End of Year Review Comments for College Students

Programme REVIEW PROCESS

The current Program Review Process was piloted in summer, 2016, and all RTC programs will have started the 3-year review procedure during the 2016-17 school year.

Plan Review Timeline and Reviewers

Program Review Written report Template

Program Review Data Guide

Assessment 101:  Who, What, When, Where, Why and How

Often Asked Questions, Helpful Data Glossary, and Easy Instructions

What is a program review?

A programme review is like a health bank check with the doctor: information technology's an opportunity to evaluate all systems and brand certain the program is vibrant and healthy. Program reviews occur in 3-year cycles.  Program Reviews are useful for:

• Creating improved pathways for students to succeed
• Evaluating and updating current practices, credit load and expectations in programs
• Reflecting on ways to provide disinterestedness and access for all students

• Year One: Year I is the master review. It is a fourth dimension when data is nerveless, discussed, and an initial plan for assessment and growth is adult.

• Year Two: In this year, the faculty/dean team formally regroups to assess student learning through iii potential steps:

Pace 1: Summarizing nerveless class cess data

Step 2: Analysis and evaluation of data

Stride iii: Implementation of modify(s)

• Year 3: In the final year of Plan Review, the faculty/dean team closes the loop on assessing the course outcome measurements. They also review the work achieved over the three years, and program for the future.

Who is involved in plan review?

The programme review squad (kinesthesia and their dean), IR (for data purposes and data consultation), an Advisory board member, and one non-program kinesthesia chosen by the Office of Instruction and the adviser from the program area.

Who does What?

The Dean schedules the yearly meetings, working well in advance to ensure full participation. See the Dean's Checklist.

The programme faculty reflect on all aspects of their program, and works to discover ways to improve retentivity and educatee success. They atomic number 82 the review meetings.

IR (Institutional Research) members provide the almost contempo data for the program, as well as data on the irresolute job outlook in the area.

The Informational Board fellow member sheds lite on the current needs of the job marketplace, as well as their perspective on the effectiveness of the program.

The non-program faculty looks at the information and gives an outside perspective to the program, providing suggestions and ideas based on the data and program needs and direction.

The program adviser provides a unique perspective based on their work with the program students as well as prospective students that may be interested in the program.

What documents are used in a program review?

• Program Review Study: The official document where all data, comments, and recommendations are entered.

• Program Review Action Plan: The addendum where the team lists needs or ideas to continue or improve the program. This can include recommendations that involve many departments on campus.

• Supporting documents: These sources tin can help the program review participants prepare the official Program Review Class, or add context to data presented in the review. These sources can include:
  • Plan Outlines
  • Program and Class Outcomes
  • Advisory Commission Coming together Minutes

Why practice nosotros need programme reviews?

Plan review serves many purposes. First, it is a requirement of the Northwest Commission on Colleges and Universities, which is the accrediting body governing 2-year public institutions in Washington State, including RTC.  RTC is required to evaluate programs in a regular cycle, and to evaluate the effectiveness of program outcomes.

Program Reviews are a chance to see how well your students are learning, what they are learning, and what can exist done to ensure that pupil learning is taking identify. It is a chance to look at data with an centre for improvement in retention and completion. It is also a take chances to update or adjust courses and programs to meet current industry needs.

Next, it helps the institution prioritize programme needs by enrollments, curricular change, industry trends, and student satisfaction rates. This makes it possible to identify and abet for resources.

Finally, it is an evaluative procedure that ensures faculty, deans, and the higher in general are making strategic decisions for a program. This is an opportunity to reflect on success and strive for comeback. In this sense, information technology is a form of professional evolution for all members involved.

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PROGRAM REVIEW – Year Ane INSTRUCTIONS

What happens in Year One?

Summary: Year Ane is the primary review. It is a fourth dimension when information is collected, discussed, and an initial plan for assessment and growth is developed.

Programs will be selected for review in a randomized process in autumn/winter quarters.

The Part of Educational activity will notify the deans of what programs are selected.

Institutional Research (IR) sends the dean and faculty a Plan Review Template with well-nigh of the data already entered.

The dean volition schedule fourth dimension with kinesthesia to add information to these sections:

• Curriculum Development –list courses added, deleted or revised in past three years. This information tin can be retrieved from archived program outlines.

• Program Enhancements – highlight applied science implemented, partnerships added, and program-specific accreditation, if applicable.

• Future Program Pattern Ideas – summarize ideas to go along pace with industry.

• Professional Exams/Licenses – Laissez passer Rates (if known)

• Programme Facilities and Equipment – highlight facility and equipment improvements or needs.

