study document, the evaluators will meet with students from
the department or program, tour the building, and meet with program faculty.
Division chairs, with faculty input, will submit four (4) nominees for each
department or program to the VP of Academic Affairs. The VP of Academic Affairs
will rank the nominees and contact them for availability. Nominees need to be
submitted 90 days prior the scheduled on-site evaluation.
The evaluators will be provided an evaluator's checklist. Faculty will respond
in writing to any concerns expressed by the evaluators and submit their response
to the VP of Academic Affairs within 30 days of the review.
Use of the Results:
Division/Department/Program goals should annually reflect 1.) the program's
response to the findings of the 5 year review and 2.) the results of on-going
assessment of student academic achievement.
Appendix B
Department or Program Review
Evaluator's Checklist
Department or Program Name ______________________________________________
Self-Study Prepared by ____________________________________________________
Evaluated by ____________________________________________________________
Mission
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Enrollment
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Uniqueness/Need
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Marketing
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Equipment
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Facilities
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Support Services
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Curriculum
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Professional Development
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Learner Outcomes
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Student Achievement
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Student Satisfaction
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Operational Budget
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Capital Budget
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments:
Community & Industry Interaction
Rating: ________ Exemplary ______ Satisfactory _____ Unsatisfactory
Comments: