Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
School of the Arts
Music Recording & Technology
Eric Schultz
3/10/11
Section A – Data Review and Analysis
I. Basic Success and Equity (Data from 3 previous years)
 What trends are you seeing over time? How does the basic success data compare to the college
as a whole and to statewide average success rates, if available? What might explain the
differences?
 What courses in your discipline show the greatest/least amount of success? What accounts for
success in these courses? How could you improve success in the less successful areas?
 What do you see in the comparisons between men and women and between different
ethnicities? What accounts for differences? What concerns you? How could you strategically
address the concerns?
 What inferences can you draw from the data correlating the highest level of Math/English
completed and success in your discipline's courses?
 If you have online/hybrid/telecourse/CD-ROM courses, do the success rates differ from the
same courses offered on-campus? If so, should the success rates be the same, why are they
different, and is this a cause for concern? What areas of inquiry does this raise about
online/hybrid/telecourse/CD-ROM courses?
Explain:
The Music Recording & Technology program (MURT) is an emerging program here at Chabot
College. Previous to Fall of 2010, the courses that are now listed under the MURT heading were
offered under the Music Applied (MUSA) heading. These courses include only MUSA 25A, 25B, 26
& 27. As such, all responses regarding trends and historical data must be digested with the
understanding that the current data period does not reflect the numerous curricular changes that are
planned or have already been implemented. Further, it should be noted that Eric Schultz was hired in
the Fall of 2009 to take over and build this area of the college, and that pre-Fall 2009 data reflects a
lack of a full-time faculty in this area.
The available data generates the following points:

Music technology class overall enrollment increased from 71 students in 08/09 to 137 in
09/10.

The additional music technology students in 09/10 directly relates to a 30% increase in
African-American and Latino student population in the Music area as a whole.

Reduced class sizes in the music technology class increase retention rates. This correlates
directly to keeping class caps in line with available computer terminals; students who have to
share computers are more likely to withdraw and are less likely to succeed.
Academic Program Review and Planning for 2011-14
Page 1 of 18

Increased class offerings, even at reduced class sizes increased profitable efficiency.
WSCH/FTEF ratio for academic year 08/09 aggregated to 763.44; aggregate ratio from 09/10
was 870.97.

The data shows that African-American students in the Applied Music courses demonstrate, by
far, the largest non-success rate of any student population (36%/23% in 09/10). As the music
technology courses demonstrate high populations of African-American students, these courses
must be targeted for corrective steps to promote success rates among African-Americans.
Aside from a continued pedagogical emphasis on musical styles that resonate with AfricanAmerican students, there are three important improvements that can be supported
institutionally to address this issue: 1) increased staff support for more open lab times; 2)
support for in-class learning assistants; 3) support for music technology tutors who are
available during open lab hours. Making our valuable resource of the music technology lab
more available and accessible for students who wish to work on both personal and class
projects will promote increased opportunity for hands-on music making; this in turn will
promote greater class success. Anecdotally, I am constantly asked by my students to provide
more open lab hours, particularly African-American students who are looking for a vehicle
for their creative outlets. If we make the lab more accessible, as well as providing trained
support for lab users, I would expect success rates in general, but particularly among AfricanAmerican student populations to increase.

