E2. Describe how your program supports the College Strategic Plan. Give a few specific examples in the following chart. Actions and results are to be updated annually as a part of the Program Review Annual Report due each May 1. Proposed Implementation Program/Department Name: Program Review Year: Strategic Direction: (insert # here) 1 (insert topic here ) Student Success Goal Statement: (insert Goal here) Reedley College is committed to empowering students to achieve their educational and vocational goals by offering academic guidance and support, career technical training, and opportunities for personal growth that will promote success. Objective (insert objective number here) 1.1 (insert objective here) Assist students in creating a clear vision towards their educational goals through the development of an educational plan. (DO 1.2) SPECIFIC Activity/Project Manner in which activity supports objective MEASURABLE Qualitative Data Baseline Measures Quantitative Data ACTION How will you implement this activity/project? RESULT FOCUSED TIMELINE Goal 1.4: Develop strategies to address unique needs of students in aid in their educational goals. Qualitative Data To support and assist Honors students in achieving their educational goals, the program offers an academic program based on IGETC in small classes with instructors dedicated to student success. As the goal of Honors Program is for students to transfer, the Honors Counselor is the transfer coordinator (although no counseling time is currently dedicated to Honors or transfer). Ongoing Goal 2.4 Maintain a safe environment conducive to learning while providing services and activities that maximize the opportunity for Qualitative Data The Honors Program offers a robust program of activities and benefits to Honors student very efficiently. Ongoing
educational and personal goals. Goal 3.2: Improve courses and programs through the analysis of multiple measures for basic skills courses, transfer level courses, career technical education, and distance education. Quantitative Data The Honors Program uses methods such as seminar, LGI with Honors section, Black Board discussions, and student-run projects to prepare Honors students for transfer to university. Ongoing Goal 6.4: Maintain and improve communication between Reedley, Madera, Oakhurst, and their surrounding communities. Quantitative Data The Honors Program must keep close ties with the feeder high schools to recruit eligible and competitive freshmen to the program. Ongoing
Need to increase diversity within Honors student population 12-13, 1 20% release time of faculty member Fall 2015 2.2 Professional Development (need for the Honors Coordinator to attend Honors Transfer Council conference) 6-7, 13 2 Cost of registration ($50) plus transportation Spring 2015 3.3 Facility Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Assessment Goals Page number(s) where supported Priority Estimated cost/resources needed Proposed timeline SP Goal Link Supply Goals Page number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Continue to purchase supplies needed in the past, such as medals for graduation and recruitment materials, such as brochures; continue to fund field trips. 4, 5, 8, 12, 13 2 TBD Fall 2015 1.4 Technology Goals Page Number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link
Staffing Goals (grow or maintain staffing—this section may be copied and pasted into the Faculty Prioritization Request) Page Number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Need for release time for Honors program coordinator 2-7, 10, 12-15, 29, 31 0 20% release time for a faculty member Fall 2015 1.4 Join Honors Transfer Council 2-7, 10, 12-15, 28, 31 1 20% release time for a faculty member Fall 2015 2.4 Need for dedicated counselor hours (at least one hour per Honors student per semester) 2-8, 10, 14-15, 22, 29-30, 31 0 One hour per student of counselor’s time Fall 2015 2.2 Distance Education Goals (curricular or student services) Page Number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Scheduling Goals (FTES/SQ.FT. data needed for reports) Page Number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Coordinate Honors schedule to ensure a non-competitive schedule with STEM and best class offerings and times for teachers and students 2-7, 10, 12-15, 29, 31 1 On-campus recruitment; 20% release time for a faculty member ongoing 2.1 Additional Goals Page Number(s) where supported Priority (0-3) Estimated cost/resources needed Proposed timeline SP Goal Link Develop XXO Honors Budget to achieve more consistency and continuity of the Honors program and to ensure that the program is not entirely dependent upon the endowment. 2-7, 10, 12-15, 23, 29, 31 1 20% release time for a faculty member Fall 2015 5.5
clearly and consistently observable. Language Language choices are appropriate, memorable, and compelling, and they enhance the effectiveness of the task. Language choices are appropriate, thoughtful, and compelling, and they generally enhance the effectiveness of the task. Language choices are appropriate, yet mundane, and they partially enhance the effectiveness of the task. Language choices are sometimes inappropriate and unclear, and they minimally enhance the effectiveness of the task. Language choices are frequently inappropriate and unclear, and they do not enhance the effectiveness of the task. Evaluation of Sources Chooses a variety of sources appropriate to the scope and discipline of the task. Selects sources after considered the importance of the task of the multiple criteria used, such as relevance, currency, authority, audience, bias, and point of view. Chooses a variety of sources appropriate to the scope and discipline of the task. Selects sources using multiple criteria, such as relevance, currency, and authority. Chooses a variety of sources. Selects sources using basic criteria, such as relevance and authority. Chooses a few sources. Selects sources using limited criteria, such as relevance. Chooses very few if any sources. Selects sources using very limited criteria, such as relevance. Course Name: _Honors 1 and 2; English 1AH; Art 6H; English 3H _______ Number of students who scored a 5 on their projects: ____72_______ Number of students who scored a 4 on their projects: ______30_____ Number of students who scored a 3 on their projects: ____16_______ Number of students who scored a 2 on their projects: _____1______ Number of students who scored a 1 on their projects: ___________ Instructors, after filling out the information above on your students’ success on their projects, please describe your satisfaction with the above results. “I am thrilled. This is an extraordinary success.” “I am very pleased with the results.” “I was very pleased with the level of creative and critical analysis on this project. Most of the papers were also well organized, demonstrated appropriate research, and responded well to the prompt in terms of focus, context, and audience.” “Very satisfied with the efforts and results of this assignment.” What changes, if any, do you anticipate making to this project based on the results above?
Program Review Section Does Not Meet Meets Exceeds General information, including staffing summary One or more sections are incomplete All sections are complete and accurate All sections are complete and accurate with analysis which support’s program’s goals Mission, Strategic Plan, and Ed Master Plan support One or more sections are incomplete All sections are complete and exhibit support All sections are complete, supportive with analysis which supports program’s goals Previous goal status/outcome Incomplete Completed Completed with some degree of depth Quantitative analysis in support of goals Sections are incomplete or poorly executed Sections are complete and data analyzed Analysis of data supports the program’s goals Funding/budget summary Incomplete Completed Completed with some degree of depth SLO summary/reports, including mapping, assessment results, gaps, and action plans Reports for courses, program, and/or certificates are incomplete or poorly executed. Mapping, results, gaps, and/or action plans are not addressed or poorly executed. Program completed all sections, including mapping and reports. Program analyzes assessment results and creates action plans with at least some degree of critical thought. Program completed all sections, including mapping and reports. Program analyzes assessment results and creates action plans which support program’s goals Qualitative analysis, including future trends, curriculum changes, teaching methodologies, collaborations Sections are incomplete or poorly executed. Program completed all sections with at least some degree of critical thought. Program analyses sections in support of program’s goals. Goals Incomplete, including no page numbers Complete, including page numbers Complete, including page numbers SLO timeline Incomplete Complete Complete Curriculum Revision timeline Incomplete Complete Complete