• SWOT Analysis – the team will wait at the strengths, weaknesses, opportunities and threats for the plan.This will include previous planning information, anecdotal, industry trends, then on.A short summary of this analysis is added to the document.

• Boosted comments or analysis – each data set up provides the faculty and dean to provide extra comments and assay.

The dean and faculty will choose a plan outcome that aligns with the college-wide outcome to measure in Yr Ii and add unproblematic information to the course:

• Choose ane program event that aligns to the college-wide result and identify the college level outcome with which it aligns.
• Add that plan consequence to the review form.
• 1 - two relevant courses and outcomes that align with program outcomes will be selected together with your dean, to ensure that there are a diverseness used from your section. Choose relevant courses and course outcomes.
• Talk nearly how student learning is measured in the courses. Are these written or oral assessments, demonstrations, or a combination of measures?
• Choose a variety of examples (3-v assessments) in which the course outcomes are measured for the selected courses, and add together information technology to the review form. These methods of student learning assessment will be evaluated inYear 2by the faculty/dean team, to make sure they accurately measure the grade and programme outcomes. Faculty, see Assessment 101:  Who, What, When, Where, Why and How on how to align outcomes to your assessments.

A Review Team meeting will be scheduled in the first quarter. The team volition be sent the study alee of fourth dimension for consideration. This team includes

• All fulltime and IBEST Kinesthesia; at to the lowest degree one part time if applicable
• IR
• Advisory or community member, if available (Selected by Dean)
• One non-program faculty or staff selected by the VPI
• Student Services Counselor currently continued to the programme

Together, this team volition look at the overall direction and performance of the programme.

• Their feedback will be compiled into the report.
• Team members will fill out a program review survey within 1 week.
• Based on the feedback, IR volition compile the feedback and requite one of these recommendations:
• Move Frontwards: The programme is on the right runway to meet industry need, growth projections, and use of existing resources. No major changes will be recommended.
• Enhance: The program needs some aid to grow or evolve.  This may include marketing, revision of curriculum, equipment or facilities improvements.  Enhancements will aid programs maintain or expand offerings.   These needs volition be added to the comment section and listed in the Activity Plan Addendum.
• Intensive Review: More people and/or departments need to review the program'southward information, and major changes may exist needed for program health, or its agile status.  If this recommendation is submitted to the Office of Instruction, it needs to be noted in the comments department.
• The final study is submitted to the Office of Instruction, where it will be reviewed with the Dean if necessary and filed for futurity reference.
• The Action Programme Addendum is monitored by the Dean and Faculty over the side by side year. This tin can be scheduled at quarterly program meetings.

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PROGRAM REVIEW – YEAR TWO INSTRUCTIONS

What Happens in Year Two?

Summary: In this yr, the faculty/dean team formally regroups to assess student learning through 3 potential steps:

Step 1:  Summarizing collected course cess information

Footstep two:  Analysis and evaluation of data

Step 3:  Implementation of change(s)

This may lead to a revision of a grade consequence and/or assessment to come across if outcomes improve too equally connected data drove into Twelvemonth Iii. Also, the faculty/dean team reviews the initial Action Plan to come across if tasks identified in Twelvemonth I have been completed.

If program enhancement or intensive review was recommended in Yr One, the people and/or departments asked to review initial data and work together on plan improvement continue to meet.  This helps the institution as a whole evaluate its progress in supporting program growth, restoration, or active status.

Throughout Yr Two, faculty will collect data from course outcome assessments they chose in Twelvemonth I.Examples of the information collected by quarter or form offer can be:

• numbers of students who laissez passer with a specific GPA;
• numbers of students who succeed at a specific cess at a specific level;
• numbers of students who earn a specific industry credential in the form; or
• numbers of students who demonstrate a competency in a lab setting.

If fluctuations or a negative tendency is detected, the faculty volition want to research why this is the example. It could be equally narrow as pinpointing which questions are consistently missed on a test or every bit broad as a lab outline that misses a sequence that would enable a student to perform a task. Faculty will certificate their inquiry on the provided program review form.

At the end of Year Ii, the faculty/dean team reviews the information to decide possible improvements.

Faculty will design the necessary assessment and/or issue change(south), and it will be documented in the Program Review Report.

The faculty/dean squad will review and update items on the Action Programme Addendum.

Program REVIEW – Twelvemonth Three INSTRUCTIONS

What happens in Year Three?

In the concluding year of Plan Review, the faculty/dean team closes the loop on assessing the class event measurements. They too review the work accomplished over the three years, and plan for the future.