The data, as well as anecdotal observation, also suggest that music technology classes are
significantly disproportionate in terms of gender; music technology classes are heavily male.
The music industry, particularly the recording and production aspects of it, are traditionally
male-dominated and have been so for many years. I am seeing, again anecdotally, a slight
increase in female enrollment this academic year, but by my count the largest percentage of
females in any of my music technology classes in any semester has been 20%. This is
concerning to me on many levels, and I am honestly not certain what can be done
institutionally to increase female enrollment in these courses.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
 Is success in the first course a good indicator of success in the second course? What are the
curricular, pedagogical, and/or methodological implications of what you see?
 Do your successful students in the first course enroll at a high rate in the second course within
two years? What are the implications of what you see?
Explain:
N/A
No course sequences in the data period.
III. Course Review (Data from 5 previous years)
 Ed. Code requires that all courses are updated every five years. Are all of your courses
updated? If not, do you want to maintain or continue these courses? Please indicate your plans
in terms of curriculum. Have all of your courses been offered recently? If not, why? Are
Academic Program Review and Planning for 2011-14
Page 2 of 18
students counting on courses to complete a program or major when these courses are not being
offered?
Explain:
All MURT courses have been newly created either last semester or this one.
IV. Budget Summary (Data from 3 previous years)
 What budget trends do you see in your discipline? What are the implications of these trends?
 Where is your budget adequate and where is it lacking? What are the consequences on your
program, your students, and/or your instruction?
 What projected long-term (5-10 years) budget needs do you see? You will detail your short-term
needs in the action plan that follows. You do not need to cite them here.
Explain:
Upon my hiring at Chabot College, there has been no budget specific to the music technology area.
Obviously, this is a tremendous limitation.
There are four primary areas of budgetary need in the music technology program. I will list them
below, along with commentary about what steps are being taken or need to be taken to provide
budgetary support.
1) Course offerings: the forthcoming Associate’s Degree/Certificate programs in Music
Industry & Technology require 27 credits of core technology and industry courses. These
courses have been approved by the Curriculum Committee and are currently set for full
implementation beginning in the Fall of 2011. These courses have been extremely carefully
planned on a 2-semester rotation with the absolute bare minimum in annual FTEF allocation.
Any cuts to the courses being offered will inhibit the ability for students to complete the
program in a timely manner.
2) Software: Currently, the music technology lab and recording studio are operating with an
extremely limited menu of music recording and production software. Further, the existing
software is presently out of date. The availability of relevant, industry-standard, up to date
software in this course of study is absolutely crucial, and we are at this point significantly
behind the curve.
3) Hardware: The music technology program, similar to other vocational programs on campus,
relies heavily on up-to-date, industry standard audio hardware in both the music technology
lab as well as the recording studio. Some of the big-ticket hardware needs of the program are
being covered financially by the Bond-funded remodel of the 1200 building, but there are
significant needs that have yet to be funded.
4) Support staff: Currently, our music technology lab maintains only 5 hours of open lab time
per week, supervised by a wonderful staff member whose training is in other areas of digital
media. These hours are morning-only hours, which severely limits student accessibility to the
lab. Adding a part-time music technology lab monitor with training specific to the unique
needs of relevant music software and hardware should substantially increase both student
success within music technology classes, as well as fostering a greater sense of community
within the area and promoting healthy and creative outlets for students whose non-academic
Academic Program Review and Planning for 2011-14
Page 3 of 18
lives might be challenging or dangerous. Further, student assistants would substantially
increase student success in class as it would allow a doubling of one-on-one attention for
students who are independently working on class projects. These two aspects of institutional
support would, I believe, dramatically increase student success in the music technology area.
Any long-term budgetary plans must take into consideration the fact that we will be opening a 2300
square foot music technology addition to the 1200 building in the Fall of 2012, which will feature a
proper recording studio. The potential for this recording facility to offer hands-on, real-world training
with external clients is enormously beneficial, similar to the current programs in auto repair and
dental hygiene. However, any kind of semi-professional use of the recording studio will require a
full-time staff position to properly supervise and administer the studio and supervise sessions.
Beyond the operation of a student-staffed semi-professional recording studio, it should be noted that
any long-term plans in the field of music recording and technology must include appropriate
budgetary expenditures for the constant upgrading and acquisition of industry-standard, up to date
software and hardware.
V. Enrollment Data (Data from 2 previous years)
 Please provide a brief description of: overall enrollment trends; enrollment trends by course; and
enrollment trends by time of day and Saturday.
 Describe what your discipline has done in terms of curriculum or scheduling in the last two years
that has effected enrollments.
 Describe plans or strategies that you have for the near future in terms of curriculum or
scheduling that could impact your enrollments.
 Lastly, look closely at whether the schedule you currently offer provides access to the broader
community that your discipline serves at Chabot College—day time, night time, Saturday,
distance education, special or targeted communities that would or do enroll in your courses.
Explain:
As previously stated, the enrollment in music technology courses has grown substantially in the past
year, and with the addition of the new curriculum and degree/certificate programs, will continue to
grow as much as the FTEF allocation will allow. Anecdotally, I have turned away at least 10-15
students per section for every MURT course that has been offered this academic year. The word has
gotten out in the community about the success of this program, and there are an abundance of
interested students.
We did, this past Fall, begin offering a Friday course in advanced recording, which has been
remarkably successful.
Currently, our course offerings are limited to exclusively to daytime classes. At the end of the 09/10
school year, I took a poll among all the music technology students to find out what days and times
worked best to offer courses. The results leaned towards morning and afternoon offerings, but did
indicate that if there were evening courses in music technology that there would be substantial
interest. Presently, the FTEF allocation does not allow for additional sections above what is
minimally required to keep the degree/certificate programs in tact; that said, I believe that evening
Academic Program Review and Planning for 2011-14
Page 4 of 18
offerings would open up the possibility of this program to a vast and yet unseen community
demographic.
VI. Student Learning Outcomes Inventory
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal






Percentage of courses in your discipline that have CLOs and rubrics developed:___0%______
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more
CLOs)____0%___
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:____Spring 2010____
For this information, please see the Course-level Outcomes assessment schedules list from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the past three
years, as per Chabot’s Assessment policy: ___0%____
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years____0%___
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
Academic Program Review and Planning for 2011-14
Page 5 of 18

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:



Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:____0%____
For this information, please see the Program-level Outcomes progress page from the Assessment
Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address? _____CT,
COM_________________________________________________________________________
____________________________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated?
_____none____________________________________________________
______________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students succeed
(e.g., tutoring, learning assistants, student assistants, peer advisors, lab support, supplemental
instruction, peer-led team learning, peer advisors)? How many hours per semester do you use and/or
how many hours per semester do you need?
Explain:
None of the MURT courses currently use any academic learning support resources.
Ideally, every introductory-level technology course (MURT 21, MURT 22A, MURT 25) would have
a dedicated student or learning assistant. At present course offering models, this would equal 4 3credit courses each Fall and 1 1-credit course in the Spring.
VIII. External Data
 Cite any relevant external data that affects your program (e.g., labor market data, community
demand, employment growth, external accreditation demands, etc.).
In a recent study by the Berklee School of Music, it was noted that careers in music business, music
technology and music/social networking industry are the areas experiencing the most growth in terms
Academic Program Review and Planning for 2011-14
Page 6 of 18
of job creation.
It is worth noting that in the bay area, there are a very limited number of options for degree acquisition
in the field of music industry and technology. The competition for our program here at Chabot is, quite
frankly, very slim. Foothill college offers an A.S. degree in music technology and recording at the
same price as Chabot, but the location and population demographics of Foothill versus Chabot is
strikingly different. San Francisco State University offers a community education program in music
industry and technology, but only offers a certificate of completion. Further, the price for these courses
is approximately $500-700 per class. Ex’pressions College in Emeryville offers 4-year undergraduate
degrees in a number of music industry/technology specializations, however the price is exorbanent at
around $20,000 per academic year. It should also be noted that Ex’pressions College was disaccredited
by WASC for a number of years and only recently was reaccredited.
Given the above information, it should be very clear that a strong vocational program in music industry
and technology here at Chabot College would be not only an asset to our campus community, but point
of pride and opportunity for the underrepresented, socio-economically disenfranchised and ethnically
diverse regional community as a whole.
It is no secret that as a result of online digital music distribution networks (both legal and otherwise)
the music industry is undergoing a period of extreme change. These changes are essentially creating a
new and very fruitful open market for independent music makers and producers. The goal of the Music
Industry and Technology program at Chabot College is to give our students the technical expertise,
business savvy and musical/creative prowess to succeed in the increasingly independent music
industry. As a result of this, as well as the project-based nature of the commercial music business, hard
data regarding job placement and statistical “success” is somewhat illusive.
One indication of the potential success of our program can be seen in the story of Chrystl-Violett
Bickham, a current student in the music technology program who was hired this February as a fulltime music studio technician at the Academy of Art in San Francisco. Chosen from an applicant pool
of over 40, Chrystl states that her education here at Chabot in the music technology program (even
though she has not even completed the entire curriculum yet) was essential preparation for this fulltime salary-with-benefits position. The fact that Chrystl is a 21-year-old African-American female is
particularly encouraging.
Academic Program Review and Planning for 2011-14
Page 7 of 18
Section B – Data Summary



From what you have learned in your basic data review, what does the information tell you
about your program?
Overall, what improvements would you like to make to your program? How do you plan
to address these concerns? Are there any immediate issues that require immediate
attention (e.g., outdated course outlines)?
Where appropriate, please cite relevant data in your discussion (e.g., efficiency,
persistence, success, FT/PT faculty ratios, SLO/PLO assessment results, external
accreditation demands, etc.).
Data Summary and Plan of Action Description/Rationale:
At this juncture, the data regarding the music technology area does not adequately represent the
newly implemented direction in curriculum and pedagogy. That said, the increased enrollment,
outstanding efficiency rates, substantially lower withdrawal percentages, and increase in AfricanAmerican and Latino enrollment do seem to confirm that on many levels the program is headed in
the right direction. Further, the forthcoming A.S. and Certificate programs (pending approval) as
well as the dramatic and exciting new facilities provided by the Measure B funds are setting this
program up for remarkable long-term big-picture success.
That said, this is yet a crucial point for this program. Immediate concerns are as follows.




FTEF allocation for the pending degree/certificate program is currently at its lowest
minimum sustainable level. Any cuts to course offerings in the MURT program will
reduce the ability for students to complete the curricular requirements in a timely manner.
Our music technology software and hardware situation is detrimentally outdated and
needs to be brought up to current industry standard levels.
MURT course SLO’s need to be assessed and PLO’s need to be drafted and implemented.
A half-time staff position to expand the accessibility and expertise of supervision of the
music technology open lab hours would tremendously benefit student success rates as well
as providing a creative outlet for some of our most at risk student populations. This will be
particularly relevant and necessary when the new facility opens in Fall 2012.
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
8
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
9
I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Timeline
Activity
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
Person(s)
Responsible
Update music tech software
Fall 2011
Obtain budgetary expenditure
Software budget approval;
Potential external grant
support; Support for
faculty training in new
software
Updating of existing software
Eric Schultz
to current versions; Acquisition
of relevant industry-standard
new software for music
technology lab
Update outdated music
recording hardware
Fall 2012
Obtain budgetary expenditure
Budget committee
approval; Potential
external grant support
Replacement of currently
outdated hardware with
industry-standard equipment;
Purchase of new hardware
where none presently exist
Eric Schultz
Decrease non-success rates
among African-American
student populations
Fall 2012
Add student assistants to
introductory level classes; expand
open lab hours in music
technology lab with a lab monitor
with relevant music software
expertise; continued emphasis on
culturally relevant musical styles;
Approval for student
assistants; half-time staff
position for music
technology lab
5%-10% improvement of nonsuccess rates (from 09/10
levels) among AfricanAmerican students
Eric Schultz
Add a half-time staff
position for music
technology lab
Fall 2012
Hire a 20-hour staff member
Staff position approval
trained in the relevant music
software and hardware to increase
accessibility and effectiveness of
open lab times
Accomplished?
Yes/No/In
Progress
YEAR
ONE
LEAVE
BLANK
Implementation of new staff
Eric Schultz
position in time for the opening
of our new facility in the Fall of
2012
Definitions of terms:
Program Goal = A general statement of what the program hopes to accomplish, for the long-term. It may be in qualitative (narrative) rather
than quantitative (numeric) terms. It may include the integration of several program outcomes, or relate to class scores, credits, units, course
10
completion, retention term to term, progression to next course/level, program completion, degree and certificate completion, transfer,
success/scores on licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after completing a sequence of courses. It is a subset
of the Program Goals, related to student learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
II.
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
Reach out to underrepresented populations
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student Success
Strengthen basic skills development
Identify and provide a variety of career paths
Increase success for all students in our diverse community
Assess student learning outcomes to improve and expand instruction and services
Community Partnership
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
Promote faculty and staff involvement in college and community activities
Engage the community in campus programs and events
Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
11
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
12
Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into
planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and
answer the questions below. If you are updating/changing your timeline, list the appropriate
year in which revisions were made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new
conclusions?
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
III. Student Learning Outcomes Inventory Update
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
13






Percentage of courses in your discipline that have CLOs and rubrics developed:_________
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs
developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more
CLOs)_______
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:________
For this information, please see the Course-level Outcomes assessment schedules list from
the Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: _______
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected
upon, or discussed with colleagues, within the past three years_______
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:________
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
_________________________________________________________________________
_________________________________________________________________________
14

In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
_________________________________________________________________________
_________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
15
V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
16
Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
12
Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Best practices:
Challenges/Barriers to Success:
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
Institutional Improvement:
13