In spring quarter, drove of some other year'due south worth of data related to the course and plan effect assessment measures identified in Year One will be reviewed.

• If no changes were fabricated in Year Two, the review volition exist to look for continued or positive trends.
• If changes were made in Year Two, a review of the information related to the new changes volition be washed to meet if results of student learning have improved from the previous year.

The Program Action Plan will be reviewed once more and summarized. Questions to consider include:

• Were the ideas or resources implemented?Did they prove effective?
• Did we meet improvements in student success?
• If an idea or resources was non implemented, why not?

The faculty/dean team volition start looking to the new Year I for planning.

The Dean schedules the yearly meetings, working well in accelerate to ensure full participation. See the Dean's Checklist.

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Information Glossary:

CIP Code: Classification of Instructional Programs. Each program at RTC is assigned a CIP, while like programs have the same CIP code, due east.m., Accounting Clerk and Accounting Paraprofessional. These are 6-digit codes that are assigned by the Us Section of Pedagogy to describe the subject area of courses and major areas of written report. There is a difference between federal CIP codes and local (SBCTC) CIP codes. The IR function analyzes the majority of program-level data based on CIP codes.

Cohort: Group of students who fit specific criteria that are tracked for retention and graduation statistics.

Plan Enhancement Program (PEP) Cohort (Used for Program Review): Derived from the Pupil Accomplishment Initiative database. Students are included in this cohort if they: (i) Earned nada credits prior to that year, (2) Attempted at to the lowest degree 1 credit during that yr, and (3) Had a degree-seeking intent code.

Completion Rate: The completion rate is calculated as the percentage of students in an identified cohort that received a document or caste within a specified amount of time (i.due east., three years).

Degree-Seeking: A student who indicates they are seeking a caste or a document.

DLOA (Data for Linking Outcomes Cess): Database containing data compiled on an almanac footing to meet higher and SBCTC needs for outcomes data related to employment and further education of college students. Includes data for completers and leavers of vocational, academic, worker retraining or apprenticeship programs that left the organization during the previous academic year. This database is used mainly to report estimated placement for the previous yr and median wages for completers and/or early leavers of a programme.

EPC Lawmaking: Educational Program Lawmaking. Each program at RTC is also assigned an EPC code, which is different for each level of a program. For example, the Accounting Clerk certificate has a dissimilar EPC code than the Accounting AAS degree.

FTE: "Full time equivalent" equals 15 credit hours per quarter.

FTE-F: Total time equivalency for faculty. Per the SBCTC: The pct of a full-time teaching load assigned to a course. The value is assigned in the SMIS database based on the FTEF distribution/calculation process which matches personnel and distributes FTEF based on the methodology a college chooses to use (i.e., full time faculty load per the RFT contract).

FTE-S: Full time equivalency for all students.

Headcount: Number of students enrolled in the program (averaged beyond all quarters).

Intent Codes: The pupil's intent for enrolling, equally coded by the colleges. This data element is collected each quarter that the student is enrolled and may change for each pupil over fourth dimension.

Programme Outcomes Program Outcomes describe how the student will integrate knowledge, skills, and abilities learned throughout the program in a complex role performance after completion.

Retention Charge per unit: Retentiveness rate is expressed as a pct of the students who render each quarter or year. In a 2-year customs or technical college, retention is commonly assessed over shorter fourth dimension periods such as Fall to Wintertime or Fall to Spring, as some students might graduate within a yr.

SOC Code: The Standard Occupational Classification (SOC) system is used past Federal statistical agencies to classify workers into occupational categories for the purpose of collecting, calculating, or disseminating information. All workers are classified into one of 840 detailed occupations according to their occupational definition.

Pupil Achievement Initiative (SAI) Database: The SAI Database helps colleges track their students for the incremental gains they make during the year in basic skills, pre-college (college prepare) courses, earning their first 15 and first 30 college-level credits, earning their outset 5 credits in college level math or reasoning and for certificate, degree, and apprenticeship awards. These gains are termed "momentum points" because they add momentum to a student's longer term success. The database is constructed and then that a higher can see the college-level momentum students accept behind them to first and the momentum they build during the academic year and to analyze students to develop achievement strategies. All state-supported, award-seeking, and Running Kickoff students from SMS except international and Department of Corrections students, and non-state, non-accolade seeking students are included.

Educatee/Faculty Ratio: The number of students per faculty member, based on student and faculty FTE.

Student Direction System (SMS): The SMS system is used to administrate and manage all pupil-related business organisation functions on campus and tin only be accessed by designated employees on campus such as Enrollment Services and Institutional Research staff.

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Source: https://rtc.edu/program-review